Online Medical Teaching in China During the COVID-19 Pandemic: Tools, Modalities, and Challenges

Background: The novel coronavirus disease 2019 (COVID-19) pandemic has tested the ability of universities to provide a high-quality, safe educational experience for students due to campuses shutting down. As a result, online learning could shift from a traditional classroom teaching mode and make education accessible to students. Previous studies have used individual online teaching cases to exploit a variety of online learning tools to ensure the continuation of medical education during this difficult time in China. However, for the first time, we have conducted a systematic review of local online teaching approaches, existing challenges, and potential solutions.Purpose: We present the issues and experience of conducting online medical teaching practices in China with the aim of communicating them to our peers in other countries or regions when examining the transition to e-learning during the COVID-19 pandemic and beyond.Methods: We searched the keywords below from public databases and reviewed relevant publications reporting on medical online teaching in China during the COVID-19 pandemic to analyze and summarize the online tools, modalities, and challenges.Results: We listed common online teaching tools and described a variety of online teaching modalities, as well as possible challenges. We also discussed potential solutions for those challenges, as well as the impact of the transition to online teaching on traditional education.Conclusion: By investigating local online medical teaching in China, we present useful tools and modalities that have been successfully exploited in education during the difficult time of COVID-19, although some challenges remain. The exploration of the transition to online teaching or learning will likely continue to have a profound impact on traditional classroom teaching.

MEASURING THE DIFFERENCE BETWEEN TEACHING AND NON-TEACHING ANESTHESIA STAFF WORKLOAD at AL-NOOR SPECIALIST HOSPITAL, MAKKAH, SAUDI ARABIA, MARCH 2021 (Preprint)

BACKGROUND Workload on health sector workers has increased dramatically in recent years. In this research we studied anesthesia staff in terms of teaching and non-teaching workload at AL Noor Specialist hospital and the extent of its impact on performance and vigilance. Decreased workload improves the performance and vigilance of anesthesia staff. OBJECTIVE To determine the difference between the workload of teaching and non-teaching anesthesia staff. 2. To measure the workload of anesthesia staff in teaching and non-teaching cases. 3. To identify the definition, component, and effect of workload. 4. To explain the importance of the work of anesthesia staff. METHODS This is a cross-sectional study carried out using a Google form survey conducted among anesthesia staff at Al-Noor specialist Hospital, Makkah, Saudi Arabia. The target of the study included anesthesia staff (Anesthesia Technologist, Anesthesia Specialist, Anesthesia Consultant). RESULTS The workload density graph shows that the induction period in teaching cases was slightly higher compared to non-teaching cases. during the maintenance period and recovery period, workload density was slightly higher in teaching cases compared to the induction period. The degree of agreement with the statement, “stress and pressure increase during surgery (teaching cases)”, was mostly in the normal range. The degree of agreement with the statement, “increased workload will reduce your performance level and vigilance during the surgery”, was mostly in the strongly agree range. The degree of agreement with the statement, “increasing the workload reduces patient safety”, was mostly in the strongly agree range. CONCLUSIONS There is only a slight difference in workload between teaching and non-teaching cases, but this slight change may stand between the life or death of a patient in an area of fine margins, such as anesthesia. We recommend further study to include all hospitals in Makkah. We recommend that difficult cases, especially patients with American Society of Anesthesiologists (ASA) 3 or above, do not have students because that may jeopardize the safety of the patient and inhibit the vigilance and performance of anesthesia providers.

Penetration of Multimedia Technology in Piano Teaching and Performance Based on Complex Network

Multimedia network teaching, as a modern teaching mode, provides an opportunity for the establishment of new educational methods and creates conditions for the all-round expansion of educational functions. This article mainly studies the penetration analysis of complex network and multimedia technology to piano teaching and performance. This article introduces complex network and multimedia technology into piano teaching cases to classify, analyze, research and evaluate, remove the rough and save the essence, and screen out some typical teaching cases that meet modern learning theories, teaching requirements, and the characteristics of piano discipline. On this basis, carry forward the advantages, correct the disadvantages, and develop and design some network teaching cases for piano teachers to apply and research. Adopt a new teaching model to improve the original single-class teaching model that focuses on teacher lectures. The new teaching mode is supported by multimedia and network technology, especially multimedia technology, which makes piano teaching move towards personalized learning, and use the method of questionnaire survey to conduct questionnaire surveys on students and teachers to investigate the impact of multimedia piano teaching. Experimental data show that, in terms of multimedia attitudes, 29.50% of teachers believe that multimedia technology is very important in piano teaching and performance, 66.10% of teachers believe that multimedia technology is important in piano teaching and performance, and 4.40% of teachers believe that multimedia technology is in piano teaching and more important in performance. The experimental results show that multimedia and network technology have a good auxiliary effect on piano teaching and performance.

New era of education: mobile learning of coronary guidewires in cardiovascular medicine

Background Online education has transformed the way we teach and learn, especially in the midst of a global pandemic. Multiple devices, including coronary guidewires, are required to perform a successful coronary intervention, and understanding the engineering aspect of coronary guidewire technology is paramount. Purpose We aim to develop and evaluate a novel teaching tool/mobile learning app to understand a complex guidewire architecture and appropriate wire selection based on a lesion characteristics. Methods A guidewire is incredibly complex, consisting of a multitude of technologies allowing a range of tip softness, trackability around curves, and precise torque control. Despite operator preference, the process of choosing an appropriate coronary guidewire has gone mostly unchanged. We envisioned developing the GuidewireAID app with three main parts: 1) wire basics, 2) lesion-based guidewire selection, and 3) cased-based approach. Appropriate teaching cases were selected from a large-volume catheterization laboratory and divided into non-chronic total occlusion (non-CTO) and CTO. Non-CTO cases include simple, calcified, angulated, and bifurcation lesions, as well as thrombotic occlusion and tortuous vessels (Figure 1). Each case is described and analysis is offered on how to select an appropriate wire, followed by teaching points pertinent to the topic. Results Twenty-three detailed clinical cases and more than a hundred wires are illustrated in the GuidewireAID app. Case presentation, angiographic analysis, and a thorough understanding of wire characteristics allows the operator to know which wire to use and when it is time to switch, especially when dealing with complex coronary cases. Conclusion The GuidewireAID app will help fellows in training (FIT), early career interventionists, and practicing interventional cardiologists understand the complex aspects of a coronary guidewire and appreciate how their nuances could overcome real-world clinical challenging scenarios. FUNDunding Acknowledgement Type of funding sources: None. Figure 1

Using Cases as a Means to Discuss Errors in Mathematics Teacher Education

Errors are a major component of the pedagogical content knowledge (PCK) needed for teaching mathematics. In this study, 25 prospective teachers (PTs) in high schools were invited to solve a trigonometric task that had been assigned to high-school students and, subsequently, to relate to an authentic solution containing mathematical errors, which was presented in a dialogue by a pair of students. While all PTs reached the final, correct solution, eight provided only one of the two results in one step of the solution. Almost all (23) PTs identified at least one of the students’ errors. The case raised issues regarding the steps that should be written in a solution and the role of drawings in mathematical problems. This article suggests that exposing PTs to authentic teaching cases provides opportunities to discuss subtle issues related to their own mathematical knowledge and to obstacles that their future students might encounter when solving such tasks.

Case Studies: A Brief Introduction and Suggested Guidelines for the Field

Case studies are a common teaching and learning tool within entrepreneurship and its parent discipline, business, as a method of bringing the nuances of realism to complex theoretical problems. However, within the arts entrepreneurship field, they are used less frequently for pedagogical purposes and often with hesitation. Consequently, in this guide to the Case Study Edition, I aim to briefly: provide a rationale for using case studies in arts entrepreneurship education; illustrate what makes a good case study; highlight the mechanics of writing case studies by clearly outlining the expectations of a submission to JAEE for both traditional research cases and teaching cases; summarize the cases within this special issue and highlight why they demonstrate best practice example cases.

SHEROES: entrepreneurship by acquisitions and organic growth

Learning outcomes The students should be able to understand the potential and competitive advantage of community-based business model. The students should be able to familiarise themselves with the concept of entrepreneurship through acquisitions. The students should be able to decide when a firm should use acquisition as a key driver coupled with fewer efforts on organic growth or vice-versa. The student should be able to evaluate the success or failure acquisition as a growth strategy. The student should be able to evaluate the key metrics and other variables in the acquisition of target companies. The students should be able to wear the shoes of the protagonist and resolve the dilemma. Case overview/synopsis The teaching case looks at the dilemma of Sairee Chahal. Chahal is the founder of SHEROES, an online community for women. SHEROES started as an online career ecosystem for women. As time progressed Chahal witnessed conversations beyond career and moved towards women-centric themes. Chahal decided to pivot it into an online community for women. Her growth strategy for SHEROES has primarily been driven by serial acquisitions coupled with dispersed efforts on organic growth. In the meanwhile, Chahal had harboured an ambition to bring 100 million users to SHEROES by the year 2024. In a period spanning from 2016–2020, SHEROES acquired six niche women-centric companies. SHEROES grew to be a community of 1 million users to 20+million women users by 2020. On the other hand, the industry leader, Mogul used a diametrical approach to grow the platform into 30+million users by 2020. It had primarily used organic growth strategies such as content development, designing courses, referrals and many more. However, Chahal found herself in a dilemma when a reporter posed a question to Chahal. Chahal’s growth strategy depended on acquisitions, coupled with less effort in organic growth. Conversely, Mogul grew primarily via organic growth strategies. The reporter’s question forced her to question and revisit her growth strategies. She wondered if a target of 100 million users could be achieved with the acquisition as a major driver and less effort invested in organic growth or whether it might be better to make organic growth the key growth strategy while pushing acquisitions to the back seat. The uniqueness of the case lies in the female protagonist who is trying to build a larger-than-life community primarily via acquisitions with little effort on organic growth. Such a phenomenon has rarely been explored in teaching cases. The case is based on secondary data and the information is available in the public domain. Complexity academic level The case is designed for post-graduate students in the entrepreneurship curriculum. Within entrepreneurship, it is well-suited for use in specialised courses on “growth of an entrepreneurial venture” or “entrepreneurial strategies”. An instructor may take it up in the middle of the module as students would have familiarised themselves with various growth strategies. An instructor may use the case for a very niche course such as entrepreneurship through acquisition. An instructor may take it up as an introductory case in such a course. It can also be used in the executive programme aimed at “women entrepreneurship”, “community-based model” and “serial acquisitions” to teach how women or founders create and grow entrepreneurial ventures with acquisitions or communities as their focal tenet. The case has been tested in the authors’ post-graduate student’s entrepreneurship course. An instructor can use it when the instructor wants to discuss the various growth strategies available to an entrepreneurial firm. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 3: Entrepreneurship.