Using Slack to Facilitate Virtual Small Groups for Individualized Interactive Instruction.
Ontology highlight
ABSTRACT:
SUBMITTER: Hill J
PROVIDER: S-EPMC6339538 | biostudies-literature | 2019 Jan
REPOSITORIES: biostudies-literature
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Project description:The COVID-19 pandemic radically and without warning changed the laboratory learning environment for students and instructors. Students were faced with having to be receptive to new learning methods; instructors scrambled to devise innovative ways of providing a realistic lab experience for students. The demand for creative online teaching strategies and the expansion of gamified training platforms created an opportunity for the development of new and interactive lab experiences. Current online labs offer some elements of a "real" lab experience, but a system that incorporates all the tools needed to create a realistic, immersive lab environment has yet to be developed. This study examines using different gamification elements implemented in a PowerPoint-based platform. There was no cost associated with the virtual lab and it could be easily downloaded, increasing accessibility. In true gaming style, a student could "play" without restriction, without the limitations that accompany wet labs. Students were challenged with various scenarios throughout the lab, making choices and receiving feedback through the process. These features positively impacted student outcomes and improved engagement, as expressed in end-of-course evaluations. The implementation also stressed the need for further development of embedded assessments, competitive and interactive opportunities for students, and access to detailed learning analytics for instructors.
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Project description:BackgroundDermatology is under-represented in UK undergraduate curricula, and with a diagnostic and educational toolkit that is heavily centred on face-to-face (F2F) clinical examination, dermatology education has been disproportionately affected by the COVID-19 pandemic. Online channel-based messaging apps such as Slack offer an opportunity to engage students in remote, multimodal collaborative learning by reproducing a classroom environment in the virtual space.AimTo determine the feasibility, acceptability and proof of concept for an online Slack community in undergraduate dermatology education.MethodsUndergraduate medical students participated in an online classroom for a 6-week programme encompassing case-based discussions, seminars and journal clubs. The platform was facilitated by junior doctors (n = 10) and patient educators (n = 6). Students and faculty completed a post-course evaluation. Students additionally completed a pre- and post-intervention dermatology quiz. Mixed methods analyses included quantitative analyses to explore data trends and qualitative phenomenographic analyses to assimilate key underlying themes.ResultsStudents (n = 65) were enrolled to join the platform. The evaluation was completed by students (n = 52) from UK universities (n = 27). The majority of students (n = 27) interacted with the platform as passive observers (≤ 5 active interactions with the channel), with a small group (n = 4) of 'super-users' (≥ 100 active interactions). The overall quality of the course was described as 'excellent' by 96% of participants and 100% of faculty.ConclusionA community-based online classroom can act as an enjoyable, acceptable and collaborative means of delivering dermatology education to undergraduate medical students. Its ease of use and supportive nature may also facilitate patient involvement. Such advances may provide vital safeguards against the reduction in F2F learning that has accompanied the COVID-19 pandemic.
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Project description:Interactive docking enables the user to guide and control the docking of two biomolecules into a binding pose. It is of particular use when the binding site is known and is thought to be applicable to structure-based drug design (SBDD) and educating students about biomolecular interactions. For SBDD, it enables expertise and intuition to be brought to bear in the drug design process. In education, it can teach students about the most basic level of biomolecular function. Here, we introduce DockIT for virtual reality (VR) that uses a VR headset and hand-held controllers. Using the method of linear response on explicit solvent molecular dynamics simulations, DockIT can model both global and local conformational changes within the receptor due to forces of interaction with the ligand. It has real-time flexible molecular surface rendering and can show the real-time formation and breaking of hydrogen bonds, both between the ligand and receptor and within the receptor itself as it smoothly changes conformation.
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Project description:We investigate fundamental decisions in the design of instruction set architectures for linear genetic programs that are used as both model systems in evolutionary biology and underlying solution representations in evolutionary computation. We subjected digital organisms with each tested architecture to seven different computational environments designed to present a range of evolutionary challenges. Our goal was to engineer a general purpose architecture that would be effective under a broad range of evolutionary conditions. We evaluated six different types of architectural features for the virtual CPUs: (1) genetic flexibility: we allowed digital organisms to more precisely modify the function of genetic instructions, (2) memory: we provided an increased number of registers in the virtual CPUs, (3) decoupled sensors and actuators: we separated input and output operations to enable greater control over data flow. We also tested a variety of methods to regulate expression: (4) explicit labels that allow programs to dynamically refer to specific genome positions, (5) position-relative search instructions, and (6) multiple new flow control instructions, including conditionals and jumps. Each of these features also adds complication to the instruction set and risks slowing evolution due to epistatic interactions. Two features (multiple argument specification and separated I/O) demonstrated substantial improvements in the majority of test environments, along with versions of each of the remaining architecture modifications that show significant improvements in multiple environments. However, some tested modifications were detrimental, though most exhibit no systematic effects on evolutionary potential, highlighting the robustness of digital evolution. Combined, these observations enhance our understanding of how instruction architecture impacts evolutionary potential, enabling the creation of architectures that support more rapid evolution of complex solutions to a broad range of challenges.
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Project description:Academic libraries often make use of social networks like Facebook and Twitter to connect with their student users. While the Spokane Academic Library at Washington State University also employs this outreach strategy, the health sciences librarian was able to use a new type of social network called Slack to communicate more directly with the inaugural class of the Elson S. Floyd College of Medicine. As a digital workspace for communication and collaboration, Slack provided the medical librarian with an effective medium through which to post library announcements and updates, as well as have individual conversations with students about library-related questions and concerns.
| S-EPMC6148623 | biostudies-other
Project description:As 5G small cells gradually become the main force of 5G indoor deployment, it is necessary to study channel estimators for 5G small base stations, but there has been limited research on high-performance channel estimators in recent years. This study implemented a low-delay, low-overhead, relatively universal channel estimation module by dedicated instruction set acceleration including reference signal estimation, Wiener, 1st order, and 2nd order interpolations in frequency and time domains. The instruction level acceleration is on our vector processor, yet is suitable for other commercial and academic vector processors. Through instruction acceleration, compared with the existing general vector processing instruction sets, the processor performance of the LS estimation module and Wiener filter interpolation in the frequency domain is improved by 50% and 37.5%, respectively. The BER VS SNR measure of time-frequency Wiener filter interpolation achieves 4 db compared with linear interpolation, meaning our instruction level acceleration can be an optimum solution.
| S-EPMC8838477 | biostudies-literature
Project description:PurposeWe investigated the feasibility of using a virtual clinician (VC) to promote functional communication abilities of persons with aphasia (PWAs). We aimed to determine whether the quantity and quality of verbal output in dialogues with a VC would be the same or greater than those with a human clinician (HC).MethodFour PWAs practiced dialogues for 2 sessions each with a HC and VC. Dialogues from before and after practice were transcribed and analyzed for content. We compared measures taken before and after practice in the VC and HC conditions.ResultsResults were mixed. Participants either produced more verbal output with the VC or showed no difference on this measure between the VC and HC conditions. Participants also showed some improvement in postpractice narratives.ConclusionResults provide support for the feasibility and applicability of virtual technology to real-life communication contexts to improve functional communication in PWAs.
| S-EPMC4698476 | biostudies-literature
Project description:BackgroundCommunity Advisory Boards (CABs) have been frequently used to engage diverse partners to inform research projects. Yet, evaluating the quality of engagement has not been routine. We describe a multi-method ethnographic approach documenting and assessing partner engagement in two "virtual" CABs, for which we conducted all meetings remotely.MethodsTwo research projects for increasing equitable COVID-19 testing, vaccination, and clinical trial participation for underserved communities involved remote CAB meetings. Thirty-three partners representing 17 community groups participated in 15 sessions across the two CABs facilitated by a social change organization. We developed ethnographic documentation forms to assess multiple aspects of CAB member engagement (e.g., time spent speaking, modality used, types of interactions). Documenters were trained to observe CAB sub-groups via virtual sessions. Debriefing with the documentation team after CAB meetings supported quality assurance and process refinement. CAB members completed a brief validated survey after each meeting to assess the quality and frequency of engagement. Content and rapid thematic analysis were used to analyze documentation data. Quantitative data were summarized as frequencies and means. Qualitative and quantitative findings were triangulated.ResultsA total of 4,540 interactions were identified across 15 meetings. The most frequent interaction was providing information (44%), followed by responding (37-38%). The quality and frequency of stakeholder engagement were rated favorably (average 4.7 of 5). Most CAB members (96%) reported good/excellent engagement. Specific comments included appreciation for the diversity of perspectives represented by the CAB members and suggestions for improved live interpretation. Debriefing sessions led to several methodological refinements for the documentation process and forms.ConclusionWe highlight key strategies for documenting and assessing community engagement. Our methods allowed for rich ethnographic data collection that refined our work with community partners. We recommend ongoing trainings, including debriefing sessions and routinely reviewed assessment of data to strengthen meaningful community engagement.
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Project description:Motivation:Comparisons of microbiome communities across populations are often based on pairwise distance measures (beta-diversity). Standard analyses (principal coordinate plots, permutation tests, kernel methods) require access to primary data if another investigator wants to add or compare independent data. We propose using standard reference measurements to simplify microbiome beta-diversity analyses, to make them more transparent, and to facilitate independent validation and comparisons across studies. Results:Using stool and nasal reference sets from the Human Microbiome Project (HMP), we computed mean distances (actually Bray-Curtis or Pearson correlation dissimilarities) to each reference set for each new sample. Thus, each new sample has two mean distances that can be plotted and analyzed with classical statistical methods. To test the approach, we studied independent (not reference) HMP subjects. Simple Hotelling tests demonstrated statistically significant differences in mean distances to reference sets between all pairs of body sites (stool, skin, nasal, saliva and vagina) at the phylum, class, order, family and genus levels. Using the distance to a single reference set was usually sufficient, but using both reference sets always worked well. The use of reference sets simplifies standard analyses of beta-diversity and facilitates the independent validation and combining of such data because others can compute distances to the same reference sets. Moreover, standard statistical methods for survival analysis, logistic regression and other procedures can be applied to vectors of mean distances to reference sets, thereby greatly expanding the potential uses of beta-diversity information. More work is needed to identify the best reference sets for particular applications. Availability and implementation:https://github.com/NCI-biostats/microbiome-fixed-reference. Supplementary information:Supplementary data are available at Bioinformatics online.
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