scholarly journals The Impact of the Off-site Monitoring Clinic (Virtual Monitoring Clinic) on the Practice of Outpatient Rheumatology in a Tertiary Centre during the COVID-19 Pandemic

2020 ◽  
Vol 49 (11) ◽  
pp. 905-908
Author(s):  
Li-Ching Chew ◽  
Siaw Ing Yeo ◽  
Julian Thumboo
Keyword(s):  
Severe Acute Respiratory Syndrome ◽  
Circuit Breaker ◽  
Tertiary Institutions ◽  
Face To Face ◽  
Tertiary Centre ◽  
Global Pandemic ◽  
Medication Delivery ◽  
Site Monitoring ◽  
Good Disease Control ◽  
The Impact

The ongoing pandemic in Singapore is part of a global pandemic caused by the novel severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). To control the spread of COVID-19 and prevent the healthcare system from being overwhelmed, ‘circuit breaker’ measures were introduced between 7 April and 1 June 2020 in Singapore. There is thus a crucial need for innovative approaches to the provision and delivery of healthcare in the context of safe-distancing by harnessing telemedicine, especially for patients with chronic diseases who have traditionally been managed in tertiary institutions. We present a summary of how the Virtual Monitoring Clinic has benefited the practice of our outpatient rheumatology service during the COVID-19 pandemic. The virtual consultations address the need for safe-distancing by limiting face-to-face appointments and unnecessary exposure of patients to the hospital where feasible. This approach ensures that the patients are monitored appropriately for drug toxicities and side-effects, maintained on good disease control, and provided with patient education. Keywords: Chronic rheumatic diseases, health services, medication delivery service, severe acute respiratory syndrome coronavirus 2, telemedicine

Micronutrients and Infection with COVID-19: A Critical Mini-Review

2021 ◽  
Author(s):  
Zahra Yaghtin ◽  
Richard Webb ◽  
Sayyed Saeid Khayyatzadeh
Keyword(s):  
Severe Acute Respiratory Syndrome ◽  
Vitamin A ◽  
Nutritional Status ◽  
Serum Levels ◽  
Global Pandemic ◽  
Micronutrient Intake ◽  
Severity Of The Disease ◽  
The Impact ◽  
The Relationship ◽  
Low Serum

Severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2), has been the cause of a global pandemic. Given the impact of nutritional status upon immune function, it is crucial to understand the relationship between micronutrient intake and severity of the disease. This mini-review aimed to summarize the known associations between specific micronutrients (vitamin A, D, E, C and zinc, selenium and magnesium) and the health of coronavirus-infected patients. Low serum levels of these micronutrients are associated with the incidence and severity of SARS-CoV-2. However, further studies are needed to evaluate the outcomes of supplementation with these nutrients.

scholarly journals Cloud computing adoption among state universities and colleges in the Philippines: Issues and challenges

2021 ◽  
Vol 10 (4) ◽  
pp. 1455
Author(s):  
Catherine R. Alimboyong ◽  
Mardie E. Bucjan
Keyword(s):  
Cloud Computing ◽  
The Philippines ◽  
Academic Community ◽  
State Universities ◽  
Universities And Colleges ◽  
Face To Face ◽  
Cloud Computing Adoption ◽  
Global Pandemic ◽  
Multiple Case ◽  
The Impact

<span>The emergence of cloud computing (CC) adoption in higher education institutions (HEIs) is considered widespread today. Its growth comes with tremendous benefits and potential risks as well. This paper endeavors to investigate some issues and challenges that influence the adoption of cloud computing among state universities and colleges (SUCs) in the Philippines. A qualitative design was used in the study as it employed multiple case studies approach. Based on the results, this paper establishes two strong factors such as slow internet connection and lack of understanding or awareness of cloud computing. The findings revealed the impact of cloud computing to SUCs is found beneficial to the educational system amidst the global pandemic. Professors can easily upload lessons and teaching materials while students can easily access the materials online, though the challenge lies in the connectivity of internet in the country. Administrators can easily collaborate with the entire academic community and even to its stakeholder’s potential for collaboration even if not in face to face. It is a perfect avenue to be productive and efficient which allows all processes be made possible to all members of the entire academic community, may it be students, professors, staff and even other stakeholders.</span>

scholarly journals Students' Perceptions of Clinical Education during a Global Pandemic

2021 ◽  
Author(s):  
Pamela Pologruto ◽  
Jennifer Jewell ◽  
Laura Cruz
Keyword(s):  
Student Perceptions ◽  
Clinical Education ◽  
Physical Therapist ◽  
Clinical Experiences ◽  
Face To Face ◽  
Physical Therapist Assistant ◽  
Global Pandemic ◽  
Physical Therapy Programs ◽  
The Impact ◽  
Academic Year

Abstract Introduction Clinical education is an essential component of allied health programs. The coronavirus disease 2019 (COVID-19) global pandemic had significant impacts on clinical education. The central purpose of this research was to recognize student perceptions of the impact of COVID-19 on their face-to-face clinical experiences during the global pandemic. Methods A Qualtrics survey was sent to 80 physical therapist assistant students whose clinical education was affected during the 2019 to 2020 academic year. Subjects were asked about the following: factors that influenced their decision to complete clinical rotations during the pandemic; perceptions of learning, safety, and stress under these conditions as well as perceptions of the effectiveness of clinical preparatory activities. Results Twenty-six responses to the survey were received and analyzed using descriptive statistics and nonpaired t-tests calculated for each scaled survey item to compare groups. A majority (83.3%) of the respondents reported graduation followed by professional experience (58.3%) as extremely important factors of consideration for participation in clinical education. Personal safety (33.3%) ranked the lowest of the extremely important factors. In preparing for the clinical experience, 75% reported that individual or small group meetings with the faculty member were extremely helpful. The majority of students (78.26%) strongly agreed that they learned a great deal from the clinical experiences under global pandemic; however, 52.17% reported they found the clinical experiences to be stressful. Conclusion During the global pandemic, students placed greater value on interpersonal, trusted relationships when seeking information. Even though students felt stressed during their clinical education, they perceived that learning did occur. As the impacts of COVID-19 remain, physical therapy programs can use this data to recognize areas that require increased support and preparation for students' clinical experiences to encourage an impactful and sustainable future in clinical education.

scholarly journals Lessons learned: What the COVID-19 global pandemic has taught us about teaching, technology, and students with autism spectrum disorder

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jane Roitsch ◽  
Robert L. Moore ◽  
Annemarie L. Horn
Keyword(s):  
Autism Spectrum Disorder ◽  
Online Learning ◽  
Structured Interview ◽  
Autism Spectrum ◽  
Lessons Learned ◽  
Spectrum Disorder ◽  
Content Type ◽  
Face To Face ◽  
Global Pandemic ◽  
The Impact

Purpose The purpose of this paper is to examine the impact of the abrupt transition from attending school face-to-face to participating in online learning in response to the COVID-19 pandemic as reported by a parent of a student with autism spectrum disorder (ASD). Design/methodology/approach A phone interview was conducted with the parent of a child with ASD. The semi-structured interview focused on how the child’s family was impacted when classes shifted to virtual from face-to-face learning in response to the COVID-19 pandemic. Findings A total of four themes emerged from the interview. Three of these included adjustments to changes in routines and roles, instruction, and social interactions. A final theme involved the benefits and challenges that emerged following the transition to online learning for students with ASD. While we are in an unprecedented time with the COVID-19 global pandemic presenting understandable challenges, opportunities for and examples of effective virtual learning environments for students with ASD were reported in the parent interview and supported by the literature. Practical implications This research provides insight regarding the impact of COVID-19 and highlights elements that should be considered involving technology for students with ASD. Increased awareness regarding the benefits and contraindications of technology while teaching students with ASD can minimize the adverse effects and enhance the positive impact of technology in students with ASD. Originality/value This paper shares the experiences of one parent of a child with ASD and their experiences with technology and learning during COVID-19.

scholarly journals P113 How has COVID-19 affected the treatment of osteoporosis? The answers from a global survey

Rheumatology ◽  
2021 ◽  
Vol 60 (Supplement_1) ◽  
Author(s):  
Nicholas R Fuggle ◽  
Andrea Singer ◽  
Nicholas Harvey ◽  
Jean-Yves Reginster ◽  
Cyrus Cooper ◽  
...  
Keyword(s):  
Nurse Practitioners ◽  
Physical Therapists ◽  
Physician Assistants ◽  
Asia Pacific ◽  
Mineral Density ◽  
Face To Face ◽  
Medication Delivery ◽  
Relative Neglect ◽  
The Impact ◽  
Intravenous Medication

Abstract Background/Aims  The COVID-19 pandemic has had profound effects on the health of the global population both directly, via the sequelae of the infection, and indirectly, including the relative neglect of chronic disease management. Together the International Osteoporosis Federation and National Osteoporosis Foundation sought to ascertain the impact on osteoporosis management. Methods  Questionnaires were electronically circulated to a sample of members of both learned bodies and included information regarding the location and specialty of respondents, current extent of face to face consultations, alterations in osteoporosis risk assessment, telemedicine experience, alterations to medication ascertainment and delivery, and electronic health record (EHR) utilisation. Responses were collected, quantitative data analysed, and qualitative data assessed for recurring themes. Results  Responses were received from 209 healthcare workers from 53 countries, including 28% from Europe, 24% from North America, 19% from the Asia Pacific region, 17% from the Middle East, and 12% from Latin America. Most respondents were physicians (85%) with physician assistants, physical therapists and nurses/nurse practitioners represented in the sample. The main three specialties represented included rheumatology (40%), endocrinology (22%) and orthopaedics (15%).In terms of the type of patient contact, 33% of respondents conducted telephone consultations and 21% video consultations. Bone mineral density assessment by dual-energy x-ray absorptiometry (DXA) usage was affected with only 29% able to obtain a scan as recommended. The majority of clinicians (60%) had systems in place to identify patients receiving subcutaneous or intravenous medication, and 43% of clinicians reported difficulty in arranging appropriate osteoporosis medications during the COVID-19 crisis. Conclusion  To conclude through surveying a global sample of osteoporosis healthcare professionals, we have observed an increase in telemedicine consultations, delays in DXA scanning, interrupted supply of medications and reductions in intravenous medication delivery. Disclosure  N.R. Fuggle: None. A. Singer: None. N. Harvey: None. J. Reginster: None. C. Cooper: None. S. Greenspan: None.

scholarly journals Implementasi Pendidikan Pada Masa Covid-19 Dalam Perspektif Sosiologi

2020 ◽  
Vol 3 (1) ◽  
pp. 111-123
Author(s):  
Mutiyati Mutiyati ◽  
Yuniarti Yuniarti
Keyword(s):  
Learning System ◽  
Survey Method ◽  
Online Learners ◽  
Face To Face ◽  
Global Pandemic ◽  
The World ◽  
The Government ◽  
Learning Policies ◽  
The Impact ◽  
The City

Today the world is shocked by the outbreak of a disease caused by a virus called corona or known as covid-19 (corona virus diseases-19). The virus that began to plague on December 13, 2019 in the city of Wuhan in the Hubei Province of China spread very quickly throughout the world, until March 11, 2020, WHO settled this outbreak as a global pandemic. Hundreds of thousands of people were exposed to this world virus and even dozens of dead victims died. Transmission is very fast and difficult to detect people exposed to because the incubation period of covid-19 for 2 weeks. And transmission occurs because of social activities that can not be avoided. So a lot of impact received from covid-19 and restrictions on social interaction. One of them has an impact on the world of education.This article we will discuss the actions of the government in overcoming the impact of co-19 in the world of education, so that it remains well run and is able to produce young people who have character without the hindrance of learning activities by this co-19 virus outbreak. Pandvid Covid-19 has made the learning system change dramatically from face-to-face meetings to online learners. This study uses a survey method using a questionnaire conducted online. The Tarbiyah and Teacher Training faculties support learning policies at home by implementing online learning.

scholarly journals Characteristics of effective online interventions: implications for adolescents with personality disorder during a global pandemic

2021 ◽  
Vol 23 (3) ◽  
Author(s):  
Samantha Reis ◽  
Emily L. Matthews ◽  
Brin F.S. Grenyer
Keyword(s):  
Mental Health ◽  
Personality Disorder ◽  
Health Programs ◽  
Rapid Review ◽  
Empirical Literature ◽  
Online Interventions ◽  
Face To Face ◽  
Global Pandemic ◽  
Mental Health Programs ◽  
The Impact

In recent years, the necessity of providing online interventions for adolescents, as an alternative to face-to-face interventions, has become apparent due to several barriers some adolescents face in accessing treatment. This need has become more critical with the coronavirus disease 2019 (COVID-19) global pandemic impacting the delivery of psychotherapy and limiting accessibility of face-to-face therapy. Whilst it has been established that face-to-face psychotherapy for adolescents with personality disorder can be effective in reducing the impact these complex mental illnesses have on functioning, online interventions for adolescents are rare, and to our knowledge there are no empirically validated online interventions for personality disorder. The development of novel online interventions are therefore necessary. To inform the development of online interventions for adolescents with personality disorder or symptoms of emerging personality disorder, a two-phase rapid review was conducted. Phase one consisted of a search and examination of existing online mental health programs for adolescents with symptoms of personality disorder, to understand how to best use online platforms. Phase two consisted of a rapid review of empirical literature examining online interventions for adolescents experiencing symptoms of personality disorder to identify characteristics that promote efficacy. There were no online programs specific to personality disorder in adolescence. However, 32 online mental health programs and 41 published empirical studies were included for analysis. Common intervention characteristics included timeframes of one to two months, regular confidential therapist contact, simple interactive online components and modules, and the inclusion of homework or workbook activities to practice new skills. There is an urgent need for online interventions targeting personality dysfunction in adolescence. Several characteristics of effective online interventions for adolescents were identified. These characteristics can help inform the development and implementation of novel online treatments to prevent and reduce the burden and impact of personality disorder, or symptoms of emerging personality disorder, in adolescents. This has implications for the COVID-19 pandemic when access to effective online interventions has become more urgent.

scholarly journals The impact of COVID-19 on clinical research: the PIPPRA and MEDRA experience

2021 ◽  
Vol 4 ◽  
pp. 55
Author(s):  
Louise Larkin ◽  
Tala Raad ◽  
Anusha Moses ◽  
Alexander Fraser ◽  
Stephen Gallagher ◽  
...  
Keyword(s):  
Public Health ◽  
Rheumatoid Arthritis ◽  
Clinical Research ◽  
Face To Face ◽  
Assessment Protocol ◽  
Global Pandemic ◽  
Trial Protocols ◽  
Decision Making Processes ◽  
The Impact ◽  
Insight Into

Background: Coronavirus disease 2019 (COVID-19) has had a significant impact on clinical research. This paper aims to provide an insight into how the COVID-19 pandemic, associated public health restrictions and international guidance on the conduct of clinical research impacted two clinical rheumatology research trials - the Physiotherapist-led Intervention to Promote Physical Activity in Rheumatoid Arthritis (PIPPRA) and the MEDiterranean diet in Rheumatoid Arthritis (MEDRA) projects. Methods: The March 2019 public health restrictions imposed to mitigate the risk of COVID-19 occurred at a time when PIPPRA was in the process of delivering assessment and intervention on a face-to-face basis (n=48) and MEDRA had commenced recruitment. Participants in PIPPRA and MEDRA had a diagnosis of rheumatoid arthritis, with some being immunosuppressed and thus at a higher risk for COVID-19. The decision-making processes of both trials is outlined to demonstrate the required amendments to continue in the context of the COVID-19 pandemic. Results: Amendments to PIPPRA and MEDRA trial protocols were agreed and received ethical and funder approval. Both trials switched from a face-to-face delivery to a telehealth using online platforms. The PIPPRA study was paused for five months (April-August 2020), resulting in n=33 (60%) deviations from assessment protocol. MEDRA switched from face-to-face to online recruitment with 20% (n=35/44) deviation in recruitment. Of the n=18 participants who consented to participating in a face-to-face trial, just n=2 (11%) opted to engage with telehealth delivery of the intervention. MEDRA assessment and intervention deviations were 100% as no sessions were completed as planned in 2020. Conclusions: The COVID-19 pandemic has severely impacted the PIPPRA and MEDRA clinical trials. Moving face-to-face clinical research to telehealth delivery may not be the panacea it is purported to be. Our experiences may be of benefit to researchers, clinicians, and funders in seeking to continue clinical research during a global pandemic.

scholarly journals COVID-19, Face Masks, and Social Interaction: How a Global Pandemic Is Shining a Light on the Importance of Face-to-Face Communication

2021 ◽  
pp. 1-9
Author(s):  
Tina M. Grieco-Calub
Keyword(s):  
Speech Recognition ◽  
Cognitive Abilities ◽  
Mitigation Strategies ◽  
Visual Speech ◽  
Daily Lives ◽  
Social Distancing ◽  
Face To Face ◽  
Global Pandemic ◽  
Speech Cues ◽  
The Impact

Purpose The purpose of this article is to discuss the impact of COVID-19 mitigation strategies on face-to-face communication. The article covers three main areas: the effect of face masks and social distancing on aspects of communication, including speech production, speech recognition, and emotion recognition; the effect of face masks on access to visual speech cues; and downstream effects of poor speech recognition on language and cognitive abilities. Conclusions The use of face masks and social distancing are proven mitigation strategies to minimize the spread of COVID-19 and other airborne diseases. However, these strategies may place individuals with hearing, speech, and language disorders at greater risk for communication problems in their daily lives. Practitioners who work directly with these patients should consider these issues when discussing communication strategies with their patients.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

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