scholarly journals First update course organized on a webinar by the West African College of Surgeons (Faculty of Radiology) during the COVID-19 pandemic and hosted by Ghana

2021 ◽  
Vol 11 (3) ◽  
pp. 371-381
Author(s):  
Klenam Dzefi-Tettey ◽  
Emmanuel Kobina Mesi Edzie ◽  
Edmund Kwakye Brakohiapa ◽  
Franklin Acheampong ◽  
Samson Seth Osei ◽  
...  
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
Professional Training ◽  
West African ◽  
The West ◽  
Radiology Resident ◽  
Face To Face ◽  
Item Questionnaire ◽  
Almost All ◽  
Virtual Mode

Background: Teaching through virtual learning, such as webinars, has been found to be an effective medium in medical education, as well as many other professional training streams. The COVID-19 pandemic provided an opportunity to experiment with new teaching and learning methods by utilizing technology that allows for virtual online learning and education. Most scientific medical activities have shifted to online formats, in the form of webinars, to maintain continuing medical education. We aimed to assess the acceptance of webinar for delivering an update course in accordance with the Faculty of Radiology’s curriculum. Methods: This prospective study reviewed responses from 166 radiology resident trainees, who took part in an update course organized by the Faculty of Radiology of the West African College of Surgeons on 8th - 9th July 2020 via webinar. Participants were invited to respond to a 23-item questionnaire designed using Google Forms. Data obtained were analyzed with the aid of Statistical Package for Social Sciences (SPSS Inc. Chicago, version 20). Results: From a total of 166 participants, males 88 (53.0%) constituted the majority. Majority of the respondents (95.2%) strongly agreed or agreed that the update course via webinar was really helpful and (99.4%) of the respondents indicated that the update course has enhanced their knowledge on the topics presented. Almost all the participants (94.6%) agreed to attend another update course on webinar, however, (5.4%) of the participants suggest they prefer a face-to face update course over an update course via webinar. Conclusion: Teaching in virtual mode (e.g. webinar) is a helpful technique for medical education, especially when social distancing is required. We found that the webinar was well-received and highly rated for educational objectives. Despite a few participants' stress and burden-related highlights, the majority of participants agreed that such a teaching mode would be beneficial.

scholarly journals Students’ Perspective on Remote On-Line Teaching and Learning at the University of Latvia in the First and Second COVID-19 Period

2021 ◽  
Vol 13 (21) ◽  
pp. 11890
Author(s):  
Sanita Baranova ◽  
Dita Nīmante ◽  
Daiga Kalniņa ◽  
Alise Oļesika
Keyword(s):  
Teaching And Learning ◽  
Face To Face ◽  
Short Period ◽  
Digital Skills ◽  
On Line ◽  
Study Process ◽  
Survey Responses ◽  
Almost All ◽  
The University ◽  
Remote Learning

In Spring 2020, due to the rapid spread of COVID-19, all educational institutions in Latvia, including the University of Latvia (UL), transitioned from face-to-face on-site learning to remote learning. After a short period of face-to-face on-site learning in autumn, UL returned to remote learning in November for the second time. This paper investigates the UL students’ perspectives on remote teaching and learning at the UL during the first and second COVID-19 periods. The research assesses several remote study organization aspects, including the lecturer’s and student’s digital skills, their access to information and support during the study process, planning and implementation of the study process, and students’ acquisition of the content. The study used an original questionnaire designed in the Spring 2020 semester. Seven questions from the first questionnaire were included in another follow-up questionnaire distributed in the Spring 2021 semester. A total of 2248 UL students from the Spring 2020 semester and 742 students from the Spring 2021 semester participated in the study, representing 13 faculties across all study levels. The survey responses were collected via a QuestionPro survey platform and then downloaded into an IBM SPSS 28 file for a reliability check. Next, descriptive statistical analyses were conducted for each reported survey item using Microsoft Excel 2016. The research presented here implies that, in general, students perceive positive improvements in almost all the investigated aspects of the organization of the remote study process when comparing the first and second COVID-19 periods, which could indicate a certain level of resilience in students and university lecturers when subject to COVID circumstances. However, the results reveal that students have, in one year, developed a more realistic approach in assessing their digital skills. The results lead us to believe that remote on-line learning is not just a short-term solution but could become a valuable element for providing qualitative education in the long term. It could indicate that the students and lecturers at university are ready for new and sustainable higher education study organization solutions in the future.

Implementation of Scholarship of Teaching and Learning through an On-Line Masters Program

2017 ◽  
pp. 888-918
Author(s):  
Klara Bolander Laksov ◽  
Charlotte Silén ◽  
Lena Engqvist Boman
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Time Study ◽  
Face To Face ◽  
Introductory Course ◽  
Part Time ◽  
On Line ◽  
The Individual

In this case study, the introductory course in an international masters program in medical education (MMedEd) called “Scholarship of Medical Education” is described. Some of the background to why the MMedEd was started and the underlying ideas and principles of the program are provided. The individual course, which consists of 10 weeks part time study on-line with an introductory face to face meeting, is described in terms of the intentions and pedagogical principles underlying the design, the teaching and learning activities, and how the students were supported to achieve the intended learning activities, as well as the challenges and concerns that arose throughout and after the course. Finally, some solutions to these problems are discussed.

Integrating Medical Education with Medical Practice

2011 ◽  
pp. 433-445 ◽  
Author(s):  
Arindam Basu ◽  
Billy O’ Steen ◽  
Mary Allan
Keyword(s):  
Medical Education ◽  
Social Networking ◽  
Social Presence ◽  
Teaching And Learning ◽  
Professional Preparation ◽  
Web Based ◽  
Face To Face ◽  
Approach To Teaching ◽  
Networking Technologies ◽  
Social Constructivist Approach

Education is essentially a social phenomenon. As such, a social constructivist approach to teaching and learning is highly applicable to all disciplines and especially medicine where most graduates are required to deeply engage with society and need to communicate with a diverse array of people as part of their professional responsibilities. While traditional models of medical education are predicated on the establishment of face-to-face interactions, particularly within teaching hospital settings and residencies, there may be some opportunities to utilize current developments in online social networking technologies to enhance students’ and instructors’ experiences {references}. A review of social networking in the professional preparation of medical students and their subsequent practices would be helpful in determining the viability of such an approach. In this chapter, we provide a review of two key concepts of online social learning (social presence and media richness), explore how they can be implemented in the current wave of web based collaboration tools, and indicate their place in medical education. We provide a few examplars of how educators are incorporating web based or online social tools in student learning in the context of medical education and indicate some ways to extend this approach further.

scholarly journals Reflexiones sobre la enseñanza - aprendizaje de lenguas extranjeras en la carrera de Ingeniería Civil

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Jaime Walter Cañarte Ávila ◽  
Ned Quevedo Arnaiz ◽  
Nemis García Arias
Keyword(s):  
Teaching And Learning ◽  
Professional Training ◽  
Civil Engineering ◽  
Communicative Competence ◽  
Methodological Approach ◽  
Research Work ◽  
Interdisciplinary Approach ◽  
Oral Communication ◽  
Face To Face ◽  
The Face

Este trabajo investigativo tiene como objetivo reflexionar el tratamiento que se le da a la formación y desarrollo de la competencia comunicativa oral en las condiciones actuales en que se emplean modalidades que combinan lo tutorial y lo presencial en la enseñanza aprendizaje del inglés para la carrera de Ingeniería Civil en el Ecuador, mediante métodos de análisis y síntesis y el análisis de documentos se reflexiona desde posiciones flexibles las posibilidades  de  desarrollo  que  esa  combinación  entre  las  realidades  presenciales  y  las virtuales ofrecen para el aprendizaje del inglés como lengua extranjera en la formación del profesional..  De  ahí  que  el  problema  es  el  restringido  tratamiento  metodológico  en  la enseñanza   aprendizaje   del   inglés   que   obstaculiza   el   desarrollo   de   la   competencia comunicativa oral para la Ingeniería Civil. Su campo de Acción el   Tratamiento a la competencia comunicativa oral del inglés en la modalidad combinada, tutorial y presencial. Se argumenta la importancia  del protagonismo del estudiante como indicador de calidad del aprendizaje, que incluye a su vez atención a la diversidad educativa.  Criterios que parten de los postulados del enfoque histórico cultural de L. S. Vygotsky, que sirven de guía para realizar propuestas que combinen lo presencial y lo tutorial en la enseñanza y el aprendizaje. Se precisa garantizar la formación y desarrollo de  actitudes y valores, y la apropiación de conocimientos y habilidades, comunes y específicos del estudiante, desde el Inglés, como expresión de un enfoque interdisciplinario.  Palabras claves: proceso de enseñanza aprendizaje, formación del profesional, competencia comunicativa en inglés, modalidad presencial y tutorial Reflections on the teaching - learning of foreign languages in Civil Engineering    Abstract This research work aims at reflecting the treatment given to the formation and development of oral communicative competence under current conditions in which tutorial guidance and face- to-face guidance combine in the learning of English for the Civil Engineering Major. By the using methods of analysis and synthesis and analysis of documents from flexible positions, it is  reflected  the  development  possibilities  that  combination  between  the  face-to-face  and virtual realities offer for English learning as a foreign language in the professional. Hence that the problem of the research is restricted methodological approach in the learning of English that hinders the development of oral communication skills for Civil Engineering. Its field of action is the treatment of oral communicative competence in English combined, face- to- face and tutorial guidances, in Civil Engineering. The importance of student leadership as a quality indicator of learning, which in turn includes attention to educational diversity is argued. Criteria are based on the principles of cultural historical approach to L S Vygotsky, that guide to make proposals that combine the face-to- face   and tutorial guidances, in teaching and learning.It is necessary to ensure the training and development of attitudes and values, and the appropriation of knowledge and skills, common and specific of the student from the English, as an expression of an interdisciplinary approach.  Keywords: teaching and learning process, professional training, communicative competence in English, face-to- face , tutorial guidances

Toward New Goals for Medical Education, 1830-1850

1996 ◽  
Author(s):  
Thomas Neville Bonner
Keyword(s):  
Decision Making ◽  
Medical Education ◽  
Great Britain ◽  
Professional Training ◽  
Medical Training ◽  
Quarter Century ◽  
Medical Groups ◽  
The Status ◽  
The Many ◽  
Almost All

The years around 1830, as just described, were a turning point in the movement to create a more systematic and uniform approach to the training of doctors. For the next quarter-century, a battle royal raged in the transatlantic countries between those seeking to create a common standard of medical training for all practitioners and those who defended the many-tiered systems of preparing healers that prevailed in most of them. At stake were such important issues as the care of the rural populations, largely unserved by university-trained physicians, the ever larger role claimed for science and academic study in educating doctors, the place of organized medical groups in decision making about professional training, and the role to be played by government in setting standards of medical education. In Great Britain, the conflict over change centered on the efforts of reformers, mainly liberal Whigs, apothecary-surgeons, and Scottish teachers and practitioners, to gain a larger measure of recognition for the rights of general practitioners to ply their trade freely throughout the nation. Ranged against them were the royal colleges, the traditional universities, and other defenders of the status quo. Particularly sensitive in Britain was the entrenched power of the royal colleges of medicine and surgery— “the most conservative bodies in the medical world,” S. W. F. Holloway called them—which continued to defend the importance of a liberal, gentlemanly education for medicine, as well as their right to approve the qualifications for practice of all other practitioners except apothecaries. Members of the Royal College of Physicians of London, the most elite of all the British medical bodies, were divided by class into a small number of fellows, almost all graduates of Oxford and Cambridge, and a larger number of licentiates, who, though permitted to practice, took no part in serious policy discussions and could not even use such college facilities as the library or the museum. “The Fellows,” claimed a petition signed by forty-nine London physicians in 1833, “have usurped all the corporate power, offices, privileges, and emoluments attached to the College.”

scholarly journals West African International Summer School for Young Astronomers

2015 ◽  
Vol 11 (A29A) ◽  
pp. 395-396
Author(s):  
Linda E. Strubbe ◽  
Bonaventure Okere
Keyword(s):  
West Africa ◽  
Summer School ◽  
Teaching And Learning ◽  
West African ◽  
Science Students ◽  
The West ◽  
African Students ◽  
University Science ◽  
International Summer School

The West African International Summer School for Young Astronomers (WAISSYA) is a week-long program for university science students and teachers from West Africa to develop their interest in astronomy. The first summer school was held in Abuja, Nigeria, in 2013; the second Summer School was held in Nsukka, Nigeria, in July 2015. West Africa has a large number of students interested in science, but a paucity of facilities or interest from funding bodies in developing West African astronomy. Our broad goals for the WAISSYA program are: (1) to introduce West African students to astronomy; (2) to exchange ideas about teaching and learning in West Africa and abroad; and (3) to continue building a sustained astronomy partnership between West Africa and Canada. We now briefly describe three defining aspects of WAISSYA 2015.

scholarly journals A Blended Approach to Learning in an Obstetrics and Gynecology Residency Program: Proof of Concept

2015 ◽  
Vol 2 ◽  
pp. JMECD.S32063 ◽  
Author(s):  
Funminiyi A. Taylor ◽  
Erica Nelson ◽  
Kristin Delfino ◽  
Heeyoung Han
Keyword(s):  
Medical Education ◽  
Blended Learning ◽  
Graduate Medical Education ◽  
Residency Program ◽  
Teaching And Learning ◽  
Obstetrics And Gynecology ◽  
Education Programs ◽  
Multimedia Presentations ◽  
Face To Face ◽  
Obstetric Emergencies

Problem Graduate medical education programs are expected to educate residents to be able to manage critically ill patients. Most obstetrics and gynecology (OB/GYN) graduate medical education programs provide education primarily in a didactic format in a traditional face-to-face setting. Busy clinical responsibilities tend to limit resident engagement during these educational sessions. The revision of the training paradigm to a more learner-centered approach is suggested. Intervention A blended learning education program was designed and implemented to facilitate the teaching and learning of obstetric emergencies, specifically diabetic ketoacidosis and acute-onset severe hypertension in pregnancy. The program incorporated tools to foster a community of inquiry. Multimedia presentations were also utilized as the main modality to provide instruction. The blended learning course was designed in accordance with the cognitive theory of multimedia learning. Context This intervention was carried out in the Department of Obstetrics and Gynecology, Southern Illinois University. All 15 OB/GYN residents were enrolled in this course as part of their educational curriculum. First, face-to-face instructions were given in detail about the blended learning process, course content, and online website. The residents were then assigned tasks related to completing the online component of the course, including watching multimedia presentations, reading the resources placed online, and participating in online asynchronous discussions. The course culminated with a face-to-face session to clarify misconceptions. Pre- and postcourse quizzes were administered to the residents to assess their retention and understanding. Outcome Objective analysis demonstrated significant improvements in retention and understanding after participating in the course. The blended learning format was well received by the residents. Resident perception of social presence in the asynchronous online discussions was demonstrative of low scores relating to peer-to-peer interaction. The multimedia presentations and the availability of learning resources were well received. Lessons Learned Outcomes of this study suggest that blended learning is a viable tool to support teaching and learning of obstetric emergencies in an OB/GYN residency program.

Ancient Indian Medical Education

2020 ◽  
pp. 95-100
Author(s):  
M. R. Raghava Varier
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
First Century ◽  
Face To Face ◽  
Indian Medical ◽  
Centre Of Excellence ◽  
Stages Of Learning ◽  
Face To Face Instruction ◽  
Talented Students ◽  
The University

Some Jātaka stories relate the story of how a bōdhisattva who studied at Taxila treated the king of Kāśi. Taxila remained a centre of excellence for several centuries until it was destroyed by the Huns who invaded India in the first century BCE. Towards the end of the Gupta dynasty there was a resurgence of the old tradition of universities as noticed and described by the Chinese traveller Hsuan-tsang. He has recorded an excellent account of the mahāvihāra and the university at Nālanda. According to Hsuan-tsang students from distant places came to Nālanda for higher studies in all subjects, including medicine, under great scholars. Teaching and learning were properly systematized during the time of the samhitas and this can be explicitly found in the Carakasamhita that lays specific rules and regulations for various stages of learning medicine. It is assumed that side by side with the university stream of education, the ancient gurukula system also flourished for the training of physicians and that mode of teaching and learning attracted great masters as well as talented students. It may be learnt from the description of the process of learning given in the section śisyōpanayanīya in the Sūtrasthāna that teaching was following the method of face-to-face instruction.

scholarly journals Transition From Face-to-Face to Online Instruction During the COVID-19 Pandemic: An Exploration of Iranian EFL University Lecturers’ Attitudes

2021 ◽  
Author(s):  
Shiva Azizpour
Keyword(s):  
Online Instruction ◽  
Teaching And Learning ◽  
Professional Training ◽  
Internet Access ◽  
Structured Interviews ◽  
Technological Infrastructure ◽  
Face To Face ◽  
Global Pandemic ◽  
Rapid Transition ◽  
University Lecturers

Abstract The COVID-19 pandemic is a huge challenge that has influenced university lecturers and students globally and led to a rapid transition from face-to-face to online instruction. The current qualitative study explored the Iranian EFL university lecturers’ attitudes toward online instruction during the COVID-19 outbreak. Based on a researcher-developed protocol, semi-structured interviews were conducted with 13 university lecturers from Karaj and Science and Research Branches of Islamic Azad University, in Karaj and Tehran, Iran, whose teaching experiences ranged from 7 to 27 years, with the purpose of identifying their attitudes, experiences, and challenges regarding online instruction during the COVID-19 Pandemic. The interviews drew upon emergent methodology to categorize the interviewees’ value-laden comments into four major attitudinal themes, namely, change in pedagogy, supporting students, ethics in online instruction, and the future of online instruction. The findings revealed that Iranian EFL university lecturers require professional training on the latest technology updates for online instruction and should make their online classes interactive to help their students stay focused on the course and minimize the sense of isolation. Besides, the adequacy of technological infrastructure and free internet access could facilitate online instruction during the COVID-19 outbreak. Therefore, universities and educational organizations are expected to promote the infrastructure and provide a variety of internet access alternatives. Moreover, after this global pandemic, when normal classes resume, university lecturers and students should be encouraged to continue using online tools to develop teaching and learning.

Internet support as a tool for increasing the effectiveness of enterprise full-time corporate training

2016 ◽  
Vol 10 (4) ◽  
pp. 76-82
Author(s):  
Сергей Роговкин ◽  
Sergey Rogovkin
Keyword(s):  
Teaching And Learning ◽  
Professional Training ◽  
Professional Competence ◽  
Corporate Training ◽  
Full Time ◽  
Support Tool ◽  
Face To Face ◽  
Active Teaching ◽  
Internet Support ◽  
Sustainable Economic Growth

The article is devoted to increasing the effectiveness of full-time corporate training. In the conditions of informa- tional society the objective need of corporations in the modern staff training based on the principles of continuing education, faces with the need to overcome the several difficulties of the traditional face-to-face corporate training. The need to improve the full-time corporate training, the effectiveness of which is one of the factors ensuring sustainable economic growth of the country makes an important and timely search of pedagogical tool, which allows, without increasing the frequency and duration of face-to-face classes, to ensure continuity of the learn- ing process, to increase the relevance and improve the quality of learning in terms of psychologically comfortable learning environment. The article substantiates the choice of the online support tool for improving professional training of specialists in the system of corporate training. Internet support is naturally integrated into the existing system of full-time training as well as improves and develops it. The opportunities provided by the Internet support of the learning process in full-time corporate training can be used in order to improve the efficiency of formation of information-theoretical and experimental component of professional competence of experts. The modular aproach allows using the same modules as elements of several training programs, developing similar competence. The results are the formation of the environment and the process of active teaching and learning on the basis of constantly updated resources, the natural motivation of students to active learning, the increasing level of assimi- lation of educational material. The article shows that the inclusion of Internet support in the process of full-time corporate training contributes to the psychological comfort of learning and satisfaction with the results, a positive effect on the level of professional competence of students.

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