COVID-19 and Death Anxiety: The Impact on Students’ Appraisals to Completing Advance Directives

This study examined possible effects of COVID-19 on students’ appraisals, coping, and responses to completing advance directives (ADs). We used the transactional model of stress and coping to explore 93 undergraduate students’ responses to an AD assignment completed in an undergraduate course during COVID-19. Students watched a recorded lecture, read content related to ADs, and examined a sample copy of a 5 Wishes document. Students completed an assignment reflecting on reactions to completing ADs. Content analysis of 65 responses indicated almost 10% of students mentioned COVID-19 or the pandemic as a reason to complete ADs. Approximately 18% mentioned their youth and 40% mentioned sudden or serious illness as reasons to complete ADs. Nearly 30% mentioned death anxiety as a reason for being unprepared to complete ADs. Instructors should consider ways to inform and help students process their emotions given contextual factors (e.g. the pandemic) when teaching about ADs.

Feasibility of the ACTPlan Program for African American Dementia Caregivers: A Self-Directed Multimedia Delivery

African Americans (AA) are less likely than White Americans to complete advance care plans or end-of-life treatment documents. They face significantly greater risk of Alzheimer’s Disease, a silent epidemic for this population, and other dementias. The healthcare system’s lack of dementia support for AAs contributes to disparate care. A four-session caregiver group education program was conducted on advance care planning for AA dementia family providers. The program was based on Kolb’s Experiential Learning Model and initially found effective in an R01 study using in-person delivery by a professional. The present pilot assessed feasibility of delivering the program in a self-directed multimedia format without professional facilitation, using Session 1 on tube feeding decisions as the test session. Twenty-six AA dementia caregivers completed the session in groups of 5 to 8 at a church equipped with a large TV screen. On-screen prompts guided navigation through the program which included recorded lecture, slides, short videos on decision-making, and group discussions. Using quantitative and qualitative methods, pre-and post-survey instruments were administered and interviews conducted. Usability ratings averaged 84%. Knowledge and self-efficacy gains exceeded those of the R01, with a 35% increase in correct responses on knowledge items, versus 18% for the R01 subjects; and increase in perceived decisional self-efficacy of 31% versus 30% for the R01 subjects. Qualitative feedback was universally positive. These findings confirm the feasibility of the self-guided multimedia approach to delivery of the program. A large RCT is planned which, if successful, will support wide dissemination to AA caregivers in need.

Factors Influencing Students' Motivation in Online Learning for Arabic Language Courses at UiTM Perlis Branch

Online learning applications are an important medium in Arabic language education to replace face-to-face teaching and learning nowadays. Therefore, this study aims to identify the applications of students' interests in online learning and the factors that influence students' motivation in online learning for Arabic Language courses. This study used a quantitative study design using stratified random sampling. Data were collected using a questionnaire instrument and analyzed using IBM SPSS Statistics software. This questionnaire used the Likert Scale 5 measurement of Strongly Disagree, Disagree, Not Sure, Agree and Strongly Agree to identify the applications that students are interested in online learning and the factors that influence their motivation in online learning for Arabic language courses. The sample involved in the study was a total of 216 students who took Arabic language courses at Universiti Teknologi Mara Perlis. This study suggested that lecturers should use Google Meet, U-Future, WhatsApp, Telegram and Google Classroom applications in teaching Arabic. Meanwhile, the main factors that influenced the student’ motivation in online learning for Arabic language courses are the frequent use of online materials provided as well as the recorded lecture videos. Keywords: factors; students' motivation; online learning; Arabic language courses

Students’ Perceptions of Online Lecture Delivery Modes: Higher Education During Covid-19 Pandemic and Beyond

During the Covid-19 pandemic, universities adopted several learning modes to ensure the contention of the education activities. They adopted many methods of learning such as online once (online real-time with no recorded lecture; face-to-screen instead of face-to-face), online repeatable (online real-time with recorded lecture), Self (pre-recorded lecture only), and blended (pre-recorded lecture with face-to-face learning). Since all these methods are adopted without any evidence of their acceptance by the students, the rouse of this study is to evaluate each of these modes and identify the most preferred mode of learn-ing. Also, this study tested the new method of blended learning preferred by the students. A questionnaire was shared among the students in two faculties in the University of Kelaniya Sri Lanka, and 903 were responded. Accordingly, this study found that the majority of the students preferred online real-time lectures together with the recorded lectures. This method was again tested with a selected student group and confirmed. Thus, this study recommends face-to screen lectures together with the recorded lesson is the most appropriate method to adopt during the new normal context.

Sleep, and the Relationship with Anxiety and Depression in Adolescence - Dr. Faith Orchard

Talk from Dr. Faith Orchard, University of Sussex. This is free to watch, ACAMH members can now receive a CPD certificate for watching this recorded lecture.

Computer based virtual laboratory simulations: LabHEART cardiac physiology practical

Practical demonstration of cardiomyocyte function requires substantial preparation, a source of freshly isolated animal hearts and specialized equipment. Even where such resources are available, it is not conducive for demonstration to any more than a few students at a time. These approaches are also not consistent with the 3R principle (replacement, reduction and refinement) of ethical use of animals. We present an implementation of the LabHEART software, developed by Donald Bers and Jose Puglisi, for medical students. Prior to the activity, students had lectures covering the physiological and pharmacological aspects of cardiac excitation-contraction (EC) coupling. We used this problem-based activity to help students consolidate their knowledge and to allow a hands-on approach to explore the key features of EC coupling. Students simulate and measure action potentials, intracellular calcium changes and cardiomyocyte contraction. They also apply drugs which target ion channels (e.g. nifedipine or tetrodotoxin), or sympathetic input (using isoproterenol) and explore changes to EC coupling. Furthermore, by modifying the biophysical parameters of key ion channels involved in the electrical activity of the heart, students also explore the effect of channelopathies such as long QT syndromes. We describe approaches to implement this activity in a flipped classroom format, with recorded lecture materials provided ahead of the practical to facilitate active learning. We also describe our experiences implementing this activity online. The content and difficulty of the activity can be altered to suit individual courses, and is also amenable to promote peer-driven learning.

'Teacher parent co-production to develop new educational models for the pandemic - and beyond' - Professor Helen Minnis

Recorded via video link for the Emmanuel Miller Memorial Lecture and Conference 'Child and adolescent mental health: what have we learnt during the Covid-19 pandemic? Looking back, Looking forward' on Friday 19 March 2021. ACAMH members can now receive a CPD certificate for watching this recorded lecture.

Fire starting; what makes young people do it, which interveire safety education versus psychosocial education – what the research tells us. Practical strategies in direct work – from toddlers through to teens.ntions work – Joanna Foster (session 2)

Led by criminologist Joanna Foster, this is the second of two workshops exploring what is known about children and teenagers who set fires. ACAMH members can now receive a CPD certificate for watching this recorded lecture.

Fire starting; what makes young people do it, which interventions work - Joanna Foster,(session 1)

Led by criminologist Joanna Foster, this is workshop explores what is known about children and teenagers who set fires. ACAMH members can now receive a CPD certificate for watching this recorded lecture.

'Patient and practitioner experience of mindfulness as taught in DBT' Jennie Eeles

Jennie Eeles lecture on 'Patient and practitioner experience of mindfulness as taught in DBT'. This was recorded on 4 April 2019 at the ACAMH Southern Branch Research Day. ACAMH members can now receive a CPD certificate for watching this recorded lecture.