scholarly journals Current Antimicrobial Stewardship Practice and Education in Russian Hospitals: Results of a Multicenter Survey

Antibiotics ◽  
2021 ◽  
Vol 10 (8) ◽  
pp. 892
Author(s):  
Ivan Palagin ◽  
Svetlana Rachina ◽  
Marina Sukhorukova ◽  
Irina Nizhegorodtseva ◽  
Ulyana Portnyagina ◽  
...  
Keyword(s):  
Antimicrobial Stewardship ◽  
Postgraduate Education ◽  
Web Based ◽  
Undergraduate Level ◽  
Face To Face ◽  
Multicenter Survey ◽  
Federal Districts ◽  
E Learning ◽  
Printed Materials ◽  
Medical University

Proper antibiotic usage education and training of medical students and healthcare professionals is the cornerstone to implement antimicrobial stewardship (AMS) programs worldwide. We conducted this voluntary and anonymous survey on current and preferred educational provision of AMS in Russia. Among 1358 polled respondents from six participating Centers located in geographically remote Federal Districts of Russia, the majority were nurses (52.8%) and doctors (42.0%). Results of the survey demonstrated better coverage of education in AMS on an undergraduate level (57.1%). More than half of respondents in total (52.4%) stated they had not received any postgraduate training. Those 38.4% respondents who received postgraduate teaching in AMS stated that it had been provided substantially by an employing hospital (28.4%) or by a medical university/college (22.3%). According to the conducted survey, the methods of education in AMS in Russian Federation mainly include traditional face-to-face lectures, presentations and provision with clinical guidelines, recommendations and printed materials. The involvement of e-learning and web-based online approaches was lacking. The survey allowed us the identify the key problems associated with training of healthcare workers in this field, in particular the varying availability of under- and postgraduate education in different parts of Russia.

scholarly journals E-Teaching in Higher Education: An Essential Prerequisite for E-Learning

2018 ◽  
Vol 7 (2) ◽  
pp. 93-97 ◽  
Author(s):  
Sarah Guri-Rosenblit
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
New Technologies ◽  
Higher Education Institutions ◽  
Undergraduate Level ◽  
Face To Face ◽  
E Learning ◽  
Teaching In Higher Education ◽  
Essential Prerequisite

The discourse on the implementation of the digital technologies in higher education settings focuses mainly on students’ learning rather than on professors’ teaching. The little attention paid to the crucial role of teachers in online settings results in a restricted and moderate adaptation of the technologies in higher education worldwide. In most higher education institutions, the new technologies are used mainly for add-on functions and not for substituting face-to-face encounters or for an intensive web-enhanced teaching. This article starts with briefly explaining why most students, particularly at the undergraduate level, are unable and/or unwilling to study by themselves without expert teachers to guide their knowledge construction, discusses the problematics of digital literacy of teachers, examines the main reasons for the reluctance of many academics to utilize the technologies more fully in their teaching, and concludes by recommending some strategies for incorporating more fully the huge array of the technologies’ capabilities in higher education institutions. 

scholarly journals E-learning in COVID 19 period: first year students’ perspective: a web-based Google form descriptive study

2021 ◽  
Vol 8 (2) ◽  
pp. 743
Author(s):  
Rose Davy C. ◽  
Koushiki Mani
Keyword(s):  
Medical Education ◽  
First Year ◽  
Continuous Learning ◽  
First Year Students ◽  
Web Based ◽  
Face To Face ◽  
E Learning ◽  
Normal Method ◽  
Power Point ◽  
Student’S Attitude

Background: The current COVID-19 pandemic has drastically changed the paradigm of medical education. Face-to-face mode of teaching was the basis of traditional medical education. In this crisis situation, e-learning has become the only method of education for continuous learning. In this study, we attempt to find out the students’ perspective of various aspects of e-learning.Methods: For the purpose of the study, a questionnaire was prepared to understand student’s attitude towards e-learning, their likes and dislikes about e-learning and also suggestions from their end to improve the existing modes of e-learning. The set of questionnaire (Google forms) along with informed consent was shared via whatsapp group at the end of physiology theory teaching session.Results: 175 first year MBBS students gave their consent and participated in this study. The most preferred method of e-learning was power-point with recorded narration and the least preferred method was live classes. Poor connectivity issue is the major challenge faced by the students in our study.Conclusions: In this COVID-19 era, the future of medical education has changed forever. E-learning is the new normal method of teaching. In order to be effective, students require support from Government, faculties and parents. 

A Blended Learning Approach in Mathematics

2012 ◽  
pp. 22-42 ◽  
Author(s):  
B. Abramovitz ◽  
M. Berezina ◽  
A. Berman ◽  
L. Shvartsman
Keyword(s):  
Blended Learning ◽  
Engineering Students ◽  
Traditional Teaching ◽  
Web Based ◽  
Face To Face ◽  
Undergraduate Engineering ◽  
Traditional Lectures ◽  
E Learning ◽  
Face To Face Learning ◽  
Online Assignments

In this chapter we present our work aimed at interweaving e-learning and face-to-face learning in Calculus courses for undergraduate engineering students. This type of blended learning (BL) contains the best properties of e-learning and face-to-face learning and helps overcome many obstacles in traditional teaching. We use our approach in order to improve students’ conceptual understanding of theorems. We describe online assignments specifically designed to help students better understand the meaning of a theorem. These assignments are given to students in addition to traditional lectures and tutorials with the objective that they can learn to learn on their own. Students “discover” the theorem and study it independently, by using a “bank” of examples and a lot of theoretical exercises we supply. The assignments are built in such a way that students receive feedback and instructions in response to their Web-based activity.

Blended Learning

2018 ◽  
pp. 302-320 ◽  
Author(s):  
Prabal Bhargava
Keyword(s):  
Clinical Skills ◽  
First Century ◽  
Undergraduate Medical Students ◽  
Medical Teacher ◽  
Web Based ◽  
Course Content ◽  
Face To Face ◽  
Medical Education System ◽  
E Learning ◽  
Contemporary Education

Web-based learning has become an integral part of contemporary education. Online educational tools and resources are often utilized to facilitate learning and provide captivating learning environments. Opportunities protracted by technological advancements are infinite and these are finding increasing popularity in current medical education system. In this chapter, a “blended” approach, with apt amalgamation of e-learning and an interactive face-to-face session, was innovatively used by the author to augment clinical skills in the MBBS program for undergraduate medical students. A “flipped session” was developed to teach the clinical examination of the human retina using a “direct ophthalmoscope.” Besides adding value to the curriculum and constructively aligning the assessment to learning, the author capitalized on technology to demonstrate a successful application in the preparation of peak performers for the twenty-first century. This also helped the author evolve as a better medical teacher and create a rewarding Gesamtkuntswerk with the course content.

Perception of MBBS Students on Hybrid Teaching in Covid-19 Era: A Survey of Public Sector Medical University

2021 ◽  
Vol 15 (12) ◽  
pp. 3154-3155
Author(s):  
Shafaq Naseer ◽  
Imrana Zulfikar ◽  
Farhan Zaheer ◽  
Fariha Butt ◽  
Saima Sagheer ◽  
...  
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Cross Sectional Study ◽  
Teaching Methodology ◽  
Cross Sectional ◽  
Face To Face ◽  
Medical College ◽  
Hybrid Teaching ◽  
E Learning ◽  
Medical University

Aim: To explore the perceptions, limitations and recommendations for hybrid teaching. Methodology: This is a cross sectional study, conducted in the academic session of 2021 among the students of Dow medical college including third years through final years. Convenient sampling is used. The questionnaire was created on Google and forms were emailed to the students. Likert scale is applied to record the responses. Results: Total of 102 students of both genders filled the questionnaire. Students were mostly from third year, fourth year and final year. Most of the students had no previous experience of e- learning. 36.3% students agreed that hybrid teaching is better than face to face or online sessions alone. 31.4% were of the opinion that hybrid teaching covers the strong points of both face to face and online teaching. Conclusion: Covid-19 makes classroom medical education difficult but blended or hybrid teaching and learning would seem to be the perfect solution to overcome the challenges. Keywords: Hybrid teaching, distance learning, Covid 19

scholarly journals Web-Based Learning Personalization of Sequential Learning Style Type to Foster Students’ Mastery on Concept in Learning

2019 ◽  
Author(s):  
Abdul Haris Indrakusuma
Keyword(s):  
Learning Style ◽  
Sequential Learning ◽  
Learning Material ◽  
Learning Program ◽  
Web Based ◽  
Face To Face ◽  
Material Development ◽  
Web Based Learning ◽  
New Strategy ◽  
E Learning

This research was aimed to see the improvement of students’ mastery on concept in learning by using Sequential Learning Style type which was done by combining online instruction and face to face as the supplementary learning. The data was taken from 30 students who took Learning Material Development course in the Information and Technology Education Department of STKIP PGRI Tulungagung in the semester 4 on 2016. This learning was done by using Personalization of Web-Based Learning of Sequential Learning Style Type in which Dokeos was chosen as the e-learning program. The data was collected by using Likert scale of four categories, that is, excellent mastery, good mastery, fair mastery and poor mastery. Based on the data collected from the respondents, it can be concluded that students’ level of mastery is high. 70% of the students stated that they have excellent mastery on the material and 30% of the students stated that they have good mastery on the material. It showed that this strategy can improve the concept of mastery in learning. The finding, therefore, can be used as the basis to develop new strategy in the learning process by using web-based learning personalization

scholarly journals The effectiveness of e-learning in patient education delivered to patients with rheumatoid arthritis: The WebRA study—protocol for a pragmatic randomised controlled trial

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Line Raunsbæk Knudsen ◽  
Kirsten Lomborg ◽  
Mwidimi Ndosi ◽  
Ellen-Margrethe Hauge ◽  
Annette de Thurah
Keyword(s):  
Rheumatoid Arthritis ◽  
Statistical Analysis ◽  
Patient Education ◽  
Controlled Trial ◽  
Self Management ◽  
Web Based ◽  
Face To Face ◽  
E Learning ◽  
Randomised Controlled

Abstract Background Patient education is integral to the treatment and care of patients with rheumatoid arthritis. Change is taking place in the organisation of healthcare systems because of a demographic shift towards ageing populations, an increasing use of technology and advancements in digital technologies, allowing for new interventions. This study will aim to evaluate the effectiveness of a newly developed e-learning patient education programme based on self-management that targets patients with rheumatoid arthritis. Methods A pragmatic multi-centre randomised controlled trial is planned. We intend to recruit approximately 200 patients with a new diagnosis (< 3 months) of rheumatoid arthritis. Participants will be randomised 1:1 to web-based patient education delivered through an e-learning programme at home or standard face-to-face patient education provided at the hospital. The primary outcome is self-efficacy. Secondary outcomes are improved knowledge of rheumatoid arthritis, adherence to medication, health literacy level and quality of life. Outcomes will be measured at baseline and follow-up occurring 1, 3, 6 and 12 months after enrolment. Furthermore, data on healthcare utilisation and utilisation of the e-learning programme will be assessed at the 12-month follow-up. Statistical analysis, including differences between groups, will be evaluated using the chi-square and Kruskal–Wallis tests. Statistical analysis will follow the intention-to-treat principle, and analysis of variance will be used to evaluate the within- and between-groups differences testing the hypothesis of the ‘superiority’ of web-based patient education over standard face-to-face education provided at the hospital. Per protocol analysis will be used to assess the impact of missing data. Enrolment started in February 2021 and will end in June 2022. Discussion The study is expected to contribute to the evidence on the effectiveness of web-based patient education within rheumatic diseases. If the e-learning programme is effective, it will be incorporated into existing services to improve the self-management of patients with rheumatoid arthritis. Further, this mode of providing patient education may impact the organisation of health care for both rheumatic diseases and other chronic diseases by offering different modes of delivering patient education based on the needs and preferences of patients. Trial registration: ClinicalTrials.gov identifier NCT04669340. Registered on November 27, 2020. https://www.clinicaltrials.gov/ct2/show/NCT04669340?term=e-learning&cond=Rheumatoid+Arthritis&draw=2&rank=1. See Additional file 1 for detailed information on the dataset according to the World Health Organization Trial Registration Data Set.

Open Source for Higher Conventional and Open Education in India

2013 ◽  
pp. 136-153
Author(s):  
Ramesh C. Sharma
Keyword(s):  
Distance Education ◽  
Open Source ◽  
Single Mode ◽  
Open Educational Resources ◽  
Web Based ◽  
Face To Face ◽  
Education In India ◽  
E Learning ◽  
Teaching Learning ◽  
Correspondence Courses

Distance Education in India has come a long way since the launch of correspondence courses in 1962 at the Delhi University. There have been many changes over the period of time, and thus, a transition was observed from print based correspondence courses to media supported distance education. With the advent of technology, expansion of telephone network, and lowering of tariff, there has been expansion of e-learning services, web based education, and mobile learning. Currently there are around 600 conventional (face-to-face) universities in India serving around 1.2 billion students. Starting with one Open University in 1982, now we have 15 open universities. There are single mode and dual mode distance education institutions. These provide instructions from print based to technology enabled means. All these developments transformed the teaching learning. Many of the institutions followed Open Educational Resources and Open Source movement. Reasons are varied for adopting open source. With the purpose to reduce the costs on software development, freedom to improve the software and freedom to redistribute to help neighbours has made individuals, institutions, and governments support open source. In this chapter, the author examines some of the initiatives of Open Source in the field of higher, open and distance education in India.

Open Source for Higher Conventional and Open Education in India

2015 ◽  
pp. 1247-1264
Author(s):  
Ramesh C. Sharma
Keyword(s):  
Distance Education ◽  
Open Source ◽  
Single Mode ◽  
Open Educational Resources ◽  
Web Based ◽  
Face To Face ◽  
Education In India ◽  
E Learning ◽  
Teaching Learning ◽  
Correspondence Courses

Distance Education in India has come a long way since the launch of correspondence courses in 1962 at the Delhi University. There have been many changes over the period of time, and thus, a transition was observed from print based correspondence courses to media supported distance education. With the advent of technology, expansion of telephone network, and lowering of tariff, there has been expansion of e-learning services, web based education, and mobile learning. Currently there are around 600 conventional (face-to-face) universities in India serving around 1.2 billion students. Starting with one Open University in 1982, now we have 15 open universities. There are single mode and dual mode distance education institutions. These provide instructions from print based to technology enabled means. All these developments transformed the teaching learning. Many of the institutions followed Open Educational Resources and Open Source movement. Reasons are varied for adopting open source. With the purpose to reduce the costs on software development, freedom to improve the software and freedom to redistribute to help neighbours has made individuals, institutions, and governments support open source. In this chapter, the author examines some of the initiatives of Open Source in the field of higher, open and distance education in India.

Sign in / Sign up

Export Citation Format

Share Document