Use of contemporary live tele-video conferencing for continuing surgical training at the time of COVID-19 pandemic.
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ABSTRACT:
SUBMITTER: Tan HCL
PROVIDER: S-EPMC7323167 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:PURPOSE:To share a useful intervention to minimize risk of COVID-19 infection to both healthcare workers and patients in the eye clinic. METHODS:We present our experience of virtual, within-clinic remote visual acuity assessment to reduce the risk of infection with COVID-19. RESULTS:Along with standard recommendations for personal protective equipment and hand hygiene to contain viral spread and treating only urgent cases, remote within-clinic visual acuity testing and consultations can be undertaken with minimal specialist equipment and appears to provide useful information whilst being acceptable to patients. CONCLUSION:Ophthalmology practice must adapt in order to combat COVID-19. This measure can easily be incorporated into daily practice to reduce both patient footfall within the department and close contact between patient and healthcare practitioners.
| S-EPMC7246960 | biostudies-literature
Project description:COVID-19 has forced many schools and universities worldwide, including Saudi Arabia, to move from traditional face-to-face learning to online learning. Most online learning activities involve the use of video conferencing apps to facilitate synchronous learning sessions. While some faculty members were not accustomed to using video conferencing apps, they had no other choice than to jump on board regardless of their readiness, one of which involved security and privacy awareness. On the other hand, video conferencing apps users face a number of security and privacy threats and vulnerabilities, many of which rely on human factors to be exploited. In this study, we used survey data from 307 faculty members at 43 Saudi Arabian universities to determine the level of awareness among Saudi Arabian faculty regarding security and privacy settings of video conferencing apps and to investigate the factors associated with it. We analyzed the data using the Knowledge-Attitudes-Behaviors (KAB) model and the Partial Least Squares Structural Equation Modeling (PLS-SEM) method. We found that the average awareness score of video conferencing apps' security and privacy settings falls into the "Poor" category, which is not surprising considering that many faculty members only started using this new technology on a daily basis because of the pandemic. Further analysis showed that perceived security, familiarity with the app, and digital literacy of faculty members are significantly associated with higher awareness. Privacy concerns are significantly associated with higher awareness only among STEM faculty members, while attitudes toward ICT for teaching and research are negatively associated with such awareness among senior faculty members with more than 10 years of experience. This study lays the foundation for future research and user education on the security and privacy settings of video conferencing applications.
| S-EPMC9299235 | biostudies-literature
Project description:Following the unprecedented outbreak of the Coronavirus pandemic (COVID-19), educators and students have shifted from conventional face-to-face lectures to fully virtual sessions that were delivered via video conferencing software. This research investigates the facilitating conditions and the students' perceptions toward using these interactive resources to continue their learning journey. The data was gathered through a structured questionnaire among 777 students in tertiary education. The survey instrument comprised valid measures that are frequently utilized in academia, to evaluate the individuals' acceptance of interactive educational technologies. A partial least squares (PLS) approach revealed that there were very significant factors that were predicting the students' dispositions to utilize synchronous learning programs. The findings underlined the importance of providing appropriate facilitating conditions to improve perceptions and attitudes toward interactive conferencing software. These results reflect the latest developments, as COVID-19 has inevitably accelerated the digital transformation in the realms of education. This contribution implies that students adapted well to a new normal. It confirmed that they are willing to participate and engage in virtual meetings through video conferencing programs.
| S-EPMC8743284 | biostudies-literature
Project description:Collective intelligence (CI) is the ability of a group to solve a wide range of problems. Synchrony in nonverbal cues is critically important to the development of CI; however, extant findings are mostly based on studies conducted face-to-face. Given how much collaboration takes place via the internet, does nonverbal synchrony still matter and can it be achieved when collaborators are physically separated? Here, we hypothesize and test the effect of nonverbal synchrony on CI that develops through visual and audio cues in physically-separated teammates. We show that, contrary to popular belief, the presence of visual cues surprisingly has no effect on CI; furthermore, teams without visual cues are more successful in synchronizing their vocal cues and speaking turns, and when they do so, they have higher CI. Our findings show that nonverbal synchrony is important in distributed collaboration and call into question the necessity of video support.
| S-EPMC7971580 | biostudies-literature
Project description:The purpose of this paper is to present a systematic review of studies that used Video Conferencing (VC) intervention for common chronic conditions. Chronic conditions account for the majority of poor health, disability, and death, and for a major portion of health-care expenditures in the United States. Innovative methods and interventions are needed to enhance care and management, improve access to care, improve patient outcomes, narrow health disparities and reduce health-care costs. Video Conferencing could be particularly relevant in improving health, care management, access and cost in the care of chronic illnesses. A comprehensive literature search process guided by the PRISMA statement led to the inclusion of 27 articles measuring video conferencing, at least one chronic illness, and patient outcomes for adults living in a community setting. While VC has been found to be feasible and effective, a low number of randomized controlled trials limit evidence. In addition, studies in this review were not designed to address the question of whether access to care in rural areas is improved through VC. Hence, more research is needed.
| S-EPMC5669274 | biostudies-other
Project description:BackgroundLack of training is currently the most common barrier to implementation of point-of-care ultrasound (POCUS) use in clinical practice, and in-person POCUS continuing medical education (CME) courses have been paramount in improving this training gap. Due to travel restrictions and physical distancing requirements during the COVID-19 pandemic, most in-person POCUS training courses were cancelled. Though tele-ultrasound technology has existed for several years, use of tele-ultrasound technology to deliver hands-on training during a POCUS CME course has not been previously described.MethodsWe conducted a retrospective observational study comparing educational outcomes, course evaluations, and learner and faculty feedback from in-person versus tele-ultrasound POCUS courses. The same POCUS educational curriculum was delivered to learners by the two course formats. Data from the most recent pre-pandemic in-person course were compared to tele-ultrasound courses during the COVID-19 pandemic.ResultsPre- and post-course knowledge test scores of learners from the in-person (n = 88) and tele-ultrasound course (n = 52) were compared. Though mean pre-course knowledge test scores were higher among learners of the tele-ultrasound versus in-person course (78% vs. 71%; p = 0.001), there was no significant difference in the post-course test scores between learners of the two course formats (89% vs. 87%; p = 0.069). Both learners and faculty rated the tele-ultrasound course highly (4.6-5.0 on a 5-point scale) for effectiveness of virtual lectures, tele-ultrasound hands-on scanning sessions, and course administration. Faculty generally expressed less satisfaction with their ability to engage with learners, troubleshoot image acquisition, and provide feedback during the tele-ultrasound course but felt learners completed the tele-ultrasound course with a better basic POCUS skillset.ConclusionsCompared to a traditional in-person course, tele-ultrasound POCUS CME courses appeared to be as effective for improving POCUS knowledge post-course and fulfilling learning objectives. Our findings can serve as a roadmap for educators seeking guidance on development of a tele-ultrasound POCUS training course whose demand will likely persist beyond the COVID-19 pandemic.
| S-EPMC8419826 | biostudies-literature
Project description:BackgroundThe non-technical skills for surgeons (NOTSS) system was developed as a tool to assess surgical skills for patient safety during surgery. This study aimed to develop a NOTSS-based training system for surgical trainees to acquire non-technical skills using a chest surgery scenario in a wet lab.Materials and methodsTrainees were categorized into three subgroups according to the years of experience as follows: Level A: 6 years or more; Level B: 3-5 years; and Level C: 1-2 years. Three stages of surgical procedure were designed: 1. chest wall resection and right upper lobe lobectomy, 2. right middle lobe sleeve lobectomy, and 3. right lower lobe lobectomy. One instructor was assigned to each operation table, who evaluated each participant's NOTSS scores consisting of 16 elements.ResultsWhen comparing average NOTSS score of all the three procedures, significant differences were observed between Level A, B, and C trainees. As an example of varying elements by procedure, Level A trainees demonstrated differences in Situation Awareness, and a significant difference was observed in Level C trainees regarding the elements of Decision Making. On the contrary, no significant difference was observed among Level B trainees. In the comparison between first-time and experienced participants, a significant improvement was observed in some elements in Level B and C trainees.ConclusionThis study highlights the usefulness and feasibility of the NOTSS scoring system for surgeons with different experiences and the effectiveness of providing feedback to trainees during intraoperative handoffs in a wet lab.
| S-EPMC7505865 | biostudies-literature
Project description:The COVID-19 pandemic has resulted in reduction of patient volumes in Ophthalmology. With only emergency surgical procedures being performed with few elective surgical procedures, surgical volumes are at an all-time low. This has resulted in decreased surgical training opportunities for trainee surgeons. We developed a simple, cost-effective, 3D printed model eye - RetiSurge - for "Dry Lab" vitreoretinal surgery training. The model incorporates a retinal film that can be changed, making it suitable for multiple uses. The RetiSurge model can be used to practice visualization, instrument manipulation and endolaser photocoagulation. RetiSurge can be sterilized by ethylene oxide and is safe for use inside the operating room. RetiSurge is a simple, cost-effective, and reusable model eye for early training in Vitreoretinal surgery.
| S-EPMC8012966 | biostudies-literature
Project description:Abstract Live video (LV) communication tools (e.g., Zoom) have the potential to provide survey researchers with many of the benefits of in-person interviewing, while also greatly reducing data collection costs, given that interviewers do not need to travel and make in-person visits to sampled households. The COVID-19 pandemic has exposed the vulnerability of in-person data collection to public health crises, forcing survey researchers to explore remote data collection modes—such as LV interviewing—that seem likely to yield high-quality data without in-person interaction. Given the potential benefits of these technologies, the operational and methodological aspects of video interviewing have started to receive research attention from survey methodologists. Although it is remote, video interviewing still involves respondent–interviewer interaction that introduces the possibility of interviewer effects. No research to date has evaluated this potential threat to the quality of the data collected in video interviews. This research note presents an evaluation of interviewer effects in a recent experimental study of alternative approaches to video interviewing including both LV interviewing and the use of prerecorded videos of the same interviewers asking questions embedded in a web survey (“prerecorded video” interviewing). We find little evidence of significant interviewer effects when using these two approaches, which is a promising result. We also find that when interviewer effects were present, they tended to be slightly larger in the LV approach as would be expected in light of its being an interactive approach. We conclude with a discussion of the implications of these findings for future research using video interviewing.
| S-EPMC8690284 | biostudies-literature
Project description:Background?Best practices for faculty development programs include longitudinal, practice-based formats incorporating experiential learning with opportunities for reflection and community building. Peer coaching for faculty development provides personalized, learner-centered, work-based learning. Implementation of traditional 1-on-1 peer coaching programs is challenging due to time, logistics, and methodological barriers.Objective?We sought to improve observation and reflection skills and to expand personal teaching practices of clinician educators.Methods?In 2016, we developed and evaluated an innovative "1-to-many" peer-coaching model utilizing large group review of video-recorded teaching encounters. Forty-three clinician-educator faculty in general internal medicine at the University of Pittsburgh attended at least 1 of 6 sessions between February and August 2016. Sessions were moderated by a master facilitator who guided direct observation of, and reflection on, observed teaching and highlighted efficacious teaching methods. The study evaluated the acceptability and efficacy of this novel faculty development program qualitatively, with semistructured, postcurriculum telephone interviews with 20 participating faculty.Results?All respondents stated that they would continue to attend faculty development sessions and would recommend them to others. The most frequently cited advantages included exposure to new teaching strategies, direct feedback, safe environment, community of practice, and growth mind-set, yet barriers emerged, such as discomfort reviewing video, difficulty giving feedback across hierarchy, and initial skepticism. None described the curriculum as critical or unsafe. Most reported increased self-reflection and adoption of new teaching behaviors.Conclusions?This peer-coaching, video-based faculty development program was well received, feasible, and effective in changing self-reported teaching attitudes and practices.
| S-EPMC6108358 | biostudies-literature