scholarly journals Teaching an intensive core course for medical students in the era of Covid-19: Mindful Medical Practice on Zoom

2020 ◽  
Vol 7 (2) ◽  
pp. 26-39
Author(s):  
Sarah Moore ◽  
Tom A Hutchinson
Keyword(s):  
Medical Students ◽  
Medical Practice ◽  
Online Teaching ◽  
Face To Face ◽  
The World ◽  
Mcgill University ◽  
Medical Educators ◽  
Online Experience ◽  
Online Format ◽  
Core Course

Background The COVID19 pandemic brought many challenges, including delivering interactive courses such as the Mindful Medical Practice (MMP) program to medical students. It also provided opportunities to trial online teaching of the program using technologies such as Zoom. Approach Medical educators from McGill University in Montreal and The Rural Clinical School of Western Australia in Busselton collaborated via Zoom to adapt the MMP program to an online format. This involved weekly meetings to adapt each class and debrief following its delivery. A number of adaptations were required which were implemented with ease while maintaining the program’s integrity. Evaluation The facilitator found the course relatively straightforward to teach with Zoom. In their essays at the end of the coursethe students reported that the MMP program was a valuable experience that they found to be “enjoyable”, “positive”, “interesting”, “beneficial” and “refreshing”. They reported that the online experience offered benefits over face-to-face delivery and was particularly helpful during the COVID19 pandemic. Reflection There were a number of potential limitations: this was a relatively small group of students; the students were already well acquainted with the facilitator; the students and the facilitator were experienced in using Zoom for teaching. The major strength was a clear demonstration of the feasibility of delivering the entire program online that is particularly relevant during this time of stress and uncertainty and also expands the potential to provide this teaching to students and universities across the world.

scholarly journals Learning Innovative Methodologies To Foster Personal, Organizational and Community Empowerment through Online and Face-to-Face Community Psychology Courses

2016 ◽  
Vol 14 (4) ◽  
pp. 1209
Author(s):  
Donata Francescato ◽  
Minou Mebane Mebane
Keyword(s):  
Community Psychology ◽  
Online Teaching ◽  
Psychology Students ◽  
Community Empowerment ◽  
Comparative Efficacy ◽  
Face To Face ◽  
Online Collaborative Learning ◽  
The World ◽  
Psychology Courses ◽  
Different Parts

This paper aims to illustrate the contextual factors that inspired some Italian community psychologists to develop three innovative intervention methodologies to foster personal, organizational and community empowerment. We also summarize several studies we conducted to explore the comparative efficacy of traditional and more innovative online teaching, in helping community psychology students master the competencies needed to carry out these three different intervention modalities. These studies showed that both face-to-face and online collaborative learning settings were effective not only in promoting students’ professional competencies, but also in enhancing their social capital and sociopolitical empowerment. Implications for a wider use of online settings to share community psychology values, principles and practices elaborated in different parts of the world are discussed.

scholarly journals MEDICAL STUDENTS' FEEDBACK ON PARADIGM SHIFT TO ONLINE TEACHING DURING COVID-19 LOCKDOWN

2020 ◽  
pp. 1-2
Author(s):  
R. Ravi Sunder ◽  
I. Jyothi Padmaja ◽  
Neelima. P
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Online Teaching ◽  
Advanced Technology ◽  
Classroom Teaching ◽  
First Year ◽  
Traditional Teaching ◽  
Face To Face ◽  
Traditional Classroom Teaching ◽  
First Year Medical Students

The temporary shutdown of educational institutes due to COVID -19 lockdown has led to the transformation of face to face classroom teaching to virtual online learning. The present study is aimed to evaluate the challenges faced by the first year medical students. After taking informed consent, a self administered questionnaire with 15 questions was given in google form. 148 students (62 boys, 86 girls) between the age group 17-23 years participated in the study. The answers were represented graphically. The results were analysed and compared with other studies. 84.3% students opined that they learnt the concepts better by hands on exposure than online teaching. Only 10.7% students replied that online tasks improve their self-discipline. 78.6% answered that the teacher was available when they needed help. 46% stated that the teacher’s feedback helped them in online learning. 40% accepted the need for online teaching to be combined with the traditional teaching, post COVID in their curriculum. The results were similar to the other studies when compared. Most of them experienced the technical glitches, connectivity issues, suspended video streaming etc. that interrupted their online learning. The present study concludes that the medical students prefer face to face traditional classroom teaching than online teaching amidst advanced technology.

scholarly journals Faculty Perceptions of Teaching Online During the COVID-19 University Transition of Courses to an Online Format

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Shantia Kerr-Sims ◽  
David Mc.Arthur Baker
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Faculty Perceptions ◽  
Spring Semester ◽  
Face To Face ◽  
Novice Faculty ◽  
And Performance ◽  
Online Format ◽  
Novel Coronavirus ◽  
Strongly Agree

As a result of the novel coronavirus (COVID-19) pandemic, many universities were required to make quick decisions to accommodate social distancing guidelines. Cherished university events such as commencement and spring convocations were postponed or cancelled. Such decisions were made in an effort to curb the number of people infected with the virus. Institutions were also forced to consider how to continue educating students in the midst of a pandemic. In many instances, faculty were required to transition their face to face courses to an online format. Some instructors were familiar with the instructional strategies and technological tools needed for effective online teaching. Whereas, other novice faculty were hesitant or even resistant to the idea of online teaching and learning. This case study at a Midwest Masters level university, examines the perceptions of faculty (n=158) regarding the quick adoption of their courses to an online medium during the Spring 2020 semester. The web-based survey instrument consists of two sections. Section I had 10 demographic questions, section II had 28 statements with a seven-point Likert-type scale measurement that ranged from 1 (strongly disagree) to 7 (strongly agree). Section II assessed perceptions and attitudes about the quick transition to online, and comparison of students’ engagement for the courses during the spring semester face-to-face vs the online format during COVID-19, and professors’ level of satisfaction with the transition. The data was analyzed using frequency, mean and ANCOVA with SPSS version 23. Findings revealed that generally faculty felt that course quality remained the same, that students’ engagement and performance declined during the pandemic and satisfaction levels with the transition were low.

scholarly journals From face-to-face to online and back again: How Mason’s Online Course Development Institute Can Help You!

2016 ◽  
Vol 8 ◽  
Author(s):  
Constance Harris ◽  
Larisa Olesova ◽  
Stephen Brown
Keyword(s):  
Online Teaching ◽  
Teaching Practice ◽  
Faculty Members ◽  
Online Course ◽  
Course Development ◽  
Instructional Designers ◽  
Face To Face ◽  
Development Institute ◽  
Online Course Development ◽  
Online Format

Over the last decade many faculty members have taken their traditional face-to-face class and created a version that is offered in a purely on-line environment. This practice has created a need to implement faculty development initiatives that help develop the skills, experience, and confidence to successfully teach online. In response, George Mason University has implemented a multifaceted approach to support faculty members’ online teaching practice. One component of Mason’s approach is the Online Course Development Institute (OCDI), a cohort-based program implemented by the Mason instructional design team. The OCDI incorporates evidence-based practices for technology-enhanced teaching and focuses on helping faculty members’ build competencies that enable them to enhance the quality and delivery of their courses. During this session, a faculty member and two instructional designers will outline the best practices for online teaching and discuss how the OCDI can help support faculty in implementing these practices. Creative strategies for effectively using these practices in blended or traditional face-to-face courses will also be discussed. The target audience for this presentation are faculty, and others, who want to learn about using online elements in their teaching and how OCDI can help them in online teaching--whether they intend to transition their class to a 100% online format, or to adapt online techniques to their traditional face-to-face class. 

scholarly journals Integration of Technology in Medical Education on Primary Care During the COVID-19 Pandemic: Students’ Viewpoint (Preprint)

2020 ◽  
Author(s):  
Nadine Paul ◽  
Sae Kohara ◽  
Gursharan Kaur Khera ◽  
Ramith Gunawardena
Keyword(s):  
Medical Students ◽  
Online Teaching ◽  
Medical Curriculum ◽  
Medical Knowledge ◽  
Junior Doctors ◽  
Learning Space ◽  
Clinical Placements ◽  
Face To Face ◽  
King's College ◽  
Integration Of Technology

UNSTRUCTURED The COVID-19 pandemic has forced medical schools and clinicians to transition swiftly to working online, where possible. During this time, final-year medical students at King’s College London, England, have received some of their general practice teachings in the form of virtual tutor groups. The predominant feature of such groups is online patient simulations, which provide students a valuable experience to help gain insight into current clinical practice amid the pandemic and inform how their practices as incoming junior doctors would continue. Even in the absence of face-to-face teaching and clinical placements, students have been able to hone their medical knowledge and soft skills through these virtual, simulated consultations. They have been exposed to a new consultation style while in a safe and collaborative learning space. Here, we explore how medical students have benefited from these virtual tutor groups and how similar small-group online teaching opportunities can add value to the medical curriculum in the future.

scholarly journals Teaching Medical Ethics During Covid-19 Pandemic: An Experience Using Flipped Classroom and Game-Based Learning Running head: Online Flipped classroom and Kahoot

2021 ◽  
Vol 5 (2) ◽  
pp. 6-15
Author(s):  
Norwati Daud ◽  
Nurul Izza Yunus ◽  
Siti Norazlina Juhari ◽  
Nurulhuda Mat Hassan ◽  
Mohd Faeiz Pauzi
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Medical Ethics ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Medical Training ◽  
Main Concern ◽  
Game Based Learning ◽  
Face To Face ◽  
Internet Connection

Abstract: Introduction/Background: The COVID-19 pandemic has affected medical training worldwide. Many teaching and learning activities were replaced with online learning. The use of flipped classroom and game-based learning in teaching have been in trend recently. Aim & Objectives: The objective of this report is to describe the experience of using flipped classroom in combination with game-based learning and to study the students’ feedback on their use. Methods/Study Design: Flipped classroom combined with scenario-based Kahoot! quiz during the synchronised online teaching of medical ethics was tested on second year medical students. Results/Findings: Based on their objective scoring and subjective feedback, almost all students agreed that the combination of flipped classroom and scenario-based Kahoot! quiz helped them understand the topics and achieve the learning outcomes. However, almost half of them were unsure whether they preferred the new methods over the traditional face-to-face lecture. Among the main problem for online learning was poor internet connection which interrupted their concentration and participation in class. Discussion & Conclusion: As a conclusion, medical students were still sceptical whether flipped classroom and game-based learning were their preferred methods over the traditional face-to-face lecture. However, these combined methods were feasible to do during the pandemic and received good feedback from students. The main concern is the internet connection that may interrupt the running of the class.   Keywords: Flipped classroom, Game-based learning, Kahoot, Online learning, Medical students

scholarly journals Higher Education in the First Year of COVID-19: Thoughts and Perspectives for the Future

2021 ◽  
Vol 10 (3) ◽  
pp. 285
Author(s):  
Stefano Cesco ◽  
Vincenzo Zara ◽  
Alberto F. De Toni ◽  
Paolo Lugli ◽  
Giovanni Betta ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Lessons Learned ◽  
World Health ◽  
Pedagogical Issues ◽  
Face To Face ◽  
The World ◽  
Learning Software ◽  
Health Organization ◽  
The Impact

In the last year a new virus (SARS‑CoV‑2) and the disease caused by it (COVID-19) has quickly spread around the world, leading the World Health Organization to declare a public health emergency and, then, a global pandemic status. The strategies adopted by many countries to reduce the impact of the pandemic were mainly based on social distancing rules and on stay-at-home measures or lockdowns. These strategies had severe disruptive consequences on many sectors, including all levels of education. While the “traditional” (face-to-face) Higher Education (HE) system was unprepared for the lockdown (e.g., no plans for a massive shift to online teaching were available/ready), it reacted in an extremely quick and effective way, replacing face-to-face teaching with online teaching. While COVID-19 has been extremely challenging for education, the experience has undoubtedly provided positive inputs for the digitalization of the HE system. The question is however, if whether after the COVID-19 emergency everything will go back to the previous situation or instead if the pandemic has irreversibly changed HE. While we are still in the middle of the crisis, it is in our view beneficial to start to reflect on the challenges and open issues that emerged during this period and the lessons learned for the “new normal” (as it is often referred to). In this conceptual paper we seek to start this discussion by focusing on the following relevant aspects that should be considered to succeed in the digital transformation: broadband network infrastructure and hardware devices; e-learning software; organization of teaching activities; pedagogical issues; diversity and inclusivity; and a number of other issues. We conclude that the COVID-19 pandemic will irreversibly change HE and probably for the better.

scholarly journals Distant learning as a way to meet challenges: teaching English for medical students

2021 ◽  
Vol 9 (1) ◽  
pp. 50-59
Author(s):  
Olga Pechinkina ◽  
Tatiana Vepreva
Keyword(s):  
Teaching Experience ◽  
Educational Institutions ◽  
Teaching English ◽  
Home Schools ◽  
Face To Face ◽  
Distant Learning ◽  
Offline Learning ◽  
Short Period ◽  
The World ◽  
Online Format

Abstract In 2020 the world encountered a new virus. Nobody could predict it but it happened. The boundaries between countries were closed, people were obliged to stay at home, schools and universities were shut and the education was transferred online. We have to admit that not all educational institutions were ready to switch to the online format of teaching in such a short period. However, in conditions when there are no possibilities for face-to-face teaching educators are forced to find the most efficient ways of teaching English. In this paper, the authors aim to investigate online resources able to compensate for the lack of face-to-face communication. While doing research critical analysis of existing literature and generalisation of teaching experience were used. The findings revealed that even in distant learning particular resources can recompense for the absence of offline learning.

Enseignement-apprentissage dématérialisé du FLE en Finlande

2021 ◽  
pp. 7-14
Author(s):  
Mélanie BUCHART
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
University Education ◽  
Digital Tools ◽  
Mediated Learning ◽  
Face To Face ◽  
The World ◽  
Long Time ◽  
The Difference ◽  
The University

In the spring of 2020, in Finland as in most countries of the world, the Covid-19 epidemic has caused a shift in university education from all face-to-face to all digital. In the language department, digital tools have been present for a long time and the university is already promoting the development of mediated learning outside Covid. The difference this time was the forced and sudden aspect of mediatised learning. This generated questions about the pedagogical uses of technology, the reconceptualisation of the teaching of French as a foreign language, the shaking of the traditional posture of the teacher, his or her professional and identity repositioning, as well as the reception by learners of these digital practices. This article presents the main lines of a survey carried out in Finland, after two months of confinement and online teaching (March-April 2020), among teachers and learners of French at the university.

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