Impact of the Covid 19 pandemic on preclinical teaching in medical schools-Lessons learned

Objectives: The authors analyzed the weaknesses and areas of opportunities with the online teaching imposed by the COVID19 lockdown, and the new measures adopted to control the online examinations for medical students. Method: In addition to personalized question sets we had location mapping and Open Broadcaster Software (OBS) for monitoring students during the exams as well as disabling the back-button during examination. Results: The academic year was successfully completed on time. There was no change in the exams format or scope, yet the results were similar in terms of grade distribution, average and standard deviation as well as the validity and reliability scores. The students’ perception of online teaching was evaluated through a survey. It revealed the importance and added value of online teaching but also exposed the gaps related to lecturers’ preparedness and need for training. Conclusion: The online experience was a valuable lesson for us, as we discovered not only the weaknesses or areas to improve, but also new ways and opportunities that can be explored to enhance the learning experience. Our plan is to introduce online teaching gradually to all modules and align it with students’ readiness through direct implications of students; however, every center should develop its own long-term plan to address its own problems and weaknesses.

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Students’ Perceptions of Gained and Lost Value: a Case Study of a Summer School That Had to Suddenly Move Online

10.20944/preprints202111.0292.v1 ◽

2021 ◽

Author(s):

Alvaro Pina Stranger ◽

German Varas ◽

Gaëlle Mobuchon

Keyword(s):

Online Teaching ◽

Summer School ◽

Learning Experience ◽

Added Value ◽

Managerial Decisions ◽

Social Events ◽

Summer Schools ◽

Technical Solutions ◽

The Impact

In 2020, the early Covid-19 lockdown and social distancing induced the abrupt migration of traditionally presential learning activities to online domains. This “new normal” environment affected management not only of training courses, but also educational events whose main added value consisted in providing students with an interactive experience onsite, as it is the case of inter-institutional summer schools. The following research corresponds to a case study in which our organization, a French university, had to reformulate, in less than three months, one of its traditional summer schools while trying to keep the original goals. We aimed at identifying the impact of four managerial decisions by analyzing, through qualitative and quantitative surveys, students’ perception of gained or lost value regarding four topics: a) online teaching, b) pre-recorded busines cases providers, c) online social events, and d) technical solutions. With an emphasis in both didactics (i.e., knowledge) and pedagogics (i.e., learning experience), the analysis of perceived value allowed as to learn about students’ assessment position, which revealed two main issues at stake: belonging, in relation to students’ identity and academic background, and performing, related to students’ expectations.

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Development of second language speech fluency in foreign language classrooms: A longitudinal study

Language Teaching Research ◽

10.1177/13621688211008693 ◽

2021 ◽

pp. 136216882110086

Author(s):

Keiko Hanzawa

Keyword(s):

Second Language ◽

Foreign Language ◽

Learning Experience ◽

Learning Experiences ◽

L2 Learning ◽

Language Classrooms ◽

One Year ◽

The Relationship ◽

Academic Year

Although several researchers have demonstrated that foreign language (FL) learning experience has a limited effect on the short-term development of second language (L2) fluency, recent studies have suggested that learners can gain long-term (over one year) benefits from FL learning experiences. As a part of the present study, 50 Japanese university students were exposed to L2 learning experience over the course of one academic year to monitor its impact on L2 fluency measures (i.e. speed, breakdown, and repair fluency) in FL context. The relationship between the development of L2 fluency measures and learners’ learning experiences inside and outside the classroom was also investigated. The results showed a significant decrease in the length of between-clause and within-clause pauses that learners made. Furthermore, the correlational analysis showed that their L2 learning experience was uniquely associated with the development of between-clause pause frequency and repair frequency. These findings suggest that, while relatively long-term FL learning impacts the development of L2 fluency, it produces a unique pattern, whereby the effectiveness of FL learning is influenced by how students make the best use of their learning experiences.

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Simulation of Insolvency Proceedings Year II – Evidence of the Long Term Effect on Cognitive Learning

Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis ◽

10.11118/actaun201765061979 ◽

2017 ◽

Vol 65 (6) ◽

pp. 1979-1985

Author(s):

Martina Krásnická ◽

Viktor Vojtko ◽

Zdeněk Strnad ◽

Rudolf Hrubý

Keyword(s):

Learning Experience ◽

Cognitive Learning ◽

Long Term Effect ◽

The Usa ◽

Long Term Impact ◽

Education Of Students ◽

Insolvency Proceedings ◽

The University ◽

Academic Year

The aim of this paper is to draw some conclusions from a long‑term project inspired by the so‑called Mock trials experienced in the USA and applied into the Czech system of law education of students at the Faculty of Economics of the University of South Bohemia. The project involves a simulation of insolvency proceedings in case of a company bankruptcy. The students play roles of the various participants in the insolvency proceedings and learn very relevant but rather complicated process of insolvency. The results of the second academic year involve re‑testing of students included in the SIP 1.0 (Simulation of Insolvency Proceedings 2015/2016) in order to assess if the learning experience has the long‑term impact and comparison with the new group of students that undergone the SIP 2.0 (Simulation of Insolvency Proceedings 2016/2017).

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Teaching Epidemiology Online (Pandemic Edition)

American Journal of Epidemiology ◽

10.1093/aje/kwaa285 ◽

2020 ◽

Author(s):

Hailey R Banack ◽

Catherine R Lesko ◽

Brian C Whitcomb ◽

Lindsay C Kobayashi

Keyword(s):

Online Teaching ◽

Training Programs ◽

Health And Safety ◽

Lessons Learned ◽

Student Health ◽

Use Of Technology ◽

Specific Teaching ◽

Course Format ◽

Equity And Inclusion

Abstract In response to the threat posed by the COVID-19 pandemic, many universities are encouraging or requiring online instruction. Teaching an epidemiology course online is different in many respects than teaching in person. In this article, we review specific approaches and strategies related to teaching epidemiology online during the pandemic and beyond, including a discussion of options for course format, grading and assessment approaches, pandemic-related contingencies, and the use of technology. Throughout this manuscript we present practical, epidemiology-specific teaching examples. The pandemic has served to heighten our awareness of concerns related to student health and safety as well as issues of accessibility, equity, and inclusion. Moreover, we also examine: 1) how the lessons learned about the practice of epidemiology during the pandemic can be integrated into the didactic content of epidemiology training programs and 2) whether epidemiologic pedagogy and teaching strategies should change in the long term, beyond the COVID-19 pandemic. Our goal is to present a practical overview connecting pandemic-era online teaching with thoughts about the future of epidemiologic instruction.

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Online Teaching Today and Tomorrow

The Tools for Successful Online Teaching ◽

10.4018/978-1-59140-956-4.ch001 ◽

2011 ◽

pp. 1-23

Author(s):

Lisa Dawley

Keyword(s):

Online Teaching ◽

Learning Experience ◽

Lesson Plan ◽

Deep Understanding ◽

Learning Objectives ◽

Online Tool ◽

Online Tools ◽

Specific Learning ◽

Over Time

The strengths and weaknesses of each tool are discussed in detail, and educators are taught to match the strengths of the specific tool to the learning objectives they seek to achieve in their courses. Multiple examples of objectives and online learning activities are provided to help instill a deep understanding of the power of each online tool. This leaves you with a long-term ability to adapt your own curriculum over time, because you have learned options for using a variety of online tools to achieve specific learning objectives. Finally, each chapter includes a sample lesson plan that demonstrates how to integrate the tool into the learning experience. These ideas and activities provide tried and true suggestions for creating an online environment that engages and empowers learners for success. And when your students are successful in learning, you are successful in teaching.

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Level of Satisfaction of the Practical Studies Teachers with the Distance Education Experience in Kuwait in Light of the CoronaVirus COVID-19

Asian Social Science ◽

10.5539/ass.v17n3p1 ◽

2021 ◽

Vol 17 (3) ◽

pp. 1

Author(s):

Adnan Said Ahmad AL-Husaini ◽

Abduallah Salem Azou’bi

Keyword(s):

Distance Education ◽

Distance Learning ◽

Learning Experience ◽

Survey Method ◽

Validity And Reliability ◽

Male And Female ◽

First Semester ◽

Education Experience ◽

Level Of Satisfaction ◽

Academic Year

The study aimed to identify the level of satisfaction of the practical studies’ teachers with the distance education experience in Kuwait in light of the coronavirus covid-19 pandemic. To achieve that, the researchers used the survey method. It was applied on a sample of (120) male and female practical studies’ teachers in Mubarak Al-Kabeer governorate in the first semester of the academic year 2020/2021. The researchers built a questionnaire consisting of (20) items to measure the level of their satisfaction with the distance learning experience, and verifying its validity and reliability. The results of the study showed that the level of satisfaction of the practical studies’ teachers with the distance education experience in Kuwait was moderate. The results also revealed that there are no statistically significant differences at (α = 0.05) in the level of satisfaction of the practical studies’ teachers due to the gender variable. While there are statistically significant differences at (α = 0.05) in the level of satisfaction due to the variable of educational experience and in favor of who hold an experience with less than (5) years.

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Maximizing Outcomes in Group Treatment of Aphasia: Lessons Learned From a Community-Based Center

Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders ◽

10.1044/nnsld24.3.100 ◽

2014 ◽

Vol 24 (3) ◽

pp. 100-105 ◽

Cited By ~ 1

Author(s):

Darlene Williamson

Keyword(s):

Group Treatment ◽

Treatment Protocol ◽

Lessons Learned ◽

Group Program ◽

Community Based ◽

Multiple Treatment ◽

Use Of Technology ◽

Communication Impairments ◽

Treatment Settings

Given the potential of long term intervention to positively influence speech/language and psychosocial domains, a treatment protocol was developed at the Stroke Comeback Center which addresses communication impairments arising from chronic aphasia. This article presents the details of this program including the group purposes and principles, the use of technology in groups, and the applicability of a group program across multiple treatment settings.

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Periodic monitoring of vampire bats and rabies: a new framework for animal restoration projects in the Neotropics

10.32942/osf.io/53hda ◽

2020 ◽

Author(s):

Fernando Gonçalves ◽

Daniel G. Streicker ◽

Mauro Galetti

Keyword(s):

Disease Transmission ◽

Lessons Learned ◽

Multidisciplinary Teams ◽

Risk Area ◽

Food Web Structure ◽

Land Bridge ◽

High Risk Area ◽

Restoration Project ◽

Vampire Bats

Nowadays, restoration project might lead to increased public engagement and enthusiasm for biodiversity and is receiving increased media attention in major newspapers, TED talks and the scientific literature. However, empirical research on restoration project is rare, fragmented, and geographically biased and long-term studies that monitor indirect and unexpected effects are needed to support future management decisions especially in the Neotropical area. Changes in animal population dynamics and community composition following species (re)introduction may have unanticipated consequences for a variety of downstream ecosystem processes, including food web structure, predator-prey systems and infectious disease transmission. Recently, an unprecedented study in Brazil showed changes in vampire bat feeding following a rewilding project and further transformed the land-bridge island into a high-risk area for rabies transmission. Due the lessons learned from ongoing project, we present a novel approach on how to anticipate, monitor, and mitigate the vampire bats and rabies in rewilding projects. We pinpoint a series of precautions and the need for long-term monitoring of vampire bats and rabies responses to rewilding projects and highlighted the importance of multidisciplinary teams of scientist and managers focusing on prevention educational program of rabies risk transmitted by bats. In addition, monitoring the relative abundance of vampire bats, considering reproductive control by sterilization and oral vaccines that autonomously transfer among bats would reduce the probability, size and duration of rabies outbreaks. The rewilding assessment framework presented here responds to calls to better integrate the science and practice of rewilding and also could be used for long-term studying of bat-transmitted pathogen in the Neotropical area as the region is considered a geographic hotspots of “missing bat zoonoses”.

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Effectiveness of Classification Measures in Predicting Achievement in the Israel Defence Forces - Fitness Instruction Trainers Courses as a Case Study

Sport Science Review ◽

10.2478/v10237-012-0023-5 ◽

2012 ◽

Vol 21 (5-6) ◽

pp. 145-172

Author(s):

Yair Galily ◽

Orly Kayam ◽

Michael Bar-Eli

Keyword(s):

Training System ◽

Drop Out ◽

Validity And Reliability ◽

Screening Process ◽

Training Course ◽

Drop Out Rate ◽

Army Service ◽

Israeli Army ◽

Israel Defense Forces

Abstract Human resources are the most crucial element in the selection of suitable fitness instruction trainers (FIT) and the results of the screening process impact greatly on the entire physical training system in the Israeli army, both in the short-term and the long-term (potential officers, young officers and developing and veteran officers). The aim of the current study is to examine the effectiveness, validity and reliability of the screening process for acceptance to the female fitness instructors training course in the Israel Defense Forces (IDF). The screening process aims to identify those that are most suitable from a large pool of candidates, in order to ensure the highest possible level of candidates and the lowest possible drop-out rate from the training course and subsequent army service. The paper examines the reliability of the classification exam currently administered in the course and its validity in predicting those candidates who will succeed in the course and in their assignments afterwards. The sample is based on a data analysis of nine screening dates over three years (three each year). The evaluation of validity is based on the relationship between the course entrance exam grades (administered a year before enlistment), exam grades at the beginning of the course and additional data relating to success in the field.

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