As Similar As Possible, As Different As Necessary — On-Site Laboratory Teaching during the COVID-19 Pandemic
Ontology highlight
ABSTRACT:
SUBMITTER: Mosiagin I
PROVIDER: S-EPMC8442609 | biostudies-literature |
REPOSITORIES: biostudies-literature
Similar Datasets
Project description:The COVID-19 (coronavirus disease 2019) pandemic has forced universities to find new ways to conduct learning and teaching, as traditional face-to-face teaching has been prevented or restricted to an absolute minimum in many instances. Therefore, we redesigned and taught second-year veterinary student microbiology laboratory exercises (labs) with a hybrid learning approach. For this, a novel 'remote partner' model was implemented in which students present on-site in the laboratory worked synchronously pairwise with their remote partner present online. A student feedback survey revealed that in this remote partner model, both on-site and online participation in the labs were experienced as being useful in improving their laboratory skills. The students' overall performance in hands-on microbiological laboratory skills and safe working practices was similar in the hybrid learning approach (the 2021 class) and in the traditional on-site participation approach (the 2018-20 classes). This study suggests that the remote partner model is an effective way to acquire microbiological laboratory skills. This learning approach can be used in the non-pandemic future and/or also be applied to other fields.
| S-EPMC8390828 | biostudies-literature
Project description:BackgroundThis article's purpose is to compare burnout syndrome indicators at different levels of teaching in Brazil during the covid-19 pandemic. The comparison also considers the teachers' quality of life and health, working conditions, and digital competence.MethodsThe hypotheses of this study are that there are statistically significant differences in teachers' burnout rates, quality of life, working conditions, and digital competences depending on the teaching level. A mixed-methods ex-post-facto survey involved 438 Brazilian teachers, with a mean age of 42.93 years (SD = 9.66), 330 females (75%) and 108 males (25%). Data were collected through an online questionnaire. Statistical analysis of variance (ANOVA) tests was performed to compare groups, the Tukey test for paired comparison of the analyzed groups, and the chi-square to verify the association between variables.ResultsHigher levels of digital competence were associated with lower burnout syndrome scores. Elementary and middle school teachers presented worse quality of life and health indexes. Adapting pedagogical work involved learning but also overwork, exhaustion, and frustration.ConclusionsThe study concludes that basic education teachers had higher burnout rate scores than higher education teachers during the covid-19 pandemic and that early childhood education should be treated as a separate category.Trial registrationEthics approval was obtained from the University of Santa Catarina (UFSC) Research Ethics Committee (4.432.063, December 7, 2020). Informed consent was obtained from all subjects.
| S-EPMC9896436 | biostudies-literature
Project description:The COVID-19 pandemic has disrupted traditional face-to-face human physiology teaching for students at the Faculty of Medicine, Thammasat University, Thailand since February 2020. An online curriculum for both lectures and laboratory sessions was developed to continue the education. This work compared the effectiveness of online physiology labs to the traditional onsite counterparts for 120 dental and pharmacy sophomore students during the 2020 academic year. The method used was a Microsoft Teams synchronous online laboratory experience consisting of eight topics. Faculty lab facilitators created protocols, video scripts, online assignments, and instruction notes. Group lab instructors prepared and delivered the content for recording and led the student discussion. Data recording and live discussion were synchronized and executed. The response rates for the control (2019) and study (2020) groups were 36.89 and 60.83%, respectively. The control group reported higher satisfaction about general laboratory experience, compared to the online study group. The online group rated the laboratory online experience with equal satisfaction to that of an onsite lab experience. The onsite control group reported 55.26% satisfaction with the equipment instrument, while only 32.88% online group voiced their approval of this measure. It was understandable because the excitement in physiology work relies heavily on the experience of the work (P < 0.027). With the same difficulty index for both academic year examination papers, the nonsignificant difference in academic performance of the control and study groups (59.50 ± 13.50 and 62.40 ± 11.43, respectively) showed the effectiveness of our online synchronous physiology lab teaching. In conclusion, the online physiology learning experience was appreciated when a good design was achieved.NEW & NOTEWORTHY The COVID-19 pandemic has forced physiology educators to use online teaching. At the time of this work, there was no research investigating the effectiveness of online and face-to-face physiology lab teaching in undergraduate students. A synchronized online lab teaching of a virtual lab classroom on the Microsoft Teams platform was successfully implemented. Our data showed that online physiology lab teaching could make the students understand physiology concepts and have the same effectiveness as the onsite lab experience.
| S-EPMC10511159 | biostudies-literature
Project description:BackgroundInfectious disease outbreaks such as the COVID-19 (coronavirus disease 2019) pandemic call for rapid response and complete screening of the suspected community population to identify potential carriers of pathogens. Central laboratories rely on time-consuming sample collection methods that are rarely available in resource-limited settings.MethodsWe present a highly automated and fully integrated mobile laboratory for fast deployment in response to infectious disease outbreaks. The mobile laboratory was equipped with a 6-axis robot arm for automated oropharyngeal swab specimen collection; virus in the collected specimen was inactivated rapidly using an infrared heating module. Nucleic acid extraction and nested isothermal amplification were performed by a "sample in, answer out" laboratory-on-a-chip system, and the result was automatically reported by the onboard information platform. Each module was evaluated using pseudovirus or clinical samples.ResultsThe mobile laboratory was stand-alone and self-sustaining and capable of on-site specimen collection, inactivation, analysis, and reporting. The automated sampling robot arm achieved sampling efficiency comparable to manual collection. The collected samples were inactivated in as short as 12 min with efficiency comparable to a water bath without damage to nucleic acid integrity. The limit of detection of the integrated microfluidic nucleic acid analyzer reached 150 copies/mL within 45 min. Clinical evaluation of the onboard microfluidic nucleic acid analyzer demonstrated good consistency with reverse transcription quantitative PCR with a κ coefficient of 0.979.ConclusionsThe mobile laboratory provides a promising solution for fast deployment of medical diagnostic resources at critical junctions of infectious disease outbreaks and facilitates local containment of SARS-CoV-2 (severe acute respiratory syndrome coronavirus 2) transmission.
| S-EPMC8083610 | biostudies-literature
Project description: Not available
| S-BSST1055 | biostudies-other
Project description:The aim of this study is to analyze differences in participation, and in the results obtained in the anatomy and histology exams, over two academic years of the Sport Sciences degree course. During the first semester of the academic year 2019/2020 both the lectures and the exam took place face-to-face, while during the academic year 2020/2021 everything was done online. Statistical analysis revealed that the online modality was especially advantageous for the anatomy exam. Students' opinions were also assessed through a short questionnaire. The results showed that teachers involved themselves in both groups. Students needed to interact socially with teachers and colleagues and to ask them questions. Even if the differences were not significant, the difference was greater for face-to-face students in most comparisons. Finally, the most common methods of peer communication were by social media.
| S-EPMC8653158 | biostudies-literature
Project description:BackgroundPsychiatric nursing education was significantly impacted during the COVID-19 pandemic, and innovative teaching can be challenging. This study aims to compare the effectiveness of four approaches to psychiatric nursing education in the context of the pandemic.MethodsA quasi-experimental design was adopted. Students were subjected to different teaching designs: face-to-face teaching (Class A in 2021), blended teaching with flipped classroom using roleplay (Class B in 2021), live broadcast teaching (Class A in 2022), and online blended teaching with flipped classroom using case studies (Class B in 2022). Multivariable logistic regression was used to analyse the outcomes in terms of academic performance and course workload.ResultsThe number of valid data points was 270. The results indicated that compared with Class A in 2021, the two classes in 2022 achieved significantly higher academic performance scores, and Class B in 2021 exhibited a significantly lower workload. Compared with Class A in 2022, Class B in 2021 exhibited a significantly lower workload. Compared with Class B in 2022, Class B in 2021 exhibited a significantly lower workload and achieved lower academic performance scores.ConclusionThis study demonstrated that innovative teaching designs for psychiatric nursing offer advantages with regard to either facilitating academic performance or optimizing learners' task loads. Furthermore, blended learning is a promising teaching approach in the context of the COVID-19 pandemic. Future teaching initiatives could adopt student-centred constructive learning designs and ensure feasible teaching.
| S-EPMC10623829 | biostudies-literature
Project description:The coronavirus disease 2019 (COVID-19) is a pandemic caused by the SARS-CoV-2 virus. The infection has predominantly respiratory transmission and is transmitted through large droplets or aerosols, and less commonly by contact with infected surfaces or fomites. The alarming spread of the infection and the severe clinical disease that it may cause have led to the widespread institution of social distancing measures. Because of repeated exposure to potentially infectious patients and specimens, health care and laboratory personnel are particularly susceptible to contract COVID-19. This review paper provides an assessment of the current state of knowledge about the disease and its pathology, and the potential presence of the virus in cytology specimens. It also discusses the measures that cytology laboratories can take to function during the pandemic, and minimize the risk to their personnel, trainees, and pathologists. In addition, it explores potential means to continue to educate trainees during the COVID-19 pandemic.
| S-EPMC7104051 | biostudies-literature
Project description:To understand and analyse the global impact of COVID-19 on outpatient services, inpatient care, elective surgery, and perioperative colorectal cancer care, a DElayed COloRectal cancer surgery (DECOR-19) survey was conducted in collaboration with numerous international colorectal societies with the objective of obtaining several learning points from the impact of the COVID-19 outbreak on our colorectal cancer patients which will assist us in the ongoing management of our colorectal cancer patients and to provide us safe oncological pathways for future outbreaks.
| 2346925 | ecrin-mdr-crc
Project description:ContextThe COVID-19 pandemic has forced traditional teaching to be re-structured and delivered online.ObjectiveTo analyse medical students' perceptions about the benefits and difficulties of the remote teaching of Pathology during the COVID-19 pandemic.DesignA cross-sectional study was performed with an online survey applied to students from the third and fourth year of medical graduation, who attended the remote teaching of Pathology during the COVID-19 pandemic. Online teaching methods consisted of synchronous activities with live interactive lectures, case-based discussions and asynchronous activities with recorded lectures, tutorials and texts available on the online teaching platform. Students' perceptions about the remote teaching of Pathology were assessed through online survey.ResultsNinety students (47.4%) of 190 participants completed the questionnaire, 45 were male and 52 in the third year of medical graduation. Perceived conditions that facilitated Pathology learning included the use of the online teaching platform and time flexibility for study. Students regarded live interactive lectures as superior to traditional face-to-face lectures. Perceived conditions that hindered the implementation of the online teaching included difficulty separating study from home activities, lack of motivation and worsening of quality of life due to physical distancing from colleagues and the faculty. Overall, the remote teaching of Pathology was positively valued by 80% of the students.ConclusionOnline tools allowed the content of Pathology to be successfully delivered to the students during the COVID-19 pandemic. This experience may be a model for future teaching activities of Pathology in health science education.
| S-EPMC8673725 | biostudies-literature