scholarly journals The HLABC Webcasting–Webconferencing Pilot Project

Author(s):  
Devon Greyson ◽  
Anne Allgaier

The purpose of the Health Library Association of British Columbia (HLABC) Webcasting–Webconferencing Pilot Project was to assess the feasibility and value of using Web-based technologies to improve access to continuing education (CE) events and meetings, particularly for our association's rural and remote members. By offering online access to CE events and other Chapter activities, we aimed to facilitate professional development and networking opportunities for our members by enabling those who have previously been unable to attend CE events and meetings to participate online. From June 2010 through May 2011, HLABC offered web access (via WebEx Meeting Centre) to all of our association's events. To assess value and feasibility, we conducted post-event surveys and a whole membership final project evaluation. The overwhelming majority of respondents were enthusiastic about the project's ability to increase event access. Lessons learned from the project include the need for sufficient IT troubleshooting time as well as ways to change meeting culture to better include online attendees within a primarily face-to-face event. An unanticipated benefit to the project was the ability to spontaneously create collaborative new programming, such as an online journal club. At the end of the pilot project, our association resolved to adopt Web delivery as an ongoing strategy, raising member dues a small amount to partly defray the cost of the technology.

2020 ◽  
Vol 52 (2) ◽  
pp. 127-130
Author(s):  
Lina Al-Imari ◽  
Melissa Nutik ◽  
Linda Rozmovits ◽  
Ruby Alvi ◽  
Risa Freeman

Background and Objectives: Online journal clubs have recently become popular, but their effectiveness in promoting meaningful discussion of the evidence is unknown. We aimed to understand the learner experience of a hybrid online-traditional family medicine journal club. Methods: We used a qualitative descriptive study to understand the experience of medical students and residents at the University of Toronto with the hybrid online-traditional family medicine journal club, including perceived useful and challenging aspects related to participant engagement and fostering discussion. The program, informed by the literature and needs assessment, comprised five sessions over a 6-month period. Learners led the discussion between the distributed sites via videoconferencing and Twitter. Six of 12 medical students and 33 of 57 residents participated in one of four focus groups. Thematic data analysis was performed using the constant comparison method. Results: While participants could appreciate the potential of an online component to journal club to connect distributed learners, overall, they preferred the small group, face-to-face format that they felt produced richer and more meaningful discussion, higher levels of engagement, and a better learning opportunity. Videoconferencing and Twitter were seen as diminishing rather than enhancing their learning experience and they challenged the assumption that millennials would favor the use of social media for learning. Conclusions: Our study demonstrates that for discussion-based teaching activities such as journal club, learners prefer a small-group, face-to-face format. Our findings have implications for the design of curricular programs for distributed medical learners.


Field Methods ◽  
2019 ◽  
Vol 31 (2) ◽  
pp. 131-149
Author(s):  
Tamara G. J. Leech ◽  
Amy Irby-Shasanmi ◽  
Hadya Sow

We conducted a study about three common recruitment and retention obstacles facing scholars interested in racial disparities research: potential mistrust from the black community, a stigmatized research topic, and high participation burden. Nonetheless, we successfully recruited and retained 28 young black men in a three-month study of violence. In this article, we describe and explore the recruitment, engagement, and retention strategies employed during the study. Using a concurrent triangulation mixed-method design, we analyzed data from our web-based administrative system, participant enrollment and exit surveys, and team members’ field notes. A large percentage (79%) of participants completed the study. We received 81% of 556 expected surveys, and 100% of the remaining participants wanted to continue participating at study’s end. We conclude that internal incentives, the combination of informal and formal community recruiters, the visibility of the principal investigator, and face-to-face meetings may have contributed to the success of the project.


2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
J Morris ◽  
H Jenny ◽  
C Park ◽  
A Scarborough ◽  
V Antoniou ◽  
...  

Abstract Introduction During the COVID-19 pandemic, face to face journal clubs have been curtailed due to Governmental guidance for social distancing. We present an example of a virtual journal club set up for Orthopaedic senior house officers (SHOs) & trainees in the North West Thames (NWT) Deanery from April to August 2020. Method Our aims were to establish a regular online journal club for orthopaedic trainees in NWT that successfully met the objectives of the more established face to face meetings. Assessment of each session was evaluated using a post attendance survey created using an established online generator. Results 64.4% (16/25 participants) had not attended a virtual journal club before, with 100% (33/33) reporting that they would attend another virtual journal club. 39.4% (13/33) of attendees agreed or strongly agreed that they could participate in sessions over more conventional meetings. 24.2% (8/33) of participants reported experiencing technical issues during the sessions. 90.9% (30/33) of respondents reporting the virtual model to be more convenient than standard journal clubs. Conclusions The potential benefits of significantly increased accessibility increased visiting expert contribution whilst still adhering to government guidelines; weighed against marginally less effective teaching nonetheless results in an overall benefit.


Author(s):  
Dwayne Harapnuik

This chapter introduces inquisitivism as an approach for designing and delivering Web-based instruction that shares many of the same principles of minimalism and other constructivist approaches. Inquisitivism is unique in that its two primary or first principles are the removal of fear and the stimulation of an inquisitive nature. The approach evolved during the design and delivery of an online full-credit university course. The results of a quasi-experimental design-based study revealed that online students in the inquisitivism-based course scored significantly higher on their final project scores, showed no significant difference in their satisfaction with their learning experiences from their face-to-face (F2F) counterparts, and had a reduction in fear or anxiety toward technology. Finally, the results revealed that there was no significant difference in final project scores across the personality types tested. The author hopes that inquisitivism will provide a foundation for creating effective constructivist-based online learning environments.


2012 ◽  
Vol 30 (34_suppl) ◽  
pp. 157-157
Author(s):  
Courtney Barnes ◽  
Beverly Hayes ◽  
Gina Aranzamendez ◽  
Laurie Kaufman

157 Background: MD Anderson has been working with Harvard on a pilot project for Time Driven Activity Based Costing: a component is Clinical Process Analysis, which brings value on its own. It provides a visualization that “speaks” to those delivering the service. This brings great awareness of frontline reality for staff and leaders alike and the many “ah-ha” moments creates a urgency for improvement. As Berwick shared in his keynote speech at IHI 2011, "the quality movement will rise or fall on its success in reducing the cost of health care.” In order to make the right changes, who best to reduce the cost, than those delivering the service? According to Don Berwick and Dr. Brent James, the burden of changing the face of healthcare lies with us. Methods: When frequencies, probabilities and salaries are incorporated into processes of patient care, the cost of direct labor can be determined and opportunities for improvement visualized. Based on lessons learned, tools (data driven road maps, blueprints) and successful strategies (standardized process flow maps templates) have been developed to efficiently and effectively disseminate Clinical Process Analysis throughout clinical areas. Results: Data analysis and front-line reality are synchronized. Allows a “broader” view of the patient’s journey outside of one’s own discipline. Builds bridge between financial and clinical worlds by engaging clinicians through a patient-centered care perspective rather than a perspective of budget, variance and financial cost reduction. Identifies opportunities for improvement. Provides opportunities to build “psychological safety” in order for frontline staff to share with clinical area leadership the process realities of patient care. Based on feedback from physicians, managers, staff and financial experts, the process flow charts are useful to track patient flow, resource utilization, customer satisfaction, patient education, and on-boarding of new staff. Conclusions: Clinical Process Analysis provides an engaging first step to drive improvement in clinical quality and financial performance.


First Monday ◽  
2006 ◽  
Author(s):  
Elizabeth Murphy ◽  
Justyna Ciszewska-Carr

This paper presents the accounts of eight instructors’ metaphorical travels in landscapes without bearings. The instructors were part of a pilot project at a Canadian university involving the integration of a synchronous communication and collaboration environment into asynchronous distance education courses. To establish their bearings, the instructors need to be aware of their goals and combine them with strategies and techniques that effectively manage the affordances and constraints of the environment. That process may require a degree of risk–taking combined with a willingness to help students lead themselves. It requires developing a proficiency in the simultaneous use of multiple tools and recognizing the differences and similarities between Web–based synchronous environments and face–to–face or asynchronous environments. Above all, it requires an interest in and focus on pedagogy.


2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
James Morris ◽  
Heloise Jenney ◽  
Chang Park ◽  
Alexander Scarborough ◽  
Vaki Antoniou ◽  
...  

Abstract Introduction During the COVID-19 pandemic, face to face journal clubs have been curtailed due to Governmental guidance for social distancing. We present an example of a virtual journal club set up for Orthopaedic senior house officers (SHOs) & trainees in the North West Thames (NWT) Deanery from April to August 2020. Methods Our aims were to establish a regular online journal club for orthopaedic trainees in NWT that successfully met the objectives of the more established face to face meetings. Assessment of each session was evaluated using a post attendance survey created using an established online generator. Results 64.4% (16/25 participants) had not attended a virtual journal club before, with 100% (33/33) reporting that they would attend another virtual journal club. 39.4% (13/33) of attendees agreed or strongly agreed that they could participate in sessions over more conventional meetings. 24.2% (8/33) of participants reported experiencing technical issues during the sessions. 90.9% (30/33) of respondents reporting the virtual model to be more convenient than standard journal clubs. Conclusion The potential benefits of significantly increased accessibility, increased visiting expert contribution whilst still adhering to government guidelines; weighed against marginally less effective teaching nonetheless results in an overall benefit


Blood ◽  
2020 ◽  
Vol 136 (Supplement 1) ◽  
pp. 16-17
Author(s):  
Mark Chaitowitz ◽  
Sharon Rikin

Introduction Iron deficiency is common in the community, affecting upwards of a third of females in their childbearing years. The majority of patients with iron deficiency anemia (IDA) will be successfully managed with simple oral iron supplementation. However, a substantial proportion will only achieve normal hematocrits after protracted courses of treatment, often entailing significant GI toxicity. In recent years, with the availability of formulations that allow for total dose infusion, the role of intravenous iron (IVI) has become increasingly appreciated as a rapid, reliable, and safe strategy in addressing IDA. Historically, at our institution and at many others, the path to IVI treatment entails initial referral to hematology, a face-to-face evaluation at a hematology clinic, followed by scheduling for infusion on another visit. The median time from referral to infusion is approximately 35 days, with timing of infusions determined not by clinical considerations, but by chair availability and the whims of non-clinical personnel entrusted with the scheduling. Inappropriate delays are common, and of practical import when occurring, say, in pregnant women approaching their due dates, or patients scheduled for surgery. With the purpose of expediting the above process, capitalizing on a robust e-consult platform already operational at our institution, e-IRON was made available to referring providers as a function in the EPIC EMR, that facilitates an 'electronic' referral to hematology, for consideration for IVI. A template-based design ensures that all information required (indication, experience with oral iron, current lab-work, etc.) is included. Following the institutional protocol for e-consults, e-IRON referrals are 'chart-reviewed' by a specialist hematologist within 3 business days, and a determination regarding IVI is made. If deemed appropriate, the patient is scheduled for infusion within 10 business days. The specialist also specifies whether a face-to-face hematology appointment is required, and in cases where IVI is not deemed appropriate, will provide guidance as to alternate management. Results During the initial 75 day evaluation period 81 e-IRON referral were received. Indications are listed in table 1, and responses in table 2. The largest subgroup of referrals was from the prenatal clinics, likely as a result of a proactive protocol for management of IDA in pregnancy adopted by the department of obstetrics in conjunction with hematology. Of note, IVI was approved and scheduled for 60 of 81 (74%) patients, of which only 2 were required to be seen by hematology. Reasons for non-approval of IVI varied, but the most common reason cited was an inadequate trial of oral iron, in which case specific instructions were provided for oral iron supplementation. In one notable case, wherein a referred patient's anemia was felt to be discordant with his degree of iron deficiency, a more extensive workup was recommended resulting in a diagnosis of previously unsuspected myeloma. Recommendations were generated within 3 business days for 77 (95%) consults and in 1 day for 47 (58%). Recommended IVI regimens all entailed 1 or 2 infusion days, depending on the estimated iron deficit, and all first infusions were scheduled within 2 weeks of the request. Conclusion The e-IRON pilot project demonstrates the feasibility and efficacy of a telemedicine approach in triaging, and expediting the management of patients requiring IVI. Using a template-based e-consult platform, reviewing hematologists are in the vast majority of cases able to rapidly determine appropriate management, and facilitate IVI when appropriate. The platform ensures effective supervision by specialist hematologists, but dispenses with the laborious, costly, and time consuming traditional requirement of a face-to-face visit to the hematology clinic. The value of this paradigm shift in patient care is underscored by lessons learned during the ongoing COVID19 pandemic. Disclosures No relevant conflicts of interest to declare.


2002 ◽  
Vol 10 (1) ◽  
Author(s):  
Claire McAvinia

Web-based delivery of support materials for students has proved to be a popular way of helping small teams to implement key skills policies within universities. The development of 'key' or 'transferable' skills is now encouraged throughout education, but resources (both in terms of staffing and budget) tend to be limited. It is difficult for key skills teams to see learners face to face, and not feasible to print or distribute large amounts of paper-based material. Web-based delivery presents a means of overcoming these problems but it can result in generic study skills material simply being published online without due consideration of the needs of different groups of learners within different subject disciplines. Therefore, although a centralized Website for skills provision can overcome logistical problems, it may be perceived as irrelevant or unusable by the student population. This paper presents a model for Web-based delivery of support for key skills which incorporates two separate approaches to the design of these resources. The model was implemented as part of a wider key skills pilot project at University College London, over a period of one year. It includes a 'core' Website, containing information and resources for staff and students. These can also be accessed via customized, departmental key skills homepages. This paper presents the basis for the design choices made in preparing these materials, and the evaluation of some of the pilot departments using them. It then draws some wider conclusions about the effectiveness of this design for supporting skills development.DOI:10.1080/0968776020100104


Author(s):  
M. Yasar Ozden ◽  
Nuray Gedik ◽  
Aslihan Kocaman-Karoglu

This study describes a Web-based, in-service training program designed by Middle East Technical University in collaboration with the National Police in Turkey. The aims of this program were to diminish the cost of in-service training for chief superintendents and 3rd rank commissioners from around the country and to bridge the geographical distance between the trainees and trainers. In two years of training, 2,072 chief superintendents and 270 3rd rank commissioners attended the Web-based, in-service training program. In this chapter, we describe the resulting experiences and lessons learned from a technical, pedagogical, and managerial perspective. Recommendations are offered for similar projects and collaborations among university and governmental institutions.


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