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The environmental impacts of face-to-face and remote university classes during the COVID-19 pandemic

ABSTRACT: The face-to-face university classes were abruptly transferred to virtual environments during the pandemic of COVID-19, which generated changes in teaching routine and environmental impacts associated with them. Considering this reality, studies comparing the environmental impacts of face-to-face and remote classes can be of great value. In this sense, this study performed a Life Cycle Assessment (LCA) of face-to-face and remote university classes in a Higher Education institution in the context of COVID-19. Inputs of energy and materials (food, office materials), outputs (air and water emissions, and solid waste) were gathered in situ for the functional unit of 2 hours of face-to-face or virtual class per week for 60 engineering students. Thirteen midpoint impact categories were selected by using the recent Impact World+ midpoint method for Continental Latin America, version 1.251. In the literature, most papers about the environmental management of educational activities focus on the energy efficiency of buildings and electronic equipment during their use. But this study revealed other environmental hotspots primarily associated with meal consumption followed by ethanol fuel use. Meal consumption patterns can be explained by the fact that people usually eat more often during home-office activities. Otherwise, the transportation impacts due to ethanol use are related mainly to face-to-face classes, as much transport is required such as for food supply and student transportation. Finally, an uncertainty and a sensitivity analysis were designed for the LCA conclusions. We concluded that remote classes during the COVID-19 pandemic tend to minimize the overall evaluated impacts to ten of the thirteen impact categories. An optimal scenario was also proposed showing an overall minimization of the impacts by up to 57%, if a hybrid class model were to be adopted.

SUBMITTER: Silva D

PROVIDER: S-EPMC8573588 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:BackgroundUndergraduate medical education was severely impacted by the COVID-19 pandemic. As traditional clinical rotations were suspended, medical students quickly began alternative, novel educational experiences. Third-year medical students at an academic medical center were given the opportunity to join inpatient eConsult teams within the department of medicine. This study describes the development and implementation of this program as well as the experiences of student and faculty participants.MethodsStudent eConsult participation was rapidly developed and implemented within medical subspecialty teams in either infectious diseases (ID) or nephrology. Twelve third-year medical students and 15 subspecialty attendings participated in this program during an eight-week period from April 6 through May 29, 2020. Breadth of student clinical experience was assessed via review of clinical documentation and surveys. Participating students and attending physicians completed surveys to reflect upon their impressions of the program. Surveys were returned by nine students and eight faculty members. Survey responses were summarized with descriptive statistics.ResultsOver an eight-week period, student consultants wrote 126 notes on 100 patients; 74 of these patients (74%) were hospitalized with COVID-19. Student experiences were largely positive with most strongly agreeing that attendings promoted interactive and engaged learning (N = 8 of 8, 100%), that the experience helped to expand their knowledge about consultant roles (N = 6, 75%), and that they would participate in a remote eConsult program again if given the opportunity (N = 6, 75%). Faculty also were largely positive about the experience with most agreeing or strongly agreeing with the importance of teaching medical students about telehealth (N = 7 of 8, 88%) and eConsults (N = 6, 75%). In narrative responses, students and faculty agreed that teaching was a strength of the program whereas lack of in-person contact was a challenge.ConclusionsRapid development of an inpatient eConsult-based educational experience for third-year medical students was feasible and successful. Student-consultants saw a range of pathology including COVID-19 and related complications. Students were satisfied with the program. They were able to develop a strong relationship with attendings while learning about the role of a consultant. Faculty agreed with the importance of teaching students about telehealth and eConsults specifically.

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The environmental impacts of face-to-face and remote university classes during the COVID-19 pandemic

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