Critical Factors to Approach the Emergency Online Teaching Due to the COVID-19

This study analyzed the critical factors to approach the emergency online teaching due to the COVID-19 pandemic in a business school in Latin America. The data were collected through a semi-structured online questionnaire administered to 94 full-time and part-time faculty members. The study identified 10 critical factors for the successful implementation of emergency online teaching. The originality of the study lies in analyzing the experience in migrating to online teaching in a Hispanic higher education academic institution.

INNV-38. COVID-19 INDUCED TELEMEDICINE LESSONS FOR CLINICIANS CARING FOR PATIENTS WITH PRIMARY BRAIN TUMORS

BACKGROUND The COVID-19 pandemic triggered a rapid conversion from in-person to video-visits for new patient consultations and follow-up visits. Now with available vaccines and declining case rates efforts are underway to return to in-person visits as they provide more revenue and are viewed as best for patients and clinicians. This abstract reviews these assumptions. METHODS Electronic medical records from seven full-time faculty neuro-oncologists at Johns Hopkins Hospitals were retrospectively reviewed from 4/1/20 to 3/31/21 to examine the use of video visits over time and their patient demographics. RESULTS From 4/1/20 to 3/31/21, 279 new patients were seen (57% video-visits) with a median age of 52 years for both video and in-person visits. Patients came from 15 states for video and 17 states for in-person visits. There were also 2247 follow-up visits (85% video-visits) with a median age of 47 yrs for video and 50 yrs for in-person visits. Patients came from 28 states for video and 14 for in-person visits. No show visits were more frequent for in-person visits. During early months of the pandemic, few patients were seen in the clinics. Thereafter, video-visits rose sharply comprising 93% of follow-up visits in June 2020 and 62% of new patient consultations in September 2020. These rates have remained high (in March 2021, 72% of all follow-up visits and 59% of new patient consultations). CONCLUSIONS Despite reductions in COVID-19 infection rates, our neuro-oncologists continue to favor video-visits for new patient consultations and follow-up visits. Video-visits save patients and caregivers travel time, parking costs, and time away from work. They also allow an acceptable history and neurological exam, participation by many family members, easy sharing of MRI scans and laboratory data, and discussions unencumbered by face masks and shields. These advantages to video-visits remain significant even as the pandemic recedes.

Impact of working conditions on faculty teaching:

The following exploration examined the impact of working conditions on faculty teaching for full-time faculty and non-tenure track faculty within an academic department at a large Midwestern university to determine whether employment status and working conditions potentially impacted student learning outcomes. Questions asked of participating faculty focused on factors related to, or influencing, teaching that may improve or hinder student learning. Factors such as available resources, interaction with department administrators and other faculty, job satisfaction, work-life integration, and mentorship were explored through written surveys and one-on-one interviews. Twelve faculty, out of a target population of 33, provided insight as to concerns or issues they felt impeded or supported teaching efforts. Although the exploration contained a small sample size, department administrators implemented changes to address faculty concerns to reduce “disconnects” and issues mentioned by faculty members. Primary changes occurred around part time faculty input on curriculum development and interactions with department administrators and full time faculty. While still ongoing, initial feedback is positive and indicates faculty are adapting to the changes. Further work is necessary to examine individual feelings of worth and value, as well as exploring actual student learning outcomes across courses.

Hybrid Flexible Instruction: Exploring Faculty Preparedness

The aim of this investigation was to survey faculty members on their perceived level of preparedness to design and implement hybrid flexible (HyFlex) instruction. Participants included 121 full- and part-time faculty. Using an electronic survey, faculty members: a) rated their preparedness to engage on different HyFlex instruction competencies, b) shared which pedagogical strategies they felt prepared to use in this instructional modality, and c) listed the resources and support that they felt were needed to successfully implement their course. The results indicated that faculty members felt prepared to successfully engage in competencies related to HyFlex instruction that were significantly similar to competencies required for in-person instruction. However, they admitted to feeling less prepared to manage the intricacies that are unique to the HyFlex modality. Also, instructors believe a variety of pedagogical strategies can be integrated into HyFlex instruction; however, for those unfamiliar with this instructional modality, significant support and resources are needed before designing and implementing a course.

Resident Case Tracker

Context.— Acquiring objective, timely, and comprehensive feedback on resident diagnostic performance is notoriously difficult. Objective.— To implement a custom software application (Resident Case Tracker) to improve evaluative diagnostic analysis for residency programs. Design.— Residents and faculty use a graphical user interface with restricted access to their own cases and evaluations. For each sign-out, residents enter their diagnoses and comments for each case. Faculty are provided a sign-out queue to review the resident diagnosis and select their level of agreement alongside optional comments. After sign-out, residents can review the agreement level and comments for each case, overall sign-out statistics, and organ-specific performance, and they have the option of opening and reviewing groups of cases by agreement status. A sign-out evaluation is automatically generated and stored alongside additional reports. Administrative access allows privileged users to readily review data analytics at both an individual and residency-wide global level. Results.— A marked increase in completed evaluations and feedback was noted in the initial 36 months of implementation. During a 3-year academic period, faculty completed individual feedback on 33 685 cases and 1073 overall sign-out evaluations. Conclusions.— Resident Case Tracker is an invaluable tool for our residency program and has provided unparalleled feedback and data analytics. Throughout residency, trainees have access to each completed sign-out with the ability to learn from discrepant cases while also monitoring improvements in diagnostic acumen over time. Faculty are able to assess resident milestones much more effectively while more readily identifying residents who would benefit from targeted study.

‘e’-thinking teaching and assessment to uphold academic integrity: lessons learned from emergency distance learning

Covid-19 pandemic had an impact on many day-to-day activities but one of the biggest collateral impacts was felt by the education sector. The nature and the complexity of higher education is such that no matter how prepared we are as faculty, how planned our teaching and assessments, faculty are all too aware of the adjustments that have to be made to course plans, assessments designed, content delivery strategies and so on once classes begin. Faculties find themselves changing, modifying and deviating from original plans to ensure accessibility and inclusiveness, this may be due to a variety of reasons such as student abilities, behaviour, disturbances and even outside factors that may be political, environmental, social etc. Majority of the time, faculty are prepared for the change that needs to be incorporated and are quick to adjust. However, no one expected the disruption to education that was caused by COVID19 pandemic. The world came to a standstill while schools and universities scrambled to push learning to the digital space. It was important to try to ensure continuity of learning for students, but the issue of integrity came to the forefront by summertime. Faculties were suddenly expected to restructure their lessons, delivery, teaching and assessing digitally, at the same time ensuring and upholding integrity of the concepts taught and assessed. This has neither been easy or straightforward because the situation was unprecedented with little or no prior documentation or guidelines to help. Recognising this gap, this paper is an attempt at providing exploratory findings from authors’ experiences in their respective institutions over the ensuing months. The paper attempts to record the changes made by the faculty and colleagues to lessons and assessments with particular focus on how technology has been used to help restructure classes, deliver lessons and assess students which have aided in minimizing the likelihood of students cheating. The paper further narrates the reflective changes that were made in response to experience, student/external examiners feedback etc.

I am not worthy: How interpersonal experiences influence perceived value and worth of full- and part-time faculty

Positive interpersonal relationships between college administration and faculty are necessary as they contribute to organizational climate measures, such as a sense of belonging and perceived organizational worth. Furthermore, such relationships may combat against faculty cynicism. Interpersonal experiences are particularly relevant in a post-coronavirus disease 2019 workplace in which interactions with colleagues are infrequent. Little is known about the effects of interpersonal experiences on part-time faculty specifically, as compared with full-time faculty. This study investigates teamwork experiences and interpersonal constraints as predictors of the attitudes and perceptions of full- and part-time faculty at a four-year public teaching college in the southwestern United States. After controlling for years working at the college, teamwork was a consistent predictor of higher sense of belonging, perceived organizational worth, and lower cynicism among full- and part-time faculty. Furthermore, the presence of negative coworker relationships was a significant predictor of lower sense of belonging and perceived organizational worth among full-time faculty. Inadequate help or lack of contact with co-workers was not a significant predictor of faculty attitudes and perceptions. The results of this study suggest the need for fostering teamwork and positive relationships among full- and part-time faculty in a meaningful and systemic manner within institutions of higher education. Additionally, this study provides support for institutionalizing a team-based approach to working among all faculty to foster perceived belonging and worth, while limiting cynicism.

Drivers of Engagement among Full-time Faculty from Private University

This study determined the drivers of engagement among full time faculty members of University of Saint Louis, one of the Private Higher Educational Institution in the Northern Philippines. The descriptive-survey method of research was employed using a validated questionnaire. The questionnaire was administered among ninety-eight (98) full-time faculty members in the University. Data was analyzed using descriptive and inferential statistics. Findings of the study revealed that the five drivers of faculty engagement which are (1) Administration and Management, (2) Workplace and Resources, (3) Compensation and Benefit, (4) Interpersonal Relationship, and (5) Achievement and Recognition, are all important factors that drive faculty to engage themselves in their jobs. Furthermore, results showed that Compensation and Benefits was found to be the most significant driver of faculty engagement, followed by Achievement and Recognition then Administration and Management. Meanwhile, Workplace and Resources as drivers of faculty engagement was found to be less important. Furthermore, results showed that the drivers of engagement among faculty vary by department and by the highest educational attainment