Don’t Waste a Crisis: Opportunities to Enhance BME Student Learning Through COVID-19
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ABSTRACT:
SUBMITTER: Pierce M
PROVIDER: S-EPMC7478434 | biostudies-literature | 2020 Sep
REPOSITORIES: biostudies-literature
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Project description:Introduction/aimsHands-on supervised training is essential for learning diagnostic ultrasound. Unfortunately, the coronavirus disease 2019 (COVID-19) pandemic led to suspension of in-person training courses. As a result, many hands-on training courses were converted into virtual courses during the pandemic. Several reports regarding virtual ultrasound courses exist, but none has addressed virtual neuromuscular ultrasound courses, their design, or participants' views of this form of training. Therefore, the aims of this study were: (1) to determine the feasibility of conducting virtual neuromuscular ultrasound courses during the COVID-19 pandemic; and (2) to report the positive and negative aspects of the courses through the analyses of the responses of post-course surveys.MethodsTwo virtual neuromuscular ultrasound courses, basic and intermediate level, were conducted by the Egyptian Neuromuscular Ultrasound society during August 2020. Post-course, the attendees were directed to an electronic survey that consisted of eight questions. Ninety-three responses (23.8%) were obtained from the survey of the basic course and 156 responses (44.4%) were obtained from the survey of the intermediate course.ResultsNinety-eight percent of the respondents to basic course surveys, and 100% of the respondents to the intermediate course survey found the courses useful or very useful.DiscussionThis report demonstrates the utility of virtual neuromuscular ultrasound courses for those participants willing to respond to a survey and describes a proposed design for such courses. Although hands-on supervised ultrasound training is ideal, virtual courses can be useful alternatives to in-person training when in-person interaction is restricted.
| S-EPMC8662086 | biostudies-literature
Project description:BackgroundThis study assesses the impact of the Interprofessional Global Health Course (IPGHC) on students' fundamental global health knowledge and personal viewpoints on global health domains. It explores the evolution of students' understanding of global health specifically in relation to the COVID-19 pandemic.MethodsNinety-nine students were selected from 123 McGill student applicants based on their motivation and commitment to take part in IPGHC's ten-week 2020 curriculum. These IPGHC students were eligible to participate in the study. The study's design is sequential explanatory mixed methods. The cross-sectional survey (quantitative phase) appraises students' global health learning outcomes using pre- and post-course surveys, with the use of 5-point Likert-scale questions. The descriptive qualitative survey (qualitative phase) further explores the impact of IPGHC on student's understanding of global health and the reflections of students on the COVID-19 pandemic after IPGHC. The post-course survey included a course evaluation for quality improvement purposes.ResultsOf the 99 students, 81 students across multiple undergraduate and graduate disciplines participated in the study by completing the course surveys. Mean knowledge scores of the following 11 global health topics were increased between pre- and post-course survey: Canadian Indigenous health (P < 0.001), global burden of disease (P < 0.001), global surgery (P < 0.001), infectious diseases and neglected tropical diseases (P < 0.001), refugee and immigrant health (P < 0.001), research and development of drugs (P < 0.001), role of politics and policies in global health (P = 0.02), role of technology in global health (P < 0.001), sexual violence (P < 0.001), systemic racism in healthcare (P = 0.03), and trauma in the global health context (P < 0.001). A positive change in student viewpoints was observed in response to questions regarding their perception of the importance of global health education in their own professional health care programs (P < 0.001), and their understanding of the roles and responsibilities of other healthcare professionals (P < 0.001). In the post-course survey open-ended questions, students exemplified their knowledge gained during the course to create a more informed definition of global health. Several recurring themes were identified in the student reflections on the COVID-19 pandemic, notably policy and politics, followed by access to healthcare and resources.ConclusionThis study emphasizes the need for interprofessional global health education at the university level and demonstrates how rapidly global health learners can apply their knowledge to evolving contexts like the COVID-19 pandemic.
| S-EPMC10019388 | biostudies-literature
Project description: Not available
| S-EPMC5524482 | biostudies-literature
Project description:Coronavirus Diseases 2019 (COVID-19) pandemic has a huge impact on the plastic waste management in many countries due to the sudden surge of medical waste which has led to a global waste management crisis. Improper management of plastic waste may lead to various negative impacts on the environment, animals, and human health. However, adopting proper waste management and the right technologies, looking in a different perception of the current crisis would be an opportunity. About 40% of the plastic waste ended up in landfill, 25% incinerated, 16% recycled and the remaining 19% are leaked into the environment. The increase of plastic wastes and demand of plastic markets serve as a good economic indicator for investor and government initiative to invest in technologies that converts plastic waste into value-added product such as fuel and construction materials. This will close the loop of the life cycle of plastic waste by achieving a sustainable circular economy. This review paper will provide insight of the state of plastic waste before and during the COVID-19 pandemic. The treatment pathway of plastic waste such as sterilisation technology, incineration, and alternative technologies available in converting plastic waste into value-added product were reviewed.
| S-EPMC9759681 | biostudies-literature
Project description:BackgroundNurses lack skills to analyse ethical problems, and some feel powerless and frustrated when encountering and having to deal with ethical dilemmas in clinical practice. The lack of ethical competence among nurses might somewhat be related to the neglect and side-lining of ethics in the education system. For those nurse educators who are facilitating ethics within their curriculum, their strategies and practices are inefficient due to lack of resources. Lack of efficient strategies to facilitate ethical competence create threats to ethical values in healthcare with a potential to jeopardise patients' health outcomes.MethodsThis was a qualitative, descriptive, exploratory, and contextual research that was done in one higher education institution among 9 nurse educators and clinical nurse preceptors. Online semi-structured interviews were conducted, data were transcribed and analysed following Giorgi's thematic analysis method.ResultsTwo themes with 5 related subthemes emerged from the data. The theme of barriers that hinder the facilitation of ethical skills for nursing students indicated how Covid-19 pandemic lead to constraints that lead to facilitators focusing on clinical skills and procedures and side lining ethics education. While the theme transformative approaches to fostering ethical competency through simulation- based learning indicated some strategies that facilitators could adopt to ensure efficient ethics education for nursing students.ConclusionBarriers related to insufficient human resources and infrastructure made it almost impossible to facilitate ethics education among nursing students, especially during Covid-19 pandemic. This research offers some transformative solutions that could be adopted by higher education institutions to ensure that ethical competence is effectively facilitated.
| S-EPMC11806624 | biostudies-literature
Project description:Social computing software and online tools are gaining credence in teaching and learning spaces, including higher education contexts. However, the adoption of social computing software does not automatically translate into effective teaching and learning if students' views and needs are not considered along with course learning outcomes. Thus, this study was conducted to explore students' perspectives and preferences for social computing software and online tools in a university elective course. We employed quantitative and qualitative approaches to understand students' shared and nuanced thoughts about social computing applications in the study. A questionnaire with quantitative and open-ended qualitative questions was used to collect data. Data were analyzed using descriptive statistics and an inductive thematic analysis approach. Our findings indicated mixed students' viewpoints, with some tools reported as highly beneficial while others were less beneficial. For instance, students valued asynchronous sessions, assignment feedback, online discussion, videos, and gamification but reported less interest in phones, journals, icons, and blogs. Students' specializations also appeared to influence their choice of tools. Those from Arts, Humanities, and Social Sciences expressed a slightly different preference than their comparts from Medicine and Health Sciences. Drawing on the findings, we discuss the implications for effective teaching and learning using social computing software, focusing on essential stakeholders. For instance, instructors must regularly conduct diagnostic feedback to determine appropriate tools that can effectively customize students' learning.
| S-EPMC9612442 | biostudies-literature
Project description:We developed the Blooming Biology Tool (BBT), an assessment tool based on Bloom's Taxonomy, to assist science faculty in better aligning their assessments with their teaching activities and to help students enhance their study skills and metacognition. The work presented here shows how assessment tools, such as the BBT, can be used to guide and enhance teaching and student learning in a discipline-specific manner in postsecondary education. The BBT was first designed and extensively tested for a study in which we ranked almost 600 science questions from college life science exams and standardized tests. The BBT was then implemented in three different collegiate settings. Implementation of the BBT helped us to adjust our teaching to better enhance our students' current mastery of the material, design questions at higher cognitive skills levels, and assist students in studying for college-level exams and in writing study questions at higher levels of Bloom's Taxonomy. From this work we also created a suite of complementary tools that can assist biology faculty in creating classroom materials and exams at the appropriate level of Bloom's Taxonomy and students to successfully develop and answer questions that require higher-order cognitive skills.
| S-EPMC2592046 | biostudies-literature
Project description:BackgroundAlongside providing a knowledge base and practical skills, undergraduate medical education must prepare graduates to immediately begin practice as qualified doctors. A significant challenge is to provide safe learning opportunities that will optimise students' preparedness to start work. This study examined UK graduates' preparedness for clinical practice, and their exposure to real-life and simulated immediate care scenarios during final year placements.MethodA questionnaire measuring students' perceived preparedness, and their exposure to immediate care scenarios, was distributed to all new Foundation Year 1 doctors (F1s) attending an induction session in one region of the UK.Results356 F1s responded to the questionnaire (91% response rate; 89% of cohort) and data from 344 graduates of UK medical schools were analysed. Respondents were generally prepared for practice, but many reported few 'hands-on' experiences of providing immediate care during final year placements (a median of 1-2 experiences).Those who had 1-2 experiences reported no greater preparedness for acute management than those reporting no experience. Several exposures are necessary for a significant increase in perceived preparedness. Real-life experience was a better predictor of preparedness than simulated practice.ConclusionsGaps still remain in medical students' acute care experience, with a direct relationship to their perceived preparedness. The format and facilitation of placements may need to be addressed in order to enhance the quality of experience during final year.
| S-EPMC4288662 | biostudies-literature
Project description:Student engagement in online learning enhance students performance and the outcomes of the learning process in online learning environment. The existed literature revealed various factors influencing student engagement in online leaning, however these studies were before the COVID-19 crisis. The purpose of the current paper is to explore the factors that influence student engagement in online learning during the COVID-19 crisis in middle school settings in developing countries where is a lack of studies about the factors influencing student's engagement in emergency remote learning during the crisis. A qualitative approach was used for data collection and analysis. Semi-structured interviews with 34 participants (14 students, 13 teachers, and 7 parents) were conducted for 20-30 min. Furthermore, online class observations were used for data collection; 13 online classes were observed. Each class was 40 min. A thematic analysis was used to categorize the findings into themes and subthemes. The findings of the study revealed that various factors influence student engagement in online learning during the crisis including infrastructure factors, cultural factors, digital inequality, and the threat to digital privacy. Cultural factors were the important factor that influences females because of parents' culture and their bias against females using online learning compared to male students. Teachers' presence and quality of content were the major factors that influence student engagement, where parental concerns, norms, and traditions emerged as the major factors in the crisis, influencing engagement. Most of the participants reported that teaching and learning online during the crisis has broadened the digital inequality and threatened their digital privacy which influenced negatively student engagement. The limitations of this research included the limited number of participants covering a large geographic area, and the research design using diverse and often limited educational software and delivery methods. Future studies could utilize a mixed-method approach and include more participants.Supplementary informationThe online version contains supplementary material available at 10.1007/s10639-021-10566-4.
| S-EPMC8077864 | biostudies-literature
Project description:First-year students often become discouraged during introductory biology courses when repeated attempts to understand concepts nevertheless result in poor test scores. This challenge is exacerbated by traditional course structures that impose premature judgments on students' achievements. Repeated testing has been shown to benefit student ability to recognize and recall information, but an effective means to similarly facilitate skill with higher-order problems in introductory courses is needed. Here, we show that an innovative format that uses a creative grading scheme together with weekly formative midterm exams produced significant gains in student success with difficult items requiring analysis and interpretation. This format is designed to promote tenacity and avoid discouragement by providing multiple opportunities to attempt demanding problems on exams, detailed immediate feedback, and strong incentives to retain hope and improve. Analysis of individual performance trajectories with heat maps reveals the diversity of learning patterns and provides rational means for advising students.
| S-EPMC5332045 | biostudies-literature