scholarly journals The Academic and Social Impact of COVID-19 Among College Students: Perspectives from the United States of America, Cameroon, Ghana, and Nigeria

2021 ◽  
Vol 11 (3) ◽  
pp. 1
Author(s):  
Ernest Kaninjing ◽  
Ivette A. Lopez ◽  
Che Wankie ◽  
Elizabeth O. Akin Odanye ◽  
Roland N. Ndip ◽  
...  
Keyword(s):  
College Students ◽  
Online Learning ◽  
Social Impact ◽  
Sudden Change ◽  
The United States ◽  
Higher Learning ◽  
Cross Sectional ◽  
Institutions Of Higher Learning ◽  
Online Format ◽  
The Impact

The novel coronavirus disease of 2019 (COVID-19) caused disruptions in the delivery of higher education around the globe. To understand how universities and students are dealing with the sudden change from in-person course delivery to online format, this cross-sectional mixed-method study aimed to (a) ascertain the impact of the COVID-19 pandemic on students’ ability to access online learning; (b) examine how college students adapted to changes in the learning/teaching environment; and (c) explore the students’ perspective on measures that institutions of higher learning could have adopted to ease the abrupt transition to online learning. Results indicate a majority of participants in the US reported access to internet and computers for off-campus learning during the COVID-19 pandemic. A little over half of participants from Africa reported internet access during the COVID-19 pandemic (82% of participants from Nigeria and 66.7% from Ghana). Participants from Cameroon reported the lowest percentage of access to online learning at 59.1%. Participants from Africa reported challenges in adapting to online format due to inadequate access to necessary technological resources such as a reliable internet and computer. Participants identified internal and external resources that could have been adopted to better deal with the transition to online learning. Institutions of higher learning can learn from their initial response to the COVID-19 pandemic to formulate and adjust policies that provide flexibility to effectively transition to online learning while catering to the social, educational and health needs of their students.

Awareness of Breastfeeding Laws and Provisions of Students and Employees of Institutions of Higher Learning in Georgia

2018 ◽  
Vol 35 (2) ◽  
pp. 323-339 ◽  
Author(s):  
Alex Kojo Anderson ◽  
Evan Johnson ◽  
Nicole Motoyasu ◽  
Whitney E. Bignell
Keyword(s):  
Race And Ethnicity ◽  
Online Survey ◽  
The United States ◽  
Higher Learning ◽  
Chi Square ◽  
Cross Sectional ◽  
University System Of Georgia ◽  
Institutions Of Higher Learning ◽  
Chi Square Test ◽  
Initiative Program

Background: Over the past 2 decades, southern states in the United States have recorded the lowest breastfeeding rates. It is not known whether awareness of breastfeeding laws and provision of resources play any role in their breastfeeding practices. Research aims: The aims were (a) to describe awareness of breastfeeding laws and provisions by students and employees of institutions of higher learning in the state of Georgia, (b) to describe awareness by race and ethnicity, and (c) to determine factors associated with awareness of breastfeeding laws and provisions among students and employees within Georgia institutions of higher learning. Methods: A cross-sectional online survey of students ( n = 1,923) and employees ( n = 1,311) associated with five institutions within the University System of Georgia ( N = 3,271) was completed. Convenience sampling was used. Data were collected through Qualtrics. Chi-square test was used to examine differences between groups, while logistic regression was used to examine associations. Results: Participants included 33.3% undergraduate, 26.2% graduate students, 24.6% staff, 14.2% faculty, and 1.7% administrators. Over two thirds were female and white. Almost one third reported having a child or children. Awareness of breastfeeding laws and provisions was very low among respondents, with 26.6 and 9.6% aware of federal and state provisions, respectively. While less than 10% were familiar with the Baby Friendly Hospital Initiative program, 52.6% reported their institution provides a supportive environment for breastfeeding. Being a student and being a minority were negatively associated with awareness of laws and provisions that support breastfeeding. Conclusion: The need for focused efforts on increasing awareness of legislative and institutional provisions and support for breastfeeding exists.

Hospital Homebound Students and K-12 Online Schooling: A Cross-Sectional Analysis (Preprint)

2021 ◽  
Author(s):  
Erik Black ◽  
Richard E. Ferdig ◽  
April Fleetwood ◽  
Lindsay A. Thompson
Keyword(s):  
United States ◽  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
The United States ◽  
Cross Sectional ◽  
Cross Sectional Analysis ◽  
K 12 ◽  
Sectional Analysis ◽  
The Impact

BACKGROUND The United States public educational system encourages inclusion, integrating learners with different needs in the same classroom students, including those with chronic disability and illness. However, a small but significant number of students with chronic illnesses or disabilities may not be healthy enough to attend school in a traditional environment. Hospital homebound programs serve these children by providing educational instruction for those living with short-term and chronic disabilities in non-school settings. These programs are publicly supported, differing significantly from homeschooling where, traditionally, a child’s parent or guardian assumes responsibility for the delivery of educational services. The limited research exploring hospital homebound programs describes them as challenged, characterized by instructors who may lack the qualifications to teach critical core subject matters and teach with limited instructional time. As online learning continues to become more mainstream in the United States, it is important to explore the impact that the medium could have on students with differing needs. The flexibility afforded by online education may provide opportunities for learners with disability that necessitates absence from traditional learning environments. OBJECTIVE This study sought to describe how a subset of learners with disability, those with a hospital-homebound designation, perform in K-12 online classes, particularly as compared to non-hospital homebound counterparts. METHODS A cross-sectional analysis was performed of all Florida Virtual School course enrollments from August 1, 2012, to July 31, 2018. Researchers analyzed 2,534-course enrollments associated with students who, at the time of their course enrollment, had hospital-homebound designation, and a comparison group of 5,470,591 enrollments from students without hospital-homebound status. RESULTS Hospital-homebound designed student academic performance was equivalent to their non-hospital homebound counterparts (P = .05 - .28). But, hospital-homebound course enrollments were 26% more likely to result in a withdrawal prior to grade generation (P < .01). CONCLUSIONS Hospital-homebound students represent a population under-served by many education systems, including online education. The results of this study provided evidence that when they can remain enrolled, hospital-homebound learners experience equivalent academic outcomes in online learning environments. These findings suggest that healthcare professionals should be made aware of the potentially equivalent outcomes for their patients, and virtual schools should seek to identify and create supports for these students.

scholarly journals Impact of temperature and relative humidity on the transmission of COVID-19: a modelling study in China and the United States

BMJ Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. e043863
Author(s):  
Jingyuan Wang ◽  
Ke Tang ◽  
Kai Feng ◽  
Xin Lin ◽  
Weifeng Lv ◽  
...  
Keyword(s):  
Regression Analysis ◽  
Relative Humidity ◽  
Human Mobility ◽  
The United States ◽  
Reproductive Number ◽  
Cross Sectional ◽  
The Usa ◽  
Higher Temperature ◽  
Potential Impact ◽  
The Impact

ObjectivesWe aim to assess the impact of temperature and relative humidity on the transmission of COVID-19 across communities after accounting for community-level factors such as demographics, socioeconomic status and human mobility status.DesignA retrospective cross-sectional regression analysis via the Fama-MacBeth procedure is adopted.SettingWe use the data for COVID-19 daily symptom-onset cases for 100 Chinese cities and COVID-19 daily confirmed cases for 1005 US counties.ParticipantsA total of 69 498 cases in China and 740 843 cases in the USA are used for calculating the effective reproductive numbers.Primary outcome measuresRegression analysis of the impact of temperature and relative humidity on the effective reproductive number (R value).ResultsStatistically significant negative correlations are found between temperature/relative humidity and the effective reproductive number (R value) in both China and the USA.ConclusionsHigher temperature and higher relative humidity potentially suppress the transmission of COVID-19. Specifically, an increase in temperature by 1°C is associated with a reduction in the R value of COVID-19 by 0.026 (95% CI (−0.0395 to −0.0125)) in China and by 0.020 (95% CI (−0.0311 to −0.0096)) in the USA; an increase in relative humidity by 1% is associated with a reduction in the R value by 0.0076 (95% CI (−0.0108 to −0.0045)) in China and by 0.0080 (95% CI (−0.0150 to −0.0010)) in the USA. Therefore, the potential impact of temperature/relative humidity on the effective reproductive number alone is not strong enough to stop the pandemic.

Didactic education in paediatric cardiology during the COVID-19 pandemic: a national fellow survey

2020 ◽  
pp. 1-4
Author(s):  
Madhusudan Ganigara ◽  
Chetan Sharma ◽  
Fernando Molina Berganza ◽  
Krittika Joshi ◽  
Andrew D. Blaufox ◽  
...  
Keyword(s):  
United States ◽  
Online Learning ◽  
United States Of America ◽  
Formal Education ◽  
Medical Training ◽  
Nationwide Survey ◽  
The United States ◽  
Negative Consequences ◽  
Paediatric Cardiology ◽  
The Impact

Abstract The coronavirus disease 2019 (COVID-19) pandemic has had a profound impact on medical educational curricula. We aimed to examine the impact of these unprecedented changes on the formal education of paediatric cardiology fellows through a nationwide survey. A REDCap™-based voluntary anonymous survey was sent to all current paediatric cardiology fellows in the United States of America in May, 2020. Of 143 respondents, 121 were categorical fellows, representing over one-fourth of all categorical paediatric cardiology fellows in the United States of America. Nearly all (140/143, 97.9%) respondents utilised online learning during the pandemic, with 134 (93.7%) reporting an increase in use compared to pre-pandemic. The percentage of respondents reporting curriculum supplementation with outside lectures increased from 11.9 to 88.8% during the pandemic. Respondents considered online learning to be “equally or more effective” than in-person lectures in convenience (133/142, 93.7%), improving fellow attendance (132/142, 93.0%), improving non-fellow attendance (126/143, 88.1%), and meeting individual learning needs (101/143, 70.6%). The pandemic positively affected the lecture curriculum of 83 respondents (58.0%), with 35 (24.5%) reporting no change and 25 (17.5%) reporting a negative effect. A positive effect was most noted by those whose programmes utilised supplemental outside lectures (62.2 versus 25.0%, p = 0.004) and those whose lecture frequency did not decrease (65.1 versus 5.9%, p < 0.001). Restrictions imposed by the COVID-19 pandemic have greatly increased utilisation of online learning platforms by medical training programmes. This survey reveals that an online lecture curriculum, despite inherent obstacles, offers advantages that may mitigate some negative consequences of the pandemic on fellowship education.

OHNS Residency Program and Applicant Social Media Presence During the COVID-19 Pandemic

2021 ◽  
pp. 000348942098797
Author(s):  
Shadi Ahmadmehrabi ◽  
Deborah X. Xie ◽  
Bryan K. Ward ◽  
Paul C. Bryson ◽  
Patrick Byrne
Keyword(s):  
Social Media ◽  
The United States ◽  
Cross Sectional Study ◽  
Application Process ◽  
Cross Sectional ◽  
Residency Programs ◽  
Social Media Presence ◽  
Residency Application ◽  
The Impact ◽  
Residency Match

Objectives: In addition to clinical and social disruption, the Coronavirus Disease 2019 (COVID-19) pandemic has affected many aspects of the otolaryngology residency application process. With delays in the 2021 Electronic Residency Applications Service (ERAS) timeline, students and programs have had more time to interact prior to the formal application process. This communication will report recent trends in social media presence by OHNS residency programs, and discuss mechanisms to compensate for decreased applicant-program interactions using social media ahead of the 2021 Match. Methods: In a cross-sectional study of the accredited otolaryngology residency programs in the United States, the number of social media profiles on Twitter, Instagram, and Facebook from 2009 to 2019 were recorded and compared. Results: Most programs (61%) have at least 1 social media profile. Over the past 10 years, the number of programs on social media has increased. During the COVID-19 pandemic, Twitter and Instagram showed higher rates of growth compared to Facebook. With the reduction of in-person opportunities for interactions, both applicants and programs are utilizing social media to showcase their values and their research. Twitter, in particular, also serves as a platform for professional networking. Conclusion: Both Twitter and Instagram are growing in popularity among programs and applicants to enhance networking. Social media is a powerful tool for networking and may help compensate for limitations imposed on the residency match process by the COVID-19 pandemic while maintaining professionalism considerations. The impact of social media on the 2021 otolaryngology residency match is an evolving phenomenon.

scholarly journals Physician beliefs about the impact of meaningful use of the EHR

2014 ◽  
Vol 05 (03) ◽  
pp. 789-801 ◽  
Author(s):  
D.Y. Ting ◽  
M. Healey ◽  
S.R. Lipsitz ◽  
A.S. Karson ◽  
J. S. Einbinder ◽  
...  
Keyword(s):  
Quality Of Care ◽  
Primary Care Physicians ◽  
Meaningful Use ◽  
The United States ◽  
Improve Quality ◽  
Cross Sectional ◽  
Incentive Program ◽  
Physician Beliefs ◽  
The Impact

SummaryBackground: As adoption and use of electronic health records (EHRs) grows in the United States, there is a growing need in the field of applied clinical informatics to evaluate physician perceptions and beliefs about the impact of EHRs. The meaningful use of EHR incentive program provides a suitable context to examine physician beliefs about the impact of EHRs.Objective: Contribute to the sparse literature on physician beliefs about the impact of EHRs in areas such as quality of care, effectiveness of care, and delivery of care.Methods: A cross-sectional online survey of physicians at two academic medical centers (AMCs) in the northeast who were preparing to qualify for the meaningful use of EHR incentive program.Results: Of the 1,797 physicians at both AMCs who were preparing to qualify for the incentive program, 967 completed the survey for an overall response rate of 54%. Only 23% and 27% of physicians agreed or strongly agreed that meaningful use of the EHR will help them improve the care they personally deliver and improve quality of care respectively. Physician specialty was significantly associated with beliefs; e.g., 35% of primary care physicians agreed or strongly agreed that meaningful use will improve quality of care compared to 26% of medical specialists and 21% of surgical specialists (p=0.009). Satisfaction with outpatient EHR was also significantly related to all belief items.Conclusions: Only about a quarter of physicians in our study responded positively that meaningful use of the EHR will improve quality of care and the care they personally provide. These findings are similar to and extend findings from qualitative studies about negative perceptions that physicians hold about the impact of EHRs. Factors outside of the regulatory context, such as physician beliefs, need to be considered in the implementation of the meaningful use of the EHR incentive program.Citation: Emani S, Ting DY, Healey M, Lipsitz SR, Karson AS, Einbinder JS, Leinen L, Suric V, Bates DW. Physician beliefs about the impact of meaningful use of the EHR: A cross-sectional study. Appl Clin Inf 2014; 5: 789–801http://dx.doi.org/10.4338/ACI-2014-05-RA-0050

scholarly journals Psychosocial Impact of Acne: A Community Based Cross Sectional Study

2018 ◽  
Vol 3 (4) ◽  
Author(s):  
Mohammad Sarwar Mir
Keyword(s):  
Quality Of Life ◽  
Social Impact ◽  
Acne Vulgaris ◽  
Clinical Severity ◽  
Age Group ◽  
Cross Sectional ◽  
Severe Acne ◽  
Number Of Patients ◽  
The Impact

Background: It is well-known that acne vulgaris is a common malady of adolescence and is easily recognized Objective: To evaluate the level of impact among acne patients on their quality of life. Methods: A total of 200 patients studied. Acne severity was graded using Global Acne Grading System (GAGS) after the clinical diagnosis. All the patients went through self-administered questionnaire of Cardiff Acne Disability Index (CADI) to fill out, to assess the reflection of patients’ experiences and perceptions. Result: Out of 200 patients, 114(57.0%) were females and 86(43.0%) were males. The maximum number of patients was in the age group of 16-20 years (142/200, 71%). Out of total 86 males, 50 (58.3%) had moderate to severe acne, whereas 62(54.38%) females had such a severe acne. 50.87% (58/114) of females had high CADI scores in comparison to only 27.9(24/86) of males. The impact on quality of life was more in the age-group of 21-30 years even though in this age group clinical severity of acne was mild to moderate only. Conclusion: Study found that individuals with acne had profound emotional, as well as, social impact on their quality of life.

scholarly journals PENGARUH PAMDEMI COVID-19 TERHADAP ASPEK BELAJAR PADA PELAJAR SEKOLAH MENENGAH ATAS DI DKI-JAKARTA

2021 ◽  
Vol 5 (1) ◽  
pp. 169
Author(s):  
James Julian ◽  
Fitri Wahyuni ◽  
Achmad Zuchriadi ◽  
Ferdyanto Ferdyanto ◽  
Lomo Mula Tua
Keyword(s):  
Online Learning ◽  
Student Behavior ◽  
Sudden Change ◽  
Learning System ◽  
Capital City ◽  
Online Systems ◽  
Validity Tests ◽  
Quantitative Changes ◽  
The Impact ◽  
Learning Together

Changes in behavior and normal habits during the Covid-19 pandemic are a challenge faced by any part of the world. A sudden change in habit will certainly have a very significant impact on some circles such as students. Changes in the learning system that were previously carried out offline and changed suddenly online certainly have an impact on the readiness of students to prepare themselves. This study aims to examine the impact of quantitative changes in learning habits from offline systems to online systems by using questionnaires distributed throughout the capital city of Indonesia, namely DKI Jakarta. All of these studies were carried out comprehensively and massively to obtain valid and actual data. Several analytical methods are used such as validity tests, ANOVA tests, and Likert scale tests which are useful for (1) ensuring all data is in good Validity, (2) analyzing and drawing some conclusions from changes in student behavior during the Covid-19 pandemic. From the results of the study, it was found that 47% of students living in the capital city of Indonesia already understand the dangers of the Covid-19 pandemic, the online learning system that has been carried out can become a new habit as much as 54%, the problem that hinders students during this pandemic is Mager (lazy to move) by 36% and the most popular learning system during the pandemic was online learning together with teachers by 68%. (2) analyze and draw some conclusions from changes in student behavior during the Covid-19 pandemic. From the results of the study, it was found that 47% of students living in the capital city of Indonesia already understand the dangers of the Covid-19 pandemic, the online learning system that has been carried out can become a new habit as much as 54%, the problem that hinders students during this pandemic is Mager (lazy to move) by 36% and the most popular learning system during the pandemic was online learning together with teachers by 68%.  Keywords: Covid-19, new habits, offline, online, students. AbstrakPerubahan perilaku dan kebiasaan normal selama pandemi Covid-19 menjadi suatu tantangan tersendiri yang dihadapi oleh belahan dunia manapun. Perubahan kebiasaan secara mendadak tentu akan berdampak sangat signifikan terhadap beberapa kalangan seperti kalangan pelajar. Perubahan sistem belajar yang sebelumnya dilakukan secara luring dan berubah tiba-tiba secara daring tentu berdampak pada kesiapan pelajar dalam mempersiapkan diri mereka masing-masing. Penelitian ini bertujuan untuk mengkaji dampak perubahan dari kebiasaan belajar yang berubah dari sistem luring menjadi sistem daring secara kuantitatif dengan mengunakan kuisioner yang disebar ke seluruh wilayah ibukota Indonesia, yaitu DKI Jakarta. Semua penelitian ini dilakukan secara komprehensif dan masif guna mendapatkan data yang valid dan aktual.  Beberapa metode analisis digunakan seperti uji validitas, uji ANOVA dan uji skala Likert yang berguna untuk (1) memastikan seluruh data dalam valitidas yang baik, (2) menganalisa dan menarik beberapa kesimpulan dari perubahan perilaku pelajar selama pandemi Covid-19 ini berlangsung. Dari hasil penelitian didapatkan bahwa pelajar yang tinggal di Ibukota Indonesia sebesar 47% sudah memahami bahaya pandemi Covid-19, sistem belajar daring yang telah dilakukan bisa menjadi kebiasaan baru sebanyak 54%, masalah yang menjadi penghambat pelajar selama pandemi ini adalah Mager (malas gerak) sebesar 36% dan sistem belajar yang paling diminati selama pandemi adalah belajar daring bersama-sama dengan guru sebesar 68%.

Mass Instruction or Higher Learning? The Impact of College Class Size on Student Retention and Graduation

2018 ◽  
Vol 13 (1) ◽  
pp. 97-118 ◽  
Author(s):  
Eric P. Bettinger ◽  
Bridget Terry Long
Keyword(s):  
College Students ◽  
Student Retention ◽  
Degree Completion ◽  
Class Size ◽  
Higher Learning ◽  
Secondary Schooling ◽  
Long Run ◽  
College Class ◽  
The Impact ◽  
Instrumental Variables Approach

This paper measures the effects of collegiate class size on college retention and graduation. Class size is a perennial issue in research on primary and secondary schooling. Few researchers have focused on the causal impacts of collegiate class size, however. Whereas college students have greater choice of classes, selection problems and nonrandom sorting make it difficult to estimate causal impacts. Using unique data and exogenous variation in class size, we estimate the impacts of class size using a sample of nearly 60,000 four-year college students. Using an instrumental variables approach to control for selection bias, the results suggest an increase in collegiate class size leads to an increase in dropout rates and a reduction in on-time degree completion, but no change in long-run degree completion.

An Examination of How Legal Status Affects Enrollment and Graduation Rates

2019 ◽  
pp. 130-148
Author(s):  
Florence Nyemba
Keyword(s):  
Legal Status ◽  
Immigrant Students ◽  
Educational Leaders ◽  
The United States ◽  
Higher Learning ◽  
Immigration Reform ◽  
Immigration Status ◽  
College Degrees ◽  
Institutions Of Higher Learning ◽  
Large Numbers

This chapter explores the educational choices of immigrants and how the issue of legal or immigration status contributes to social inequality in the United States classrooms and institutions of higher learning. Immigrants within U.S. population have increased dramatically, yet their educational attainment remains small in comparison to native-born Americans. Although large numbers of immigrant students graduate from high school, their path to higher education remains difficulty with fewer getting college degrees. Drawing on literature from multiple disciplines, the issue of immigration status in relation to immigrant education is examined. The chapter recommends the adoption of immigration reform legislations that create better pathways to citizenship for undocumented immigrants and progressive educational provisions. This chapter benefits immigrants and educational leaders in institutions of higher learning.

Sign in / Sign up

Export Citation Format

Share Document