Feasibility of remote technical support for electrophysiological ablation procedures during the current CoVid-19 pandemic

The treatment of heart rhythm disorders has been significantly impacted by direct consequences of the current CoVid-19 pandemic, as well as by restrictions aimed towards constraining viral spread. Usually, catheter ablations of cardiac arrhythmias are guided by electro-anatomic mapping systems. Technical staff with medical training, or medical staff with technical training, is needed to assist the operator. Travel restrictions due to the current COVID-19 pandemic have limited the in-person availability of technical support staff. To overcome these limitations, we explored the feasibility of a trans-atlantic remote technical support for electro-anatomic mapping, with an internet based communication platform, for complex electrophysiological ablation procedures. Our first experience, based on nine ablation procedures of different arrythmias, highlights the feasibility of this approach. Remote support for electro-anatomic mapping might therefore facilitate continuous care for patients with arrhythmias during the COVID-19 pandemic, particularly in insular settings. Beyond COVID-19 related challenges, this approach will likely play a greater role in the cardiology field in years to come, due to its significant advantages.

Feasibility of remote support for electrophysiological ablation procedures during CoVid-19 pandemics

The COVID-19 pandemics is a global challenge with a huge impact on medicine, politics, economy, education, travel and many other aspects of human life. The treatment of heart rhythm disorders has also been affected by the disease itself and by restrictions in order to constrain the spread of the virus. Catheter ablations of cardiac arrhythmias are nowadays frequently guided by electro-anatomic mapping systems. Technical staff with medical training, or medical staff with technical training, is needed to assist the operator. Travel restrictions due to current COVID-19 pandemics have limited the in person availability for technical support staff. To overcome these limitations we explored the feasibility of remote support with an internet based communication platform. A total of 9 patients (87,5% male, mean age 66,6 years) with different arrhythmias (atrial fibrillation, left atrial flutter, typical right atrial flutter, left ventricular tachycardia), having undergone ablation procedures between October 2020 and February 2021, were included. Acute procedural success was obtained in 9 out of 9 procedures. No complications occurred. Our experience with remote support for electro-anatomic mapping for complex electrophysiological ablation procedures, show the feasibility and safety of this approach. It increases the availability of technical support at reduced costs and a reduced CO2 footprint. Remote support for electro-anatomic mapping may therefore facilitate continuous care for patients with arrhythmias during the COVID-19 pandemics. Due to its advantages beyond COVID-19 pandemics related problems, it will likely play a greater role in the future. FUNDunding Acknowledgement Type of funding sources: None.

Healthcare workers’ perceptions on collaborative capacity at a Referral Hospital in Malawi

Background: Lack of collaborative capacity results in provision of fragmented health services that do not meet the needs of patients. Collaborative capacity refers to the extent to which providers have influence over other healthcare workers’ decision-making, and can be assessed by measuring perceptions of task interdependence, quality of interaction and collaborative influence. However, each healthcare worker may present differing perceptions that can influence their ability to collaborate effectively during provision of care. No studies that specifically assessed healthcare workers’ perception of collaborative capacity in Malawi were identified.Aim: To assess the perceptions of healthcare workers regarding collaborative capacity in Malawi.Setting: The study was conducted at a tertiary public hospital in Blantyre city, Malawi.Methods: The study employed a quantitative cross-sectional correlational design. The instrument used was a Care Coordination survey that had been used previously in similar studies in the United States of America. Descriptive statistics as well as univariate and multivariate analysis were computed using Statistical Package for Social Science (SPSS) program version 21.0 (IBM, Armonk, NY, USA).Results: A total of 384 healthcare workers participated in the study, with a response rate of 100%. There were differences in perceptions of collaborative capacity based on the cadre of the respondent (p 0.005). Medical staff reported higher mean scores on quality of interaction (2.94) and collaborative influence (2.65), whereas technical support staff reported the lowest mean scores across all three measures of collaborative capacity (≤ 2.4).Conclusion: Differences in perceptions about collaborative capacity suggest the need for interventions to enhance interprofessional collaboration.Contribution: The study will inform strategies to promote interprofessional collaboration.

Vaccination Against Influenza: Attitude of Health Care Personnel in a Multidisciplinary Hospital in Latvia

Health care personnel (HCP) are at high risk of acquiring influenza due to exposure to patients. However, vaccination in HCP is lower than 40% for most European countries. The aim of this study was to determine the attitude towards influenza vaccination and possible reasons for this attitude in HCP. A cross-sectional study was performed in a multidisciplinary hospital of Latvia. The sample (n = 1099) included doctors (239), nurses (418), care services (236), administrative staff (108), and technical support staff (98). Five questions addressed vaccination of planned patients and HCP, knowledge of etiological anti-influenza drugs, and their storage at the hospital for immediate use. The results revealed that the level of regular vaccination against influenza in HCP was relatively low (14%). This contrasted with a more positive attitude towards vaccination of patients (53%) and personnel (60%). This contrast provided evidence for a low level of proactive action. High expectations regarding medications covered by the hospital (82%) indicated transferring of part of personal responsibility to the organisation. Doctors demonstrated a better understanding of the problem and a higher level of vaccination. However, some of doctors’ attitudes showed underestimation of influenza-associated risk.

Identifying Key Stakeholders in Blended Tertiary Environments

Although key stakeholders in blended tertiary environments (BTEs)fulfil an extraordinary role in higher education, significant gaps in knowledge about their identities may be impeding the provision of stakeholder support, limiting their ability to promote effective learning and teaching. As online growth intensifies, it is critical that tertiary education institutes (TEIs) address these gaps in knowledge by developing their understandings of key stakeholder identities. This paper re-evaluates the identity of key stakeholders in BTEs, and describes their contributions. Through qualitatively designed semi-structured interviews with 13 blended learning experts from New Zealand, Australia and Canada, and a 5-step analysis of data, it verified and proposed a current list of key stakeholders in BTEs. This included teachers, senior management staff, students, technical support staff, educational support staff, the institute, other support staff, government bodies, technology infrastructure providers, communities, and the public. Some were considered to be among those who contributed most significantly to BTE success. As learning spaces evolve and technology usage accelerates, the outcomes from this research will provide a basis from which TEIs can develop new understandings about their key stakeholders, to help them deliver informed, relevant, and meaningful support.

Designing a Makerspace for Pre- and In-Service Teachers

Many educators view makerspaces as a means of increasing student engagement in K-12 classrooms. As faculty and staff of the College of Education at the University of Saskatchewan, we have noted low comfort levels in using and experimenting with technology. For this reason, we decided to create a place in which pre-service teachers could test and discuss technologies that they could eventually use in their teaching practice. Our endeavor eventually morphed into a space for current teachers, student teachers, technical support staff, faculty members, and interested community members. Having piloted workshops for six months, we are now evaluating our decisions and shaping new approaches for the current academic year. Our main challenges include ensuring inclusivity across age, gender, and culture; adopting suitable facilitation styles; and ensuring the workshops lead to useful discussions of technology and teaching practice.

ICT enabled classroom effectiveness scale development and validation: A case of multi-campus university

The research work aims at developing a valid and reliable scale for ICT (Information and communication technology) enabled classroom effectiveness from student’s perspective in a multi-campus university setting. A standard methodology for scale development is used for developing and validating the scale which comprises of exploratory and confirmatory factor analysis. The sample population was the students from a premier multi-campus university. The results revealed ICT enabled classroom effectiveness as a multi-dimensional construct comprising of four factors namely class design and infrastructure; scheduling and coordination; technical support staff; and resource availability. Although a plethora of literature is available in the domain of e-learning, none of them have considered the aspects of ICT enabled classroom effectiveness specifically in an Indian multi-campus university. The limitation of the study lies in terms of sample size and generalizability. Emphasizing the identified factors will give a cutting edge advantage for the universities by enhancing the effectiveness and efficiency of ICT enabled classroom teaching.

I Can Cee You! Using Videos in Online Courses to Promote Student Engagement

Universities worldwide engage students through online learning. One challenge is the ability to promote a community of learners in an online classroom. Faculty teaching online courses can include student video discussion posts to promote engagement and the development of an online student community. Faculty integrate student video posts into graded, online discussion board assignments. Students record and upload videos into online discussion board forums and then respond to one another’s videos using text-based discussion posts. There are benefits and challenges to this teaching method. Having a strong technical support staff can ease the use of video discussion posts in online courses. Overall, video discussion posts promote a sense of community in online courses

Regulating online erotica – ethnographic observations of a UK-based adult entertainment provider

Purpose The purpose of this paper is to throw a new light on the online adult entertainment industry and help remove the stigma associated with it. Design/methodology/approach An ethnographic approach was taken, with participant observation and in-depth interviews with a number of informants. Findings This is an environment where female performers can enjoy good income opportunities and work in a safe environment. It also provides a high level of job security for technical support staff. Research limitations/implications The study used a sample sample size with no access to clients. Practical implications It is important that UK regulation remains light handed to avoid pushing the industry off shore. Originality/value The paper provides new data on the working environment in camming studios and positive aspects of job security and the equitable distribution of profits.

Dell’s technical-support staff have the power to do more

Purpose – This paper aims to describe how computer giant Dell recruits and trains its technical-support staff. Design/methodology/approach – The paper reveals the competencies the company seeks in its recruits and how the recruits are developed. Findings – It highlights the importance of being tech-savvy, patient and adaptable and having a positive attitude, good communication skills, empathy with customers and loyalty to the organization. Practical implications – It explains that the company’s competency-based interview questions are designed to elicit details about the work the candidate has done, the way he or she has completed that work and the environment in which he or she worked. Originality/value – It provides a good insight into the recruitment and training of technical-support staff at a major international organization.