scholarly journals Educational Transition Amid COVID-19 Outbreak in Africa: Challenges and Opportunities for Medical Education

2021 ◽  
Vol 6 (3) ◽  
pp. 76-79
Author(s):  
Oluwatosin Imoleayo Oyeniran ◽  
Abayomi Oyeyemi Ajagbe ◽  
Oluwanisola Akanji Onigbinde ◽  
Terkuma Chia ◽  
Akintunde Tosin Yinka
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
World Health ◽  
African Region ◽  
Face To Face ◽  
Educational Transition ◽  
Challenges And Opportunities ◽  
Face To Face Learning ◽  
Health Organization ◽  
Temporary Closure

The coronavirus disease 2019 (COVID-19) pandemic has resulted in numerous alterations in today’s world. These include the temporary closure of educational institutions as part of recommended measures by the World Health Organization (WHO) to mitigate its spread, thus causing over one million students to stay at home globally. Generally, education has witnessed a transition from traditional face-to-face learning to virtual and online learning. This unexpected shift has presented a series of challenges especially within the African region where before now the educational sector is known to be deficient in funding and infrastructure. The cardinal position of medical education in providing healthcare workers can be enhanced and advanced by subduing these challenges and maximizing the available opportunities for its immediate and future needs. The aim of this paper is to highlight the steps Africa needs to take to improve medical education and invent methods for quality teaching and learning in medical education.

scholarly journals AL – Islam learning at SD Muhammadiyah 2 Sidoarjo during the Covid 19 Pandemic

2021 ◽  
Vol 10 ◽  
Author(s):  
Talitha Destiny Sasmithaningrum ◽  
Muhlasin Amrullah
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Research Process ◽  
Learning Model ◽  
World Health ◽  
Advantages And Disadvantages ◽  
Global Pandemic ◽  
Face To Face Learning ◽  
The Government ◽  
Health Organization

After the World Health Organization (WHO) declared COVID-19 a global pandemic, several countries began to implement various policies and recommendations. This policy and recommendation is carried out because it is to break the chain and also reduce the spread of the covid 19 virus. For example, in Indonesia, the government makes a policy to move at home. There are so many activities that are carried out from home, for example learning from home, working from home (WFH) for teachers and office workers. The purpose of writing this research is to find out how the learning model that exists in schools during the current pandemic. And explained how the usual learning at SD Muhammadiyah 2 Sidoarjo was carried out during this covid-19 pandemic. The research method used is descriptive qualitative research. That is a study that understands the problem of using what media during the COVID-19 pandemic, the advantages and disadvantages of online learning, the ability of students to use technology and students' understanding of online learning. In the research process this time using interview and observation techniques during the research process. In this study, it is explained what kind of learning model carried out by SD Muhammadiyah 2 Sidoarjo, such as when the level of the COVID-19 pandemic was still high, schools carried out full online learning so that it could run effectively, efficiently, optimally and could take place well. The learning media used are multimedia-based in the form of whatsapp, zoom, google classroom. With this research, we know how to find strategies in distance learning during the covid 19 pandemic so that the teaching and learning process runs smoothly like face-to-face learning.

scholarly journals Moving from Face to Face to Virtual Learning Using Blackboard: Faculty and Students’ Perceptions

2021 ◽  
pp. 29-37
Author(s):  
Eman Ghazawi ◽  
Enas Gouda ◽  
Amira Salem Al-Sagheer
Keyword(s):  
Medical Education ◽  
Saudi Arabia ◽  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Face To Face ◽  
Staff Members ◽  
Learning Platform ◽  
Face To Face Learning ◽  
Medical Colleges

The COVID-19 pandemic led to the suspension of all institutional educational activities in Saudi Arabia, resulting in an abrupt move from traditional face-to-face learning to online learning. This study investigates how online learning using Blackboard in medical colleges is changing the learning methods after COVID-19 in Saudi Arabia. It seeks to explore the faculty and students' perceptions regarding the move and the effectiveness of online learning through the e-learning platform “Blackboard” at Fakeeh College for Medical Sciences (FCMS). A quantitative study was conducted to a sample of 419 participants, comprising faculty staff members and students. The selection criteria were students from first year to the final year in their second semester using online learning. They answered the questionnaires online through the Blackboard, and all information was collected for analysis and interpretation. The results indicated challenges experienced, time management, and preferences. Most faculty and students in medical colleges preferred online learning through Blackboard as it presents the future of medical education. However, online learning through Blackboard should be monitored and continuously evaluated to eliminate the current challenges and ensure effectiveness in the teaching and learning processes.  This study recognizes the importance of technology in enhancing teaching and learning in medical education curricula.

Digital transformation of face-to-face focus group methodology: engaging a globally dispersed audience in management of institutional change (Preprint)

2021 ◽  
Author(s):  
Mohamed Mahmoud ◽  
Anna TOKAR ◽  
Melissa ARRIAS ◽  
Christos MYLONAS ◽  
Heini UTUNEN ◽  
...  
Keyword(s):  
Focus Group ◽  
Learning Strategy ◽  
Transformation Process ◽  
World Health ◽  
Global Learning ◽  
Group Discussions ◽  
Face To Face ◽  
Global Workforce ◽  
The World ◽  
Health Organization

UNSTRUCTURED As part of its transformation process to meet the health challenges of the 21st century by creating a motivated and fit-for-purpose global workforce, the World Health Organization (WHO) is developing the first-ever global Learning Strategy for health personnel around the world. Focus group discussions (FGDs) were organized as part of in-depth qualitative research on staff views, visions, and suggestions. Due to the pandemic, a flexible, multi-linguistic, participatory, iterative methodology for digitization of face-to-face FDGs to engage a globally dispersed workforce was implemented.

scholarly journals Knowledge and Determinants of Fruit and Vegetable Consumption among Adults in Hohoe Municipality, Ghana

2017 ◽  
Vol 2 (1) ◽  
pp. 1 ◽  
Author(s):  
Thomas K. Awuni ◽  
Gideon Kye-Duodu ◽  
Charles Duodu ◽  
Francis B. Zotor ◽  
Basma Ellahi
Keyword(s):  
Disease Risk ◽  
Vegetable Consumption ◽  
Binary Logistic Regression ◽  
World Health ◽  
Easy Access ◽  
Fruit And Vegetable ◽  
Face To Face ◽  
Home Based ◽  
Risk Factor Surveillance ◽  
Health Organization

<p><em>The World Health Organization (WHO) recommends that a person consumes at least 400g of Fruit and Vegetable (FV) daily to prevent chronic disease risk. We assessed knowledge of current WHO guidelines and other determinants of FV intake among adults (? 18 years, n = 397) in Hohoe Municipality, Ghana. Face-to-face interviews using a questionnaire adopted from </em><em>WHO Risk Factor Surveillance System were undertaken. </em><em>Knowledge of FV daily servings and determinants of intake were evaluated by descriptive statistics and binary logistic regression. There was a 99.2% response rate with approximately 9</em><em>% </em><em>of participants correctly stating the WHO daily recommended amount (P </em><em>=</em><em> </em><em>.</em><em>296</em><em>)</em><em>. Most (54%) of respondents’ FV intake was affected by unavailability of desired choice (</em><em>P </em><em>=</em><em> .050)</em><em>. Odds of inadequate consumption for persons aware of adequate intake amount was 1.97 (95% CI: 0.64, 6.05, P = .234) higher than persons without awareness. Participants with problems accessing their desired choice of FV had 0.59 odds (95% CI: 0.36, 0.95, P = .030) of consuming inadequate amount compared to those with easy access. Adequate FV intake depends on availability of consumer prefered choice regardless of knowledge of recommendations. Individual home based FV cultivation is relevant for availability of preferred choice and adequate consumption for NCDs risk reductions among Ghanaians.</em></p>

A tale of two doctors

PEDIATRICS ◽  
1978 ◽  
Vol 61 (1) ◽  
pp. 133-134
Author(s):  
Julian H. Fisher
Keyword(s):  
Medical Education ◽  
World Health Organization ◽  
Developing World ◽  
Delivery Systems ◽  
World Health ◽  
Educational Assistance ◽  
Research Orientation ◽  
American Medicine ◽  
The World ◽  
Health Organization

The recent shift of funding emphasis on the part of the World Health Organization, turning from research orientation to provision of practical delivery systems, highlights the divergence of goals which must be established for the medical "haves" and "have-nots"—the developed and the developing world countries. The same orientation applies as well to schema for medical education in these two worlds, and the implications were impressed upon me last year in what I would somewhat facetiously label a tale of two doctors, reviewing experiences I had with two American-trained native physicians in a Latin country. Having reflected at length on a year away from familiar North American medicine, weighing the new experiences in the light of the old, I find that these two professional pathways illustrate the developed world's gifts of foreign medical aid (educational assistance) and the developing world's utilization of those grants.

COVID-19 epidemic in The World Health Organization African Region (WHOAR): Situation and forecast

2021 ◽  
Vol 32 (3) ◽  
pp. 1320-1338
Author(s):  
Jose Luis Hernandez Caceres ◽  
Graham Wright ◽  
Berhanu Dibaba Kumma ◽  
Frank Verbeke ◽  
Yury Nechipurenko
Keyword(s):  
World Health Organization ◽  
World Health ◽  
African Region ◽  
The World ◽  
Health Organization

Massive Online Open Course Assisted Mechatronics Learning

2015 ◽  
pp. 245-268 ◽  
Author(s):  
Bo Xing
Keyword(s):  
Online Education ◽  
Teaching And Learning ◽  
Online Courses ◽  
Course Structure ◽  
Face To Face ◽  
Learning Modalities ◽  
Learning Content ◽  
Education Environment ◽  
Massive Online Open Course ◽  
Face To Face Learning

Massive open online courses (MOOCs), also known as kind of free and accessible online education environment, have been deeply appeals to people and broadly covered in different medium. Nowadays, it seems MOOCs are everywhere. Originally, MOOCs are designed to offer learning content to the participants who do not have an adequate educational infrastructure, or where cost has become a barrier to educational access. However, as the MOOCs become more popular, an important question need to be asked: how do traditional face-to-face learning students benefit from MOOC environments as well? This chapter introduces MOOCs as an assistant platform to rebuild the course structure in order to tie education more closely to work. The major advantage of this hybrid teaching and learning model is that it is flexible as it allows students to work through materials at their own pace and at a time that is most convenient to them. Although the successful integration of such different teaching and learning modalities is a big challenge, the presented case study and the preliminary experimental results demonstrated the effectiveness of the proposed hybrid methodology.

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.

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