cord-010639-6d0u79f1	2020	The objectives of this study were to characterize how first-year medical students integrated knowledge to problem-solve during a simulated viral pandemic and to characterize students'' diagnostic reasoning approach to this clinical scenario. These reports also provided insights into first-year medical students'' diagnostic reasoning approach, which consisted primarily of a compare-contrast process between the clinical features of patients in the case scenario versus illness scripts of known diseases, though a subset of students also applied a causal approach to identify candidate diseases. The use of a compare-contrast approach we observed among students'' reports following the pandemic simulation is likely explained by the fact that their biomedical knowledge base was not yet sufficient at that point in their training to allow them to analyze the clinical data of the pandemic case with a causal approach. This study provides insight into early medical students'' diagnostic reasoning approach and information-seeking behaviors during self-directed learning tasks.
cord-011188-59hn9wsv	2020	This paper refutes the main arguments in favor of the status quo, identifies a series of harms related to continuing the current practice, and proposes an explicit consent policy for intimate exams along with specific changes to medical school curriculum and institutional culture. Recent surveys and reports reveal that some physicians and medical students still conduct unconsented intimate exams (UIEs) on male and female patients. Patients and members of the general public are often shocked to learn that physicians and medical students may perform intimate exams on them without explicit consent and believe such exams meet the criteria for battery, malpractice, or sexual assault. Interestingly, Ubel, a physician who examined UIE practices in teaching hospitals in a 2003 survey of 401 medical students, found that completion of the obstetrics/gynecology clerkship is associated with decreased interest in informed consent (Ubel 2003) .
cord-011444-6jh3lvm3	2006	These were i) avoid the use of laboratory animals that would be sacrificed; ii) the inclusion of other topics of metabolism such as glycolysis, citric acid cycle, fatty acid and amino acid synthesis and catabolism, and ketogenesis in the experimental discussion; iii) the experiment should have low cost and be performed after the relevant theory material is studied; and finally iv) it also should be easy and fast, due to the limited time of the practical class. In this article, we will present the protocol and approach used in this practice class, also including the evaluation by student teaching assistants and undergraduate students from nine different courses ("Biological Science," "Pharmacy," "Medicine," "Veterinary Medicine," "Nutrition," "Nursing," "Odontology," "Chemistry," and "Industrial Chemistry"). After the preparation of the protocol and arranging all necessary laboratory material including the guarurine, it was possible to evaluate this new practical class with the group of student teaching assistants from the Biochemistry discipline (n Ï­ 6).
cord-011812-x8bzz83d	2020	To the Editor: On April 24, 2020, the Visiting Student Learning Opportunities (VLSO) program extended its closure due to the COVID-19 pandemic, and uncertainty continued to plague medical students who had planned on completing rotations at other institutions. Some students, specifically those who are financially stable, likely feel more comfortable spending the required amount of money to complete these rotations. In turn, these students may have greater access to competitive specialties, which traditionally require, or highly encourage, students to complete at least one away rotation. 3 Since the average cost of an away rotation is $2,000, those who complete upwards of 4 could easily spend far more than they are comfortable with while auditioning at other institutions. We do not propose the elimination of all aways, as they provide the benefit of career exploration, especially for students whose home institution does not offer certain rotations. The prevalence and cost of medical student visiting rotations
cord-011859-6ksss988	2020	Hence, we, as teachers, hat to improvise teaching -in addition to caring for the patients -and maybe the final-year students at that time learned a little less about different diseases but a lot instead about medical behaviour in unknown clinical situations. But this time the change affects all teachers and all students and almost all teaching and examination structures in medical education and in all other healthcare professions studies as well as in all other courses of study in general -and this worldwide [University World News: https://www.universityworldnews.com/post.php?story=20200324065639773, accessed: 02.05.2020]. But other teaching techniques also help to improvise appropriate medical lessons in times of a lockdown, especially e-learning, of course [14] , because it is particularly easy to keep one''s distance. Für Lehrende der Medizin und Medizinstudierende scheinen solche Techniken des Improvisationstheaters ebenfalls nützlich zu sein -und zwar sowohl für die ärztliche Tätigkeit als auch für das Unterrichten von Medizinstudierenden bzw.
cord-013203-qvuand0s	2020	
cord-013263-xw611i8k	2020	title: Students'' perspectives on interventions to reduce stress in medical school: A qualitative study 2. How do medical students perceive interventions that have been described in the literature (pass/fail grading, a peer-to-peer mentoring program, Balint groups, and self-management courses)? Possible solutions students brought up were for instance a mandatory lecture about stress related to medical school, coping strategies and support contacts. Participants proposed shortening clinical trainings, or to move them towards the end of the medical curriculum to avoid that students have to pass other exams right before the second state examination. In our eight focus groups, students suggested specific solutions to their perceived obstacles in medical school. Importantly, while setting-based interventions are sometimes considered expensive or difficult to implement [7] , most ideas in the focus groups (e.g. attendance rules, a new course selection procedure, teaching guidelines) seem easily feasible and resource-friendly and will not only improve wellbeing, but also academic performance.
cord-024038-8vbvnn90	2020	Teachers and professors must use the information gained from the assignments in this book (e.g. ideas from class discussions and student created comics) to continually improve the assignments, adjust them to the unique conditions of individual classrooms, to evaluate the effectiveness of the assignments and teacher practice, and ultimately, help students arrive at their own ideas of citizenship in the hyperreal. The guiding questions can get students and teachers thinking explicitly about how the work relates to some of the citizenship ideas in the hyperreal. As noted in the last chapter, one theme that we discussed at length in my history class was the notion of education as an institution of liberation or social control and my student drew a comic examining these ideas. Further, teachers can constantly link the comic''s assignment to larger social studies goals and to student''s decision making in the republic by asking such questions as outlined in the last section.
cord-024381-ckkzu57a	2020	This paper advocates a holistic approach to assessing international relations in undergraduate education, which revolves around: (a) essays and (b) active learning-related tasks, such as simulation reflective statements/reports and performance. In the second section, the paper discusses the proposed holistic approach to designing assessment, which involves building on one''s own experience, catching up with the pedagogical scholarship and working together with students in order to obtain a better understanding of the local learning culture. Based on the combination of practical experience, insights from pedagogical literature and student engagement, I argue in the following section that essays should constitute the bedrock of assessing IR in undergraduate education. One helpful way to distinguish between the value of essays for assessing IR from methods related to active learning is to recognise that they emphasise two different kinds of knowledge: declarative and functioning.
cord-024853-07n3wroj	2020	Also, the cost structure of the universities requires some faculties (cash cows) to generate free cash flow to fund the research operations of other faculties. In contrast, in the post-war years when Stanford University started its rise to stardom, the decision was made to concentrate on postgraduate programmes (where national reputations were forged), and a relatively few areas where government funding signalled national importance-one of which was electronics research. The major vehicles used to codify education, such as the common range of degrees; deliver education, such as teaching philosophy, curriculum design, lectures, tutorials and web-based materials; assess learning, such as assignments and examinations; and do research, such as academic time and research equipment, are similar across all of Australia''s universities. Also, there now seems to be a need to manage an ever-growing number of risks within the university environment, such as OH&S, staff welfare, student welfare, student malpractice, research malpractice, cyber risk, data risk, ethical risk, operational risk, financial risk, regulatory risk, crisis risk, climate risk, reputation risk.
cord-025858-xm0ih4ei	2020	The method consists in introducing into the document elements of Augmented Reality (AR), that is texts and sounds extending information about the mathematical objects encountered in the content, beyond the information provided by WCAG guidelines and recommendations of the WAI-ARIA standard under development by the W3C consortium. Additional AR information elements in the form of texts and sounds of various types are accessible through the multi-sensual user interface such as synthetic speech, touch gestures on the touch screen or by the touch of the haptic Braille display also called as a braille line (see Table 1 ). The first general information layer (additional to WCAG and ARIA requirements), contains text elements that are conveyed by synthetic speech, and it informs about encountering object such a graphics, mathematical formulas, quizzes, questions, answers, pairing fields and links to comments recorded by a teacher (see Table 1 ).
cord-026500-6k3b55lt	2020	In the light of problems in online teaching of new coronavirus (2019-nCoV) epidemic period in advanced mathematics curriculum, this paper analyzes the teaching effect of short-term one-way online education mode in the teaching practice of concrete courses by using the real-time data of "rain classroom" teaching management platform. This paper based on the teaching management platform of "rain classroom", the course of Higher Mathematics uses the data obtained by online teaching, and utilizes the method of comparative analysis to get the following results, as shown in Fig. 1 . Based on the teaching practice of higher mathematics, relying on the "Internet+" big data cloud platform and using the "rain classroom" information technology, this paper innovates the teaching mode, to promote students to become the initiator of learning, the organizer of seminars and even the innovator of knowledge application.
cord-026595-imn2jxcu	2020	Several studies have been conducted to assess the practices and knowledge of dental students and have demonstrated poor compliance of the students to infection control measures. A study conducted in India to assess the infection control practices among dental students showed that only one-tenth of the respondents adhere to the infection control measures [1] . Similar studies have been conducted worldwide to investigate the knowledge and practices of dental students on infection control [6] [7] [8] [9] [10] [11] [12] [13] [14] , and a general consensus is that students need awareness and must be protected in the unsafe environment. Knowledge, attitudes, and practice regarding infection control measures among dental students in Central India Knowledge, attitudes, and practice of infection control among dental students at Sana''a University Knowledge, attitude and practices about hepatitis B and infection control measures among dental students in Patiala
cord-026868-z9gozm2w	2020	This high prevalence of simulation practices in nursing programs has led to opportunities to research this topic from various angles, including its impact on students'' skill performance, self-efficacy, self-confidence, self-satisfaction, and clinical knowledge acquisition. Results: The analyses revealed various training and communication issues including the lack of harmony among the team members (e.g., regarding understanding and performing their assigned roles as well as delegating and conducting delegated tasks) and the students'' inability to effectively communicate with the patient as a valuable source of information and to make appropriate and timely clinical decisions regarding patient assessment. 2 This widespread use of simulations in nursing programs has led to opportunities to research this topic from many angles, including its impact on students'' skill performance, 6, 7 self-efficacy, [8] [9] [10] self-confidence and satisfaction, [11] [12] [13] and, most importantly, clinical knowledge acquisition.
cord-026889-hx6xvn0k	2020	The contention for this chapter is that innovative authentic digital assessment designs can contribute to relieving key pressure points such as last-minute assessment preparation, poor-quality assessment designs and submitted work, minimal opportunities for regular academic engagement and feedback and minimising the growing impact of plagiarism and contract cheating in higher education (Bretag et al., 2016; Harper et al., 2019) . The broad research question investigated in this chapter is the extent to which digital assessment design features can reduce the cognitive load burden of students and accomplish flow experience. This is followed by the design and pilot testing of a digital, scaffolded assessment tool intended to provide an immersive learning environment and reduce the cognitive burden of higher education business students.
cord-027057-g7onopr1	2020	Because of the variety of support resources offered by the lecturer of this introductory digital electronics course, a decision was made to locate the best available YouTube videos to support students learning of the last two topics that were not completed prior to the COVID-19 restrictions: Topic #5-Introduction to VHDL and Topic #6-Integrated Circuit Technology. This article presented effective teaching and examination strategies that can be utilized for undergraduate learning of courses during COVID-19 school restrictions. The article also served to demonstrate that the application of such teaching methodologies to the introductory digital electronics course avoided the student performance from degrading below what has been experienced in the past five academic years, despite the presence of COVID-19 school restrictions. The research serves to indicate that there is great merit in the use of online resources to support teaching of the introductory course in digital electronics at the university.
cord-028394-oq4z0nhc	2020	We report on the design and evaluation of FIRST, Finding Interesting stoRies about STudents, that provides an interactive experience in which the advisor can: select relevant student features to be included in a temporal model, interact with a visualization of unsupervised learning that present patterns of student behavior and their correlation with performance, and to view automatically generated stories about individual students based on student data in the temporal model. Our approach to interactive sensemaking has three main parts: (1) a temporal student data model, (2) data analytics based on unsupervised learning, and (3) storytelling about the student experience. Most of the learning management tools involve data scientists in the knowledge discovery process to design the student data model, analytics approach, visualizations, and a reporting system to understand students'' patterns of success or failure. FIRST automatically generates stories for each student using the features selected in the temporal data model.
cord-028411-vae865vj	2020	We examine the task difficulty sequence data of 236 undergraduate students in a simulation-based Predict-Observe-Explain environment. In this paper, TDs are analysed in a digital simulation-based Predict-Observe-Explain (POE) learning environment by using the likelihood statistic (L-stat). Some studies report that TDs have a negative association with students'' self-efficacy and performance [44, 45] , yet [7] states that ''certain difficulties can enhance learning''. From Table 2 , the students with perceived difficulty of hard on two or more consecutive tasks are significantly more likely to have poorer learning outcomes than those who do not report such a transition. We find that medium TDs may lead to better learning outcomes and they often follow hard TDs. However, if tasks get too difficult for students, e.g., reporting hard on two or more consecutive tasks, then it can adversely affect students'' performance.
cord-028436-ahmpe981	2020	deployed in a low-stakes homework context for which we had two goals: 1) we wanted students to improve their ability to provide natural language descriptions of code, so we provided both immediate correct/incorrect feedback and example correct answers as shown in Fig. 1(B) and 2) we wanted to collect additional training data which could be used to train improved NLP-based AI graders. Second, we could provide students an appeal system where they could, after they are shown the correct answer, request a manual re-grade for an EiPE question, if they believed the AI grader had scored them incorrectly. 5. Students'' perception of the grading accuracy of our NLP-based AI grader was lower than that of deterministically-correct auto-graders for true/false, multiple-choice, and programming questions, but only to a modest degree.
cord-028437-lza8eo9n	2020	Learning Analytics Dashboards (LADs) make use of rich and complex data about students and their learning activities to assist educators in understanding and making informed decisions about student learning and the design and improvement of learning processes. This paper proposes an analytical approach to assist LAD users with navigating the large set of possible drill-down actions to identify insights about learning behaviours of the sub-cohorts. In our approach, the notion of an insightful drill-down is defined as a set of filtering rules that identify a sub-cohort of students whose learning processes are most differentiated from the rest of the students. LP-AID employs a process mining method called Earth Movers'' Stochastic Conformance Checking (EMSC) [29] to compute the distance between learning processes of different cohorts to recommend insightful drill-downs. Specifically, we apply LP-AID to data from a course with 875 students, with high demographic and educational diversity, to demonstrate the drill-down recommendations and to explore the possible insights that can be derived from them.
cord-028450-pll5d3mq	2020	For example, false information about a student''s current progress may motivate students to finish a task they would otherwise give up; hiding information from the student that is disclosed to the teacher may decrease students'' cognitive load while supporting the teacher''s strategic choices, and deceiving the student as to the actual nature of the task or interaction, such as when using virtual agents, can increase students'' efforts towards learning. This paper aims to address the ethical foundation that can guide empirical research on the teacher''s practical knowledge needs, when using presently available AI such as adaptive systems, virtual agents and learning analytics. The message is not to condemn the existence or use of such functionsin fact, teachers have always used deliberate (over-)simplifications and factual misrepresentations in order to help students learn, and so has been done since the early days of AIED [e.g. 3]but as AIED grows in complexity, and becomes more pervasive in the absence of human reflection and judgment, we need refined conceptual tools to identify and assess potential ethical conflicts with basic human values.
cord-028455-1swijiq3	2020	To facilitate learning across a wide range of STEM subjects, Korbit uses a mixed-interface, which includes videos, interactive dialogue-based exercises, question-answering, conceptual diagrams, mathematical exercises and gamification elements. Although Korbit was designed to be open-domain and highly scalable, A/B testing experiments with real-world students demonstrate that both student learning outcomes and student motivation are substantially improved compared to typical online courses. As observed by Olney [14] : "Unfortunately, ITS are extremely expensive to produce, with some groups estimating that it takes 100 h of authoring time from AI experts, pedagogical experts, and domain experts to produce 1 h of instruction." On the other hand, lower-cost educational approaches, such as massive open online courses (MOOCs), have flourished and now boast of having millions of learners. Korbit is a large-scale, open-domain, mixed-interface, dialogue-based ITS, which uses machine learning, natural language processing (NLP) and reinforcement learning (RL) to provide interactive, personalized learning online.
cord-028461-8he5e5pu	2020	
cord-028462-f01yt9l1	2020	Employing this tool, the case study was conducted in a real situation, and the findings suggest that the use of our model and tool improves students'' engagement, learning outcomes, and motivation. Based on this model, a tool was developed, and a case study was conducted to investigate the impact of the use by teachers of the model through the proposed tool regarding students'' engagement, learning, and motivation. A case study is conducted to explore the impact of the use by teachers of the gamification analytics model through the GamAnalytics tool regarding students'' engagement, learning, and motivation. In this work, we conducted a case study to validate the impact of a gamification analytics model for teachers to monitor and adapt gamification design for students during the learning process.
cord-028477-guvc9aa0	2020	title: Explaining Errors in Predictions of At-Risk Students in Distance Learning Education Following our previous quantitative analysis of 25,000+ students, we conducted online interviews with two groups of students: those predicted to submit their assignment, yet they did not (False Negative) and those predicted not to submit, yet they did (False Positive). This paper aims to explain errors in predictions through 12 in-depth interviews with undergraduate online students wrongly predicted as being/not being at risk of failing their next assignment. The following themes emerged from the thematic analysis [11] : motivations for taking the module, studying patterns, reasons for not submitting the assignment, factors that helped or hindered submission, tutor contact, student contact, recommendations for other students so that they submit and proposed module changes. FN students made suggestions for future students to follow the online study guidance and plan ahead for submitting assignments on time.
cord-029031-jtdc9a7w	2020	In particular, a prototype tool is designed and developed in order to facilitate the evaluation of activities based on an active learning class. Two scenarios of active learning classrooms are created in order to evaluate the prototype tool. The researchers introduced engaging activities throughout traditional lectures as they stimulate learning and retention, improve students'' attitudes regarding education, and enhances academic achievement [1] [2] [3] [4] [5] . Therefore, in a time when individuals need to be critical thinkers and problem-solvers, Active Learning provides students with the necessary tools to develop those life skills that were not necessarily on the forefront with traditional education methods. The steps to execute the program are: i) provide photos capturing the activities in the classroom in the images folder. To work with the program, an instructor has to capture photos during activities of active learning in a classroom.
cord-029229-59etmpzs	2020	The move to remote learning put my knowledge to the test around ways to teach, connect with, and create stability for Gen Z students who have already experienced many traumatic events in their lives, and this virus will be another defining generational marker. Institutions of higher education deepened conversations around moving the learning environment, including the advising, counseling, and key support services that student rely on at their college campuses. Connecting with Generation Z during the Pandemic There are several ways to enhance our engagement with students, faculty, and staff during and after the coronavirus. As our institutions of higher education have moved to online learning to meet the challenges of the coronavirus, will we see a generation of more doctors, health-care workers, public health professionals, and epidemiologists? One way to engage this generation is to provide continuous professional development around technology and to create clear and well-structured course context and opportunities for students to learn.
cord-029292-imt8451i	2020	This new version of Automata Tutor supports automated grading and feedback generation for a greatly extended variety of new problems, including problems that ask students to create regular expressions, context-free grammars, pushdown automata and Turing machines corresponding to a given description, and problems about converting between equivalent models e.g., from regular expressions to nondeterministic finite automata. -Twelve new types of problems (added to the four problems from the previous version) that can be created by teachers and for which the tool can assign grades together with feedback to student attempts. The problems are then posed to the students and, no matter how large a class is, Automata Tutor automatically grades the solution attempts of students right when they are submitted and immediately gives detailed and personalized feedback for each submission.
cord-030275-saak3ga8	2020	Each quiz could be taken twice Participation Participation was evaluated on student attendance during scheduled class time Participation was evaluated by students completing three activities for each module: uploading a screen shot of a tweet or retweet of an article relevant to the current module, uploading a picture of at least one page of handwritten notes, and choosing between either writing a 250 word summary or posting a one minute video that summarized an element of the current module Group projects Introduced in class where students had the opportunity to do relevant hands-on activities. Homework assignments helped students meet course learning objective #3: an ability to apply advanced mathematics, science, and engineering to solve problems at the interface of engineering and biology, including those associated with the interaction between living and nonliving materials and systems. This group project helped students meet course learning objective #4: an ability to design experiments, make measurements on, and interpret data from living systems.
cord-030576-ustp3fiw	2020	Discussion of Academic Journal Article {Zoom: breakout rooms and screen share} The instructors felt it was important to introduce students to current research efforts in the field of biomedical engineering to not only increase exposure and interest, but also to demonstrate the applicability and value of course content in addressing on-going questions or problems in the field-a characteristic of authentic learning. In a ''''flipped-class,'''' instructional content is delivered to students asynchronously outside of class (typically through online videos); synchronous in-class time is devoted to discussion, application, and/or collaborative learning. 3, 8 An online flipped-class could look like the following, which describes our plan for future remote offerings of this lecture-based course: At the beginning of every week, a series of shorter (10 min or less), topicspecific, narrated videos will be posted along with a guided note handout.
cord-030613-i4rdhipz	2020	With questions of the quality of the educational experience in view (Eaton 2020a) , the role of student learning outcomes assessment is more crucial than ever to counteract future concerns over transfer, quality of degree completion, and alignment with quality standards. What are the appropriate norms for assessment when remote instruction will be carried out into the fall or longer and while students, faculty, and staff live, learn, and work in a global pandemic? Best practices imply that courses have been intentionally designed with clear alignment between learning outcomes, content, assessments, and activities-all led by faculty members fluent in the online system and clear on their role as learning support. Faculty who taught courses that were intentionally designed from clear learning outcomes-with alignment between learning outcomes, assignments/assessments, and evaluative criteria-were in a better position to make the abrupt shift to remote instruction.
cord-031243-p6142nt1	2020	The online format replaced these site visits with ''''virtual field trips'''' featuring YouTube videos and readings and were assessed by discussion board posts relating them to other course activities. Students individually perform start-of-course and end-of-course self-assessments of their Global Learning and their Intercultural Knowledge and Competence 5,6 and respond to free-response reflection prompts inspired by the set proposed by the University of Michigan for international programs in engineering, 10 though substantial modifications were made for the transition to online learning. Some key ideas typically noted from interviews conducted by study-abroad students were observed in the online format as demonstrated by the students'' written reflections and actionable problem statements, e.g., differences between the US and Portuguese governments'' roles in healthcare. The online version of the class retained some of the major learning objectives in AI, breast cancer, and the role of culture in healthcare delivery and design of healthcare technologies through interviews, discussion board posts, concept maps, and tweetable actionable problem statements.
cord-031388-rwj3c3vq	2020	Therefore, we aim to address this significant challenge by discussing our ongoing development of a multi-modal experimental platform for the Biomechanics Laboratory course to enhance student learning in a stay-at-home or reduced-contact educational environment. Specific efforts will be focused on the development and implementation of (i) ''''stay-at-home'''' experiments, (ii) remotely-accessible experiments, (iii) multiscale visualization of biomechanical testing data and complex material''s behaviors, and (iv) instructor feedback and peer assessment (Fig. 1) . This model offers a holistic and systematic scaffolding framework 11 that consists of four main integral processes: (i) developing 3D-printed experimental setups; (ii) conducting remotely-accessible experiments, and (iii) multiscale visualization of biomechanical testing data and complex material''s behaviors, and (iv) instructor feedback and peer assessments. Although limited and preliminary, the Spring 2020 course evaluation indicates that the proposed instructional model and technology platform have the potential to be extended to other BME and general engineering experimental courses, providing a unique framework for the implementation of stay-at-home, online and remote experiential learning of laboratory experiments.
cord-032012-lmlvbfrl	2020	The four recommendations for improving the engagement in the online classroom are: (1) make it a priority to stress the importance of having their cameras on during lecture and explain why it''s important; (2) have a "Daily Question" at the start of lecture where all students respond in chat followed by a brief discussion; (3) make use of the polling feature in Zoom to frequently assess student understanding and upon discovering student confusion on any given question, send them to breakout rooms to discuss, incorporating a quick active learning exercise that can help reduce the monotony of online lecture; and (4) create handouts that are circulated prior to class for students to take different pieces of a particular problem, solve them in their teams in individual breakout rooms, and then discuss the content and results back in class with all teams together.
cord-032733-5v6kxgv4	2020	Therefore, the aim of this paper is to present the lessons learnt from this early-stage implementation to invigorate the discussion surrounding VCPs. The paper will do so by exploring a number of issues central to their successful implementation of the programme with a particular focus on the aforementioned pedagogical challenges, including curriculum design, teaching methods, experiential learning activities, types and methods of assessments, and online learning environments for entrepreneurial students. The programme schedule was designed with formal sessions on one full day each week, thereby maximising the time spent ''on task'', while other days were set aside for additional support (mentoring, business clinics, events and team work) and for students to develop their ventures through work-based modules, thereby maximising engagement and, hopefully, student outcomes within the curriculum (Lingard 2007; Mioduser et al.
cord-033594-oy70eya0	2020	key: cord-033594-oy70eya0 cord_uid: oy70eya0 With the emergence of the COVID-19 pandemic, the implementation of social distancing, the interruption of the educational sector with contagion control policies that forced the closure of schools and universities, thus implementing the partial restructuring of study plans and evaluations, specific case Medicine, where the programs are divided into two components: initial preclinical university and clinical in the health field, this pandemic forced the students into a learning environment in which neither they nor the teachers were prepared. Poor educational restructuring due to the spread of COVID-19 can be detrimental to the training of medical students, reflecting the need for a change in the paradigms of medical education, modifying current curricula in favor of medical training in the face of new possible pandemics. Fighting COVID-19: enabling graduating students to start internship early at their own medical school Medical students and COVID-19: the need for pandemic preparedness
cord-033740-1axkt1jc	2020	All LIC models have three basic tenets: (1) students need to be exposed to all core clinical training issues to which clerks on the traditional clerkship model are exposed, (2) students should participate in the comprehensive care of patients over time and (3) clinical clerks ought to develop mentoring relationships with these patients'' clinicians [2] . Now that early adopter schools have produced 40+ cumulative years of positive outcomes data, many medical schools across the USA are attempting to implement the LIC curriculum as a possible solution to address the national shortage of primary care physicians, to enhance patient-physician communication and continuity, to improve academic results, and to develop more meaningful relationships and feedback with faculty mentors and patients [4, 5] . A UNC-Asheville study interviewed 4 cohorts of LIC students and developed the following 7 themes to develop teaching tips for faculty: enhance teaching; create bring-backs (learning topics to bring back to preceptors); support patient ownership; structure clinic; improve feedback; engage learners; and develop a relationship [32] .
cord-034293-kngqw8q6	2020	title: ''I''m Not Going to Tell You Cos You Need to Think About This'': a Conversation Analysis Study of Managing Advice Resistance and Supporting Autonomy in Undergraduate Supervision As one of the first CA studies of interaction between undergraduates and their supervisors in a UK setting, it demonstrates the staging of support for students'' autonomy, which varies from a nudge to full direction, where humour is never far away. Other HE interactional research has focussed on settings such as peer tutoring (e.g. Waring 2007a and Park 2014) or writing conferences (e.g. Mayes 2015 , Leyland 2018 where the power differential between the advice giver and advice receiver is less marked than with lecturers and students. The student acknowledges the combined account and advice with ''okay'' (line 33), produced this time with falling intonation in overlap, which represents firmer acknowledgement (Bowker 2012) . Managing advice resistance and supporting autonomy in undergraduate supervision: A conversation analytic study
cord-035075-hx74thrr	2020	In this short report we show how critical thinking and creativity can be developed in an online context, as well as highlighting the importance of grit. This paper is in response to the article "Designing for 21st century learning online: a heuristic method to enable educator learning support roles" (Nacu et al. Therefore, the rush towards online learning by education systems during COVID-19 can also be seen as an opportunity to develop students'' higher-order thinking skills. Therefore, the rush towards online learning by education systems during COVID-19 can also be seen as an opportunity to develop students'' higher-order thinking skills. One potential drawback with online learning is the distance it creates between peers, thus hindering student engagement and the development of higher-order thinking skills (Dwyer and Walsh 2020) . Engaging students, teachers, and professionals with 21st century skills: the ''Critical Thinking Day'' proposal as an integrated model for engineering educational activities
cord-035077-qjrokb17	2020	title: COVID-19 Impact on Kazakhstan University Student Fear, Mental Health, and Substance Use Based on earlier COVID-19 research of university students in Russia and Belorussia, we hypothesize COVID-19 fear, mental health, and substance use among Kazakh university students are linked to gender and religious status. Specifically, we believe gender predicts fear level, mental health problems, and substance use; and religiosity is not a protective factor among university students in terms of COVID-19-related mental health conditions. Present findings, consistent with earlier studies in Russia and Belarus, evidence a higher level of fear among religious female students . Kazakh study results, like those from Russia and Belarus, evidence that COVID-19 does not appear to significantly affect the pattern of student substance use. Present study findings evidence that the level of substance use among Kazakh university students is lower than that reported in Russia and other countries (Isralowitz et al.
cord-035244-5rj76rvg	2020	To help students navigate the transition, we provided information about how to set up VPN, use Zoom, and access software licenses, as well as changes to the course structure (revised schedule, weekly advisor meetings, TA office hours, and updated assignment expectations and rubrics). At the end of the course, students individually submitted a final reflection paper that described how they ''''function[ed] effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives'''', 1 as well as what they learned about themselves and teamwork that they plan to apply in the future. Analysis of CATME peer evaluations revealed that individual teamwork outcomes of ''''contributing to the team''s work,'''' ''''interacting with teammates,'''' and ''''keeping the team on track'''' were not altered when comparing design phase 2, which was completed on our final day of face-to-face instruction, to design phase 3, which was completed one month after our course transitioned to a remote-learning format (Table 3).
cord-035310-vf0us6hg	2020	Here, we describe the challenges that we encountered during such transition and discuss a virtual laboratory setting based on augmented reality (AR) to improve online learning. With a short responding time to COVID-19 and a rapid transition to online teaching, we were not able to secure a solution that would enable the students to visualize or mimic the process of data acquisition. Even though the availability of online group discussions could serve as a compensating mechanism, the lack of co-operation on the same experimental subject is not replenishable and each student assigned in a group project will have to largely work on his or her own part with minimal or no interaction with partners. Specifically, to assess the success of three AR-based teaching modules, students'' laboratory skills, communication skills, shifts in students'' attitudes towards online class, the shift in behaviorism/constructivism, and teamwork skills will be evaluated.
cord-102632-yazl9usb	2020	To assemble these different elements -biological vocabulary, observation, active learning and gamification -in a comprehensive learning activity, we created a large scale biological treasure hunt for our students. Educators also have the possibility to define specific game parameters, such as specific geographic regions in which the game takes place or restriction on the number of submissions in each quest group (adding for instance a point penalty below a certain number of "animal" or "plant" submissions). Once pictures are stored on the web interface, students can assign them to a specific quest and submit it for evaluation. The web application allows users to follow their progress in detail (which picture was submitted for which quest, what is the evaluation status, etc.) as well as the global progress of the other groups (the total number of collected points). More precisely, in the photo quiz module, students are presented with pictures submitted by other groups and validated by the educators (see below "Expert evaluation).
cord-104142-0nfprn2a	2020	In this laboratory module, students learn about RNA interference (RNAi) and codon optimization using the research organism Caenorhabditis elegans (C. elegans Understand the process of RNA interference and importance of codon optimization Learn basic microscopy techniques and image analysis Learn how to properly use the scientific method Enhance critical thinking skills Learning Objectives Students will be able to: Lab 1 and 2: Identify specific larval stages of C. elegans larvae using alkaline hypochlorite treatment Understand codon usage Formulate hypotheses and design a controlled experiment Lab 3 and 4: Acquire images using an epifluorescence microscope Effectively communicate results and formulate conclusions from data Describe what RNAi is and how it affects gene expression/activity Calculate mean fluorescent intensity from acquired fluorescence micrographs Perform statistical tests to determine the significance of results Generate publication quality figures and figure legends
cord-121285-4ni1vv4l	2020	In addition to these changes, students with disabilities/health concerns may face accessibility problems with online learning or communication tools, and their stress may be compounded by additional risks such as financial stress or pre-existing conditions. In this paper, we present data from a survey of 147 students with and without disabilities collected in late March to early April of 2020 to assess the impact of COVID-19 on these students'' education and mental health. We argue that students with disabilities/health concerns in higher education need confidence in the accessibility of the online learning tools that are becoming increasingly prevalent in higher education not only because of COVID-19 but also more generally. At the time our data was collected, just after classes went online and three weeks after it was discovered that community spread of COVID-19 was present in Seattle (Table 1) , we did not find evidence of changes in anxiety, stress, or depression among students with or without disabilities/health concerns.
cord-126132-5k415xvj	2020	title: Leveraging WiFi Network Logs to Infer Social Interactions: A Case Study of Academic Performance and Student Behavior This paper is motivated by these ideas to use network association logs and extend it to identifying periods when multiple individuals are collocated for meaningful social interactions. Therefore, we seek to determine if this collocation-based information can capture the signals of such collaborations or social interactions by studying the performance of project groups. This helps provide discriminant validity that coarse collocation-based features indeed captures social interactions and is not confounded by an individual''s general behavior, such as the time spent at academic spaces. Beyond the case study presented in this paper, repurposing this data to infer social interaction based on collocation behaviors can inform the design of various applications for different stakeholders. This paper motivates the use of existing infrastructure data, such as WiFi logs, to perform large-scale longitudinal analyses of social interactions on campus to inform applications for academic outcomes, mental wellbeing and physical health.
cord-143246-f97v2cih	2020	The time when everyone is struggling in the cruel hands of COVID19, we present the holistic view on the effects of this pandemic in certain aspects of life. Suicide rate has increased during the pandemic time [32] , [33] .The situation of COVID-19 has diverse effects in India [34] . Section II highlights the overall change in the education system during the COVID-19 season, and discusses the social and psychological impacts of the pandemic. Online learning is a new strategy embraced by the education system in this time of pandemic. We see a lot of unprecedented collaborative work globally among the educators [40] during this pandemic leading to a loss in the travel economy. The pandemic spread in various countries was sparked by religious gatherings as shown in Fig. 12 Religion and politics are a crucial part of life and COVID-19 has acquainted the human life without these jargon words. Online Learning during the COVID-19 Pandemic
cord-152327-7om38vrd	2020	
cord-156320-xwuz4ma2	2020	
cord-164964-vcxx1s6k	2020	There exist several models for each of these components developed at different times as the knowledge about the disease evolved, along with available data such as list of courses for Fall 2020, course selections, mask use policy, number of in person courses, and number of students, faculty, and staff on campus. For this study, we analyze the cumulative infected students due to community transmission of COVID-19 in section 3, hence the fraction of agents who leave the system (severe illness or mortality) or get recovered is immaterial for our simulations because neither of the states impact new infections. Although the current focus is on the pandemic operations of a major university, the framework is flexible enough to analyze the spread of infectious diseases involving human interactions in a big campus if any kind, given relevant models and parameters. Figure 6 : Impact of different mask types on cumulative infected students due to the community transmission of COVID-19 within university campus
cord-167104-snvq1ol7	2020	Using several nationally representative datasets in Colombia, this article documents how the academic performance of students in their final high school year is affected due to technologies, aggregated by municipalities. Most of the studies over these data indicate that the covariables that most affect the academic performance (have a good score), according to Chica, Galvis, and Ramirez (2011) are socioeconomic status, parents scholarship, the number of hours in the school, school type (private or public) and gender; but there is little work on how technologies affect it. In Colombia there is an academic test provided by ICFES, proctors on standardized tests, called SABER11, that scores students in their final high school year, and also has self-reported socio-demographic information. During pandemic times it is necessary to understand how the internet or computer access affects the score of SABER11 since that can offer a way to comprehend the effect of these technologies in each municipality and which are the best improvements according to each necessity.
cord-171792-fyly84zu	2020	In this article, I share my experiences of redesigning this teaching course that is typically conducted face-to-face to a synchronous online course and also invite one of the participant in this course to reflect on his experience as a student. In this article, I share my experiences of redesigning this teaching course that is typically conducted face-to-face to a synchronous online course and also invite one of the participant in this course to reflect on his experience as a student. In my case, I needed my students to be able to deliver an online/blended learning that incorporated SUTD''s active and interactive learning in groups. Both formative and summative assessments were conducted using tools such as online synchronous quizzes in eDimension, open-ended reflections in eDimension and student presentations in Zoom with peer and instructor feedback.
cord-192882-41grtlfh	2020	In contrast, a major strength of live teaching is the potential interactiveness: the lecturer can spontaneously ask questions, form short working groups, resolve urgent issues immediately, react to witty comments, and then depart in completely different directions, and so on. If we provided material before May, we had to make sure to go through it again in May. Due to these additional constraints, we decided to offer material for students who did not know Python yet as we planned to use Jupyter notebooks to explain certain concepts in the actual lecture. However, shortly before the semester started we decided against using Zoom for several reasons: (1) ongoing discussions on privacy and data protection issues with Zoom, (2) relatively poor audio/video quality due to heavy lossy compression, (3) impossible to make the YouTube stream publicly available if at any time clear text names or webcam videos from students can be seen in the stream.
cord-252795-x66zqmgv	2020	
cord-256972-u0gh7ov2	2020	UUK further estimates that it will lose £790 million in revenues in 2019-20 and potentially £6.9 billion in 2020-21 if foreign students, who are critical to the financial health of the sector, fail to enrol. Without help from the government ''access to higher education would be decreased, disadvantaged students would be worse off and less able to select a university that best suits their learning needs''. To do so, universities would enrol students who would have gone to a lower ranked institution in the absence of Covid-19. Such ''poaching'' reduces the financial impact on more highly ranked universities, but it increases the losses of lower ranked institutions unless total enrolment increases. Given that lifetime earnings are positively related to the quality of university attended, capping enrolment by institution provides support to lower ranked institutions at the expense more highly ranked institutions and students.
cord-260489-9d24cqke	2020	METHODOLOGY: To assess the attitude of the students towards online learning in subject of ENT, we conducted an observational study among 170 third year MBBS undergraduate students of our institute attending online classes through the student portal of our university website. RESULTS: Our survey revealed students favoured online learning to sustain their academic interest and development during this pandemic. To assess the attitude of the students towards online learning in subject of ENT, we conducted a short survey among third year MBBS undergraduate students of our institute attending ENT classes. For the opinion of preferred approach of learning after COVID 19 pandemic, 31% of students opted for the option of only classroom learning, 16% opted for only online learning where as 53% of the students opted for combined approach of classes (Fig. 3 ). [3, 6, 9] Majority of our students preferred for a combined approach of teaching after the pandemic for their better academic development.
cord-260907-uuaa9ta2	2020	Clinical clerkships in surgery, obstetrics and gynecology, and anesthesiology require students to participate in surgeries and procedures to learn technical skills, and then demonstrate such skills to assess competence. The remainder of this paper focuses on the potential solutions and barriers to providing adequate undergraduate medical education in procedure-oriented fields in the setting of the COVID-19 pandemic. Educators looking to provide examples of surgical videos to their learners need to curate these collections with the knowledge base of the learner in mind [12, 13] . Creating educational tools that instruct students in surgical assisting may fill an important need. Sharing web-based video examples of appropriate communication techniques has been shown to be effective in teaching surgical trainees [23] . Students at our institution who were asked which remote teaching methods they considered the most helpful gave similar ratings to interactive online cases, remote lectures, and faculty-guided surgical videos. The effect of degree of immersion upon learning performance in virtual reality simulations for medical education
cord-263423-ac46njml	2020	AIM: This study explores the potential benefits and disadvantages of integrating Telegram into undergraduate medical education during the COVID-19 pandemic. RESULTS: Most students participating in this study reported multiple utilities of the application, including easy access to educational resources and the ability to add unlimited members, as well as files in all formats and sizes. CONCLUSION: This study concludes that Telegram provides an effective mobile learning platform for medical students during the current crisis, in particular. The research question guiding this project was as follows: What is the impact of the online application Telegram on the education of students during the COVID-19 pandemic? Moreover, all students have been advised to install and use the Telegram application, as this is being used to create official class groups and channels to facilitate distance learning. This study explored the use of the Telegram application to facilitate online medical education during the current global pandemic.
cord-263549-hmdyb7hi	2020	title: Fighting COVID-19: Enabling Graduating Students to Start Internship Early at Their Own Medical School This perspective proposes one way to ensure enough doctors, nurses, and pharmacists during the COVID-19 pandemic: Enable graduating students to start internship early at their own medical school. Many medical schools have a "capstone" course in the final weeks before graduation that prepares students for internship, with content geared toward meeting common patient care challenges. The United States could provide loan repayment or other federal payment programs for any senior students willing (and competent, as judged by their medical school) to begin early. The average U.S. medical student graduates with approximately $200 000 of debt (7), so generous repayment programs would be welcome-and fitting-with potentially less bureaucracy than officially hiring students through health care systems short term. Graduate medical education (GME) leaders would need to discuss potentially giving participating students "credit" toward residency completion. Accessed at www .ama-assn.org/delivering-care/public-health/covid-19-states-call-early -medical-school-grads-bolster-workforce on 5
cord-265726-08k9f732	2020	METHODS: We developed a comprehensive 2-week remote-learning course encompassing lectures, virtual slides, discussion groups, and unique case-based activities. • To meet medical student needs during the coronavirus disease 2019 pandemic, we developed a 2-week remote anatomic pathology course comprising lectures, virtual slides, discussions, and case-based activities. As pathology educators, we have identified the current COVID-19 pandemic as an unprecedented opportunity to address several critical needs simultaneously: (1) provide credited coursework to medical students while in-person courses are unavailable, (2) reach a greater audience from which to recruit future pathologists, and (3) provide comprehensive training in the aspects of anatomic pathology that are critical to all specialties and are unfortunately missing from current medical school curricula. In March 2020, we discussed this opportunity with UWSOM leadership and by early April 2020, we developed a 2-week remote learning anatomic pathology course.
cord-265984-fyafd386	2020	
cord-267076-a4ulg4ck	2020	
cord-267491-3ry0gguh	2020	Using longitudinal data from a regional four-year university with a high average time-to-degree, we find no evidence that high course loads have a negative impact on student grades, even for students at the low end of the performance distribution. Increased time-to-degree from post-secondary institutions in the United States has taken a prominent position along with low completion rates, access, affordability, and mounting student debt as a major public-policy concern in higher education. We examine the institutional context and find that a lot of variation in course load is driven by exogenous registration bottlenecks, we control for dynamic academic pressures, we use a time-varying simulated omitted predictor to calculate Rosenbaum (2002) -like bounds for our estimate, and we examine coefficient stability using the methods in Oster (2019) and Cinelli & Hazlett (2020) .
cord-271308-nypkr537	2020	Background: The coronavirus disease 2019 (COVID-19) pandemic affects the education of medical students around the world and countries have had differing responses in dealing with this dynamic situation. Final year students had already been working in hospitals since before the outbreak, with 35.0% of them assisting doctors in the treatment of COVID-19 positive patients during their placements. The final year students were asked about the changing workload since the beginning of the COVID-19 pandemic, contact to COVID-19 positive patients, possible infection, and the impact on future residencies. To evaluate the usefulness and gratitude of the voluntary work during COVID-19 pandemic, the 17 volunteering students were confronted with several statements that were answered using a 5-Point Likert Scale (Figure 1) . In addition, volunteers'' work was appreciated and valued more by the medical staff in comparison to final year students conducting their clinical placements (p<0.01).
cord-272026-2zb7btjd	2020	Considering the directed and unweighted Erasmus network of universities, the analysis explores the possible changes in the indegree and outdegree distributions along time and between gender and tests a power law fitted model to the data. The paper is organized as follows: the first section provides a description of the data used in the analysis; the second section quantifies the Erasmus program general trend and gender imbalance in student flows across fields of study. The fourth section compares the network indegree and outdegree distributions over time and between genders, it highlights the change in the distributional model occurred over the years considered and tests for the best model to fit the empirical distribution; finally, the conclusive section summarizes the results of the analysis, draws some final observations regarding the possible future evolution of the gender bias in the Erasmus program and provides some suggestions for future research.
cord-272218-6vpu59xq	2020	
cord-272311-91xjkv6m	2020	METHODS: A rapid systematic review was undertaken, including articles from online databases discussing the roles, willingness and appropriateness of medical student involvement in global health emergencies. Data were extracted using the predefined standardized form and included: article, author, year, journal, country, article type, article design, aim, area studied (role/willingness/appropriateness/preparedness), article population, setting/context, the number of participants, methodology, outcomes, key findings, relation to past global health emergency (if applicable), comments on the role; comments on willingness, comments on appropriateness, and critical appraisal. Future research should be targeted at filling important gaps in the literature discussed above, including evaluating the effectiveness of different roles undertaken by medical students in global health emergencies and the ethical issues regarding the appropriateness of the medical students'' involvement.
cord-272439-9dvvm78i	2020	
cord-272667-vh3uvvha	2020	
cord-272792-gmsm0lv0	2020	
cord-273005-kab6f157	2020	
cord-274544-mxkputbd	2020	title: 2019-nCoV pandemic: A disruptive and stressful atmosphere for Indian academic fraternity The sharp pang of this pandemic (2019-nCoV) is exponentially sweeping across the world and is triggering chaos, fear, anxiety, and stress among the people (Montemurro, 2020) . During this pandemic, it is very tough to prepare and deliver the quality lectures to the students and the situation gets worse when the teaching is online as most of the teachers have not been trained for the effective use of web resources for teaching. Due to the lockdown of colleges, universities the teachers and students (particularly Science faculty) are not able to use the facilities of their laboratories. The long prevalence of this pandemic may create different types of psychological disorders among teachers and students. Finally, this pandemic has taught us that the subject of online teaching needs to be incorporated at the primary and higher level of education.
cord-274774-klystgj4	2020	title: How Incivility and Academic Stress Influence Psychological Health among College Students: The Moderating Role of Gratitude The main purpose of this study is to examine the relationships between incivility, academic stress, and psychological health, as well as investigate the moderating role of gratitude. Sample t-tests were used to examine whether there were gender differences in terms of four continuous variables: incivility, stress, gratitude, and psychological wellbeing. Confirmatory factor analysis (CFA) was performed to test convergent and discriminant validities of main variables (i.e., incivility, academic stress, gratitude, and psychological distress). Using a sample of 895 students recruited from a university in South China, we investigated the relationships between incivility, academic stress, gratitude, and psychological distress. Using a sample of 895 students recruited from a university in South China, we investigated the relationships between incivility, academic stress, gratitude, and psychological distress. Moreover, we compared differences between male and female students with respect to incivility, academic stress, gratitude, and psychological distress.
cord-275074-qyre2hht	2020	
cord-276204-ibmnuj5u	2020	Due to the large global impact COVID-19 has had on society, new entrepreneurial education management practices are required to deal with the change. A recent review article on entrepreneurship research by Ferreira, Fernandes and Kraus (2020 found that entrepreneurial principles can be analysed in many different ways depending on the environmental context including health, technology and social-related concerns. In this commentary, we explore the way to encourage entrepreneurial intention in students by focusing on the effects of COVID-19 on entrepreneurship education. Given that the global management education environment has significantly changed as a result of the COVID-19 pandemic the content of entrepreneurship education programs varies with some valuing a practical and immersive experience more than others. Measuring the impact of business management student''s attitudes towards entrepreneurship education on entrepreneurial intention: A case study.
cord-276976-ybsk1r79	2020	In this context, a general description of counseling services available in higher education institutions in China is provided, followed by suggestions for developing such services that address the specific needs of international students. Zhang and Goodson (2011) reviewed 64 peer-reviewed American journal articles published between 1990 and 2009 to investigate predictors of international students'' psychological adjustment to life in the U.S. Consistent with Smith and Khawaja''s (2011) findings, factors such as general stress, social support, language proficiency, the characteristics of the origin country, social connectedness with locals, gender, self-efficacy, personality and length of stay in the host location were most frequently reported as influences on adjustment. More recently, the following influences have gained attention in the literature, with seemingly more sophisticated variables being given attention: cultural distance/proximity, individual coping competence, campus support services, prior sojourn experience, and predeparture preparedness all seem to be particularly important for international students'' adjustments (Alemu and Cordier 2017; Ammigan and Jones 2018; Hennings and Tanabe 2018; Kosheleva et al.
cord-280449-7tfvmwyi	2020	The purpose of the present research is to identify the target market, demand, and price point as well as to solicit student and instructor/professor perceptions of the empathy-training mobile app. Addressing Research Question 1 (who would want to use this app), 44% of students and 53% of instructors/professors said that their program features at least one course that focuses on interpersonal communication. Faculties from where most professors and instructors indicated that they had an interpersonal communication course in their program included Business, Education, Health Sciences, Law, and Social Work. For example, one participant (man, student, Faculty of Engineering) wrote, "low chance of repeated use, requires time commitment and analysis." Together, these responses provide additional insight into potential concerns, factors to consider when creating the app, and the target market (e.g., offer a free trial, ensure reliable security, promote broad applicability).
cord-280760-jmmvcaey	2020	
cord-281745-jkscwdjh	2020	The paper first identifies the e-learning challenges in the Ghanaian context based on respondent''s views and then provide strategies for smooth delivery of e-learning derived from extant literature The research questions leading this investigation are; what are the perceived effectiveness of the online learning, what are the perceived barriers to online learning and what are the perceived strategies for a successful ICT integration in education for students who are unable to partake in e-learning process because of environmental and contextual factors related to ICT in lieu of the COVID-19 crisis. With the limited access to ICT resources and institutional challenges in its implementation in Sub-Saharan countries such as Ghana, there is a need for the government and education sectors across the country to address contextual and environmental difficulties faced by needy and rural school students who are excluded from the e-learning platforms which are no fault of theirs.
cord-283477-6clp5nz7	2020	For students who struggled with the United States Medical Licensing Examination (USMLE) Step 1, these elective and visiting rotations offer a crucial opportunity to demonstrate their clinical acumen and make their residency applications more competitive. First, they propose delaying the date that programs can access applicant data through the Electronic Residency Application Service, thereby affording students more time to complete clinical experiences, solidify their specialty decision, and strengthen their residency application. First, they propose delaying the date that programs can access applicant data through the Electronic Residency Application Service, thereby affording students more time to complete clinical experiences, solidify their specialty decision, and strengthen their residency application. A delay in the initial download date by even a month would allow students the opportunity to have additional clinical experiences, which would aid both their specialty decision-making process and the competitiveness of their application.
cord-284985-q3eiyp7e	2020	
cord-285244-2suwmika	2020	This study aimed to address the gap in the literature through a comprehensive comparison of different types of violations of academic integrity (VAI), cheating, plagiarism, fabrication and facilitation (Pavela in J College Univ Law 24(1):1–22, 1997), conducted in analog versus digital settings, as well as students'' and faculty members'' perceptions regarding their severity. 4. Among students, are there differences in perceptions regarding the severity of different analog and digital VAI engaged in by students (cheating, plagiarism, fabrication, and facilitation) and suggested penalties for these types of violations according to sociodemographic variables (ethnicity, gender, and degree)? To examine research questions 3 and 4 exploring differences in perceptions between the study groups (faculty and students, and students of different ethnic groups) regarding the severity of each type of VAI (cheating, plagiarism, fabrication, and facilitation) and suggested penalties for these behaviors, repeated measures ANOVAs were conducted.
cord-286267-pr481uep	2020	
cord-287470-otsts5c9	2020	
cord-288933-q3b0r5ig	2020	
cord-289451-yjrh5l4u	2020	
cord-291525-yjhgj438	2020	
cord-291526-aau0hnwx	2020	We aimed to explore the prevalence rate of probable anxiety and probable insomnia and to find the risk factors among a longitudinal study of undergraduate students using the approach of machine learning. In summary, we aimed to investigate the prevalence rate of probable anxiety and probable insomnia and to confirm the risk factors among undergraduate students during the COVID-19 outbreak. Specifically, it includes psychotic experiences (4 items), suicidal ideation (3 items), the history of anxiety symptoms (4 items), the history of depression symptoms (5 items), paranoia (4 items), inferiority (5 items), sensitivity (4 items), social phobia (4 items), somatization (4 items), dependence (4 items), aggression (4 items), impulsive (4 items), obsession and compulsion (4 items), Internet addiction (5 items), self-injury (4 items), eating problems (4 items), sleeping problem (4 items), school adjustment difficulties (4 items), interpersonal distress (4 items), academic pressure (4 items), employment pressure (4 items) and romantic relationship problems (4 items).
cord-291943-7y11bd9w	2020	Second, does a population of inpatient psychiatric nurses working in a high stress environment have higher levels of resilience compared to healthcare students (this might suggest that resilience can be enhanced through work-related experiences)? Additionally, de-identified data of the inpatient psychiatric nurses from a prior IRB approved study conducted by one of the current study''s authors with respect to the relationship of resilience and burnout were used to compare to the results of the data collected from the current study (see Table 1 for demographic characteristics of the subjects). The latter findings may be interpreted that age did not have an effect on the difference in burnout between the inpatient psychiatric nurse and combined student groups (students had significantly higher levels of burnout), but that age was a more robust predictor of resilience than work/school environment resulting in the latter no longer being a significant predictor of resilience.
cord-292976-qctfl6r8	2020	
cord-294832-i831swu4	2020	As students and clinical educators are key stakeholders, this study presents a case example of their experiences in a country where practice-based IPE is at an emergent stage. The aim of this research was to develop an in-depth treatise of student and clinical educator experiences while seeking to embed practice-based IPE in the curriculum. As a case example, during an acute hospital placement two graduates each worked with a student from another profession, to jointly assess a patient, develop an interprofessional management plan and present their findings to their clinical educators: In practical terms offering interprofessional facilitation training would both support educators to work with students from other professions [3] , while also evidencing organisational investment and value in practice-based IPE. This paper draws on student and clinical educator experiences to offer recommendations for enhancing the value and sustainability of practice-based IPE.
cord-295240-76ee00i0	2020	This approach is also intended to provide an entry point for faculty to begin developing new courses in bioinformatics within their undergraduate biology programs and collaborate with colleagues in computer science fields to pool interests and resources. To accomplish this research project, students perform a literature review, develop hypotheses, collect and prepare samples, perform metagenomic sequencing (through a third party vendor), learn data analysis skills, and present their research findings via a poster presentation. Secondary student learning outcomes for this course include those described in the CURE network: making discoveries of interest to the broader scientific community, an iterative work experience, communication of their findings, and development of scientific research skills (CUREnet, 2020). Because the primary learning outcome for this course is the development of R and Excel skills, the instructor can assist in the literature review process by developing the initial research question and providing some preliminary resources to begin the discussion.
cord-295670-jl8aouq9	2020	
cord-297129-vpg1sfsk	2020	By mid-March, the responsibility fell on academic staff to actively repurpose and redeploy resources, upskill their digital competencies, and develop new material to transition traditionally face-to-face (F2F) and blended programs to a remote learning and/or online education delivery mode (Johnston, 2020) . A reflection from one Australian colleague highlights the increased workload: "Online teaching extends the working day and the working week (to now include weekend work); the volume of email has increased exponentially." Almost all academic anatomists reported that anatomy education is likely to change permanently given the scale of change during the pandemic, with some concerned that this change will call into question traditional laboratory-based approaches, in favor of modern (now trialed) online and remote learning approaches (Table 1) .
cord-297384-0urbjy5p	2020	
cord-297842-hkr1wm3k	2020	
cord-298778-wnbqqzot	2020	
cord-299261-ew99nraq	2020	In a scenario in which students immediately engage in a 24% contact reduction compared to pre-COVID levels, the total number of infections in the community increases by 87% (from 3,900 without the students to 7,299 infections with the students), with 71% of the incremental infections occurring in the general population, causing social and economic restrictions to be re-engaged 3 weeks earlier and an incremental 17 COVID-19 deaths. The timing and magnitude of the city''s COVID-19 outbreak, excluding any impacts from students, is determined by the initial number of COVID-19 infections in the community, the level of participation in physical distancing, the responsiveness of the community to increasing critical care cases and COVID-19 deaths, and the proportion of contacts that are protected with mask wearing (Appendix Figures 5-7) . 16 In the base case, we also assume that students are equally responsive as the general population to COVID-19 outcomes in the community reducing their contacts in response to high numbers of critical care hospitalizations and deaths.
cord-299547-9i8kv8p8	2020	Without COVID-19, lower-income students 15 The cutoff for median parental income in our sample is $80,000 16 Based on analysis of ASU administrative data including transcripts, we find that, relative to their counterparts, first-generation, lower-income, and non-white students drop out at higher rates, take longer to graduate, have lower GPAs at graduation, and are more likely to switch majors when in college (see Appendix Table A3) J o u r n a l P r e -p r o o f Second, Panel (d) of Figure 1 shows that the switch to online learning was substantially harder for some demographic groups; for example, men are 7 percentage points less likely to opt for an online version of a course as a result of COVID-19, while women do not have a statistically significant change in their online preferences.
cord-301171-1lpd8dh9	2020	I also consider how the present disruption may facilitate a transformation of current practices that lead to a better world at the individual and institutional levels. I suggest that while these disruptions are undoubtedly inconvenient, not to mention potentially life-threatening, they do offer us an opportunity for transformative change. As researchers, we have the potential to play a significant role in transforming the opportunity and making the world a better place (Davison et al., 2019) . In an online class, the dynamics change and I find that, with a little effort, I can get 90% of the students to interact without disrupting each other or me. I thus transform the assessment process and provide students with the opportunity to demonstrate what they have learned. The most challenging aspect of this transformation is accepting that asynchronous interactions can work, and that meetings are really not essential most of the time.
cord-302305-xr067v2n	2009	Knowledge construction involves a range of cognitive processes, including the use of explanation-seeking questions and problems, interpreting and evaluating new information, sharing, critiquing, and testing ideas at different levels (e.g., conjectures versus explanations that refer to concepts and/or causal mechanisms), and efforts to rise above current levels of explanation, including summarization, synthesis, and the creation of new concepts. Important progress has been made in this direction by the development of a system of principles that describe the socio-cognitive and socio-technological dynamics of knowledge creation, including collective cognitive responsibility for knowledge advancement, real ideas/authentic problems, epistemic agency, improvable ideas, rise-above, and constructive use of authoritative sources (Scardamalia 2002) . However, more work is needed to characterize the innovation ecology, such as by determining the social practices that make collaboration possible, the overall school culture, and the community''s experience at knowledge creation and its long-term goals (Bielaczyc 2006; Truong 2008) .
cord-303182-k7j4iwhp	2020	What can teachers do to enhance nursing students'' clinical experience without clinical practicals during the COVID-19 pandemic? 1 How should instructors teach clinical experiences when nursing students are learning at home? To increase nursing students'' capabilities, curiosity and perceived clinical relevance in learning in a caring context, remote learning tools such as Zoom™ (Zoom Video Communications Inc., San Jose, CA, USA) and Google Meet (Google LLC, Mountain View, CA, USA) play key roles when relocating teaching and learning activities to a virtual classroom. We developed a simulated training ward in 2018 to enhance nursing students'' ability to provide care to patients competently and safely. 3 We believe that a simulated training ward can provide a constructive educational environment similar to the clinical setting to help nursing students learn and build their knowledge and skills. Clinical virtual simulation can enhance nursing students'' decision making and critical thinking, as well as their competence in performance and psychomotor skills.
cord-303569-nsh9sv34	2020	Fostering engagement in a traditional setting with Generation Z learners was difficult enough; to do so online, while most educators are battling with technology, poses an even harder challenge amid the pandemic. In an unconventional assignment, students were asked to create an Internet meme to explain any immunology class themes. If fostering class engagement in a traditional classroom setting with Gen Z learners was difficult, do so online, while battling with technology teachers sometimes are not used to, poses an even harder challenge during this pandemic. Through the weeks I was even collecting memes of my social media feed because I thought they would be useful to explain the processes we were discussing in class." One student mentioned that she valued this innovation as an extra-effort that the teacher was making on adapting the class to a full-online setting.
cord-304619-tpv76833	2020	A complex, rapidly evolving biomedical field that is of critical relevance to human health and well-being, immunology provides important and substantive opportunities to practice and teach the central tenets of a liberal arts curriculum. Iteratively learning to read the often dense and technical immunological literature and synthesizing and communicating these findings in their own written and spoken words is both preparation for future work in biomedical fields and a core tenet of a liberal arts education-the importance of listening, reading, speaking, arguing, and writing. However, they also write white papers and reflective essays connecting their learning in immunology to other disciplines, prepare educational materials for community organizations, teach secondary school students and mentor younger peers and, in doing so, practice translating the technical jargon of scientific communication into information that their audiences need and can use. Teaching about our immune systems in integrative, socially relevant ways can help our students make meaningful connections between the content of their learning and the larger global context in which they live.
cord-304678-fcdhnabw	2020	This approach was designed to incorporate valuable contextual information from the perspectives of multiple stakeholders (i.e., at-risk students enrolled in academic support programs at the institution, professional support staff, and administrators) about their experiences at the University. For example, one participant explained that she had been informed by teachers in her high school that she was being prepared for the expectations of college professors; but she later realized that their preparation had set the bar too low: "They would claim this is a college-going culture, and that was just them saying ''stay off of your phone'' or ''come to class on time''." Students argued that the focus on behavior management at their high school had failed to provide them with the requisite knowledge and skills needed for postsecondary work, which made the transition to doing college-level classes more challenging and partially explained their early academic struggles on campus.
cord-305736-g0jgfngc	2020	The timing of this disruption is set to have profound consequences as universities, particularly in the UK, are now conducting assessments remotely, and some are considering deferring students due to the inability to carry out teaching and clinical placements. Perhaps it is now time for universities to consider utilising other modes of facilitating learning such as live teleteaching video conference platforms whereby student engagement and interactivity can be preserved, whilst observing appropriate COVID-19 social distancing measures. As an alternative to clinical placements, students at Imperial College London are being given access to an online repository of patient interview recordings and cases. Indeed, studies have found that interaction with telemedicine technologies during undergraduate medical training contributes to improved core competencies, medical knowledge, overall learning and higher quality patient care [3] . Current technology in advancing medical education: perspectives for learning and providing care
cord-306415-n8klypke	2020	
cord-309201-c1awh48y	2020	14 The present study described the procedures performed to facilitate the urgent transition to e-learning and online assessment during the COVID-19 pandemic and to highlight its expected benefits and impact on student and staff satisfaction and performance. It also aimed to compare the scores of male and female students during both face-to-face and online PBL sessions, and to explore the expected challenges of this experience to sustain its future implementation after the COVID-19 pandemic. Weekly reports though the official learning management systemdBlackboarddregarding the number, duration, and modality of different educational activities including the live streaming sessions and students'' attendance rate were collected from the course organisers in coordination with the e-learning unit, phase coordination, and e-assessment committees. The items covered in the students'' survey included the following: the success of elearning in compensating for the urgent suspension of faceto-face teaching during the COVID-19 pandemic, efficiency of instructions announced before the online teaching, staff''s resistance and experience in e-learning requirements, and effectiveness of online assessment in testing their knowledge and skills levels.
cord-310553-qsk42zf7	2020	The present descriptive cross-sectional study was conducted to reveal the different digital procedures implemented by the College of Medicine at Qassim University for better student performance and achievement. A committee was formed, which included faculty members of the College of Medicine and the task was given to digitalize the teaching activities through utilization of the available learning recourses required to provide effectual medical education. This successful application of distant learning and assessment motivated the College to construct efficient online procedures for other educational activities such as Team-Based Learning (TBL) and the digital learning tools facilitated the performance of the students and their peer sharing of knowledge. These could be overcome by developing and integrating informatics computer technologies in the field of medical education, collaboration with other universities having a good practice of distance-based teaching methods, and enhancement of digital literacy among students as well as faculty.
cord-311403-rbia88vf	2020	Additionally, given the likely association between tolerating ambiguity and the psychological well-being of medical students and health care workers, 1 we hypothesised that communally embracing and exploring the uncertainty caused by the pandemic would support students in developing coping skills and preparing for the often uncertain nature of clinical medicine. A four-week remote course titled COVID-19 Exploration in Real Time that explicitly acknowledged the limited evidence-based information and evolving nature of the pandemic was created. The success of the COVID-19 Exploration in Real Time course suggests that medical education initiatives capitalising on current public health events can galvanise student interest and serve as a platform to reinforce important clinical concepts and professional identity formation. Portions of the course are currently being adapted to prepare medical students who will soon be transitioning to clerkships and clinical electives.
cord-311910-2m67822c	2020	Course weaknesses included didactic lecture content which was repetitive or too advanced, the limited opportunity to build personal connections with faculty, and scheduling conflicts with other competing school activities. CONCLUSION: A completely virtual radiology core clerkship can be a successful educational experience for medical students during a time when remote learning is required. In two weeks, a unique Virtual Radiology Core Clerkship was designed, utilizing a variety of learning experiences including online flipped classroom modules, large group didactic lectures, and small group homeroom activities. In order to provide a comparable experience to our traditional clerkship, the concept of a "virtual homeroom" model was created, allowing for small group interactive learning to occur. At our institution, using a combination of readily available radiologic teaching resources (i.e. Aquifer modules) and original material (didactic lectures and unknown case conferences), we were able to modify the traditional in-person core radiology clerkship to an online platform in a very short period of time.
cord-313140-8043wvpa	2020	title: Telemedicine implementation in family medicine: Undergraduate clerkship during COVID‐19 pandemic Introducing medical students to virtual visits with patients as an alternative to real-time patient contact during the COVID-19 crisis. Shortly before the onset of the pandemic, our organisation had prioritised the implementation of ''virtual visits'' using a proprietary video platform as a method of patient population management. We developed a pilot programme to see whether students in their family medicine clerkship would benefit from patient interactions in these visits. Students were able to review charts in advance via their remote access to our EHR platform (Epic). Students readily adapted to this type of patient visit. Students and faculty alike felt the programme was a valid format for clinical experiences during clerkships and endorsed expanding it to all students training in family medicine at our institution. Telemedicine training in undergraduate medical education: mixed-methods review
cord-314605-bnsp4xfj	2020	title: Nursing education in a pandemic: Academic challenges in response to COVID-19 This article focuses on the unique needs and concerns of nursing educators and nursing students in the face of the COVID-19 pandemic. Drawing from firsthand experience as nurse educators leading clinical courses in a post-licensure nursing program, we consider some of the early lessons as we face this health crisis. On March 15, 2020, our academic nursing program made the difficult decision to remove students from clinical practicums. While the majority of J o u r n a l P r e -p r o o f learning is conducted online, students in this program must complete in-person clinical placements to fulfill the Bachelor of Nursing degree requirements. Within our program, most students work regular hours as Licensed Practical Nurses in their respective communities across Canada in addition to pursuing their educational commitments, including theory and clinical courses.
cord-316047-d9cpe9yl	2020	This study analyzes the effects of COVID-19 confinement on the autonomous learning performance of students in higher education. We present a study that involves more than 450 students enrolled in 3 subjects from different degrees from the Universidad Autónoma de Madrid (Spain) during three academic years, including data obtained in the 2019/2020 academic year, when the restrictions due to the COVID-19 pandemic have been in force. In the case of "Design of Water Treatment Facilities", a longitudinal study has been performed in academic year 2017/2018 to analyse the effect of rewards in the students'' learning strategies, especially those related to time management. The second stage corresponds to the period of COVID-19 confinement (after March 11), where some measurable activities were performed in a different format and statistical differences can be found by comparing experimental and control groups.
cord-316222-cm4k04wv	2020	This study is aimed at evaluating the outcomes of mind-body transformation therapy (MBT-T), previously known as the creative psychosocial genomic healing experience© (CPGHE). The results, therefore, showed that a single session of MBT-T was beneficial in reducing the perceived level of stress in both first-year university students and students attending a post-graduate program in psychotherapy, regardless of educational level and expertise in the domain of well-being. Moreover, graduate students attending a post-graduate program in psychotherapy, who generally hold a master''s degree in psychology, are expected to be able to command state-of-the art information and other key skills in their field of study, including stress management and well-being. Several studies support the effectiveness of a number of mind-body interventions in reducing stress in university students [12] [13] [14] [15] [16] .
cord-316879-nbkvd0le	2020	OBJECTIVE: To identify pandemic and disaster medicine-themed training programmes aimed at medical students and to assess whether these interventions had an effect on objective measures of disaster preparedness and clinical outcomes. RESULTS: 23 studies met inclusion criteria assessing knowledge (n=18, 78.3%), attitude (n=14, 60.9%) or skill (n=10, 43.5%) following medical student disaster training. Studies were selected only if they contained a detailed report of the training implementation and used objective precourse and/or postcourse assessments related to medical student knowledge, attitude, skills or clinical care outcomes. The main outcomes of the courses reviewed were subjective; however, there was evidence to suggest that disaster medicine training does improve objective knowledge and can teach skills which can be used by medical students, relevant to a pandemic. This review suggests that the most beneficial medical student disaster medicine courses should consist of mixed modalities of didactic sessions, case-studies, practical hands on training and simulation experiences.
cord-318102-jrd09hia	2020	Given the shortage of school psychologists, especially in rural areas, school psychology programs are beginning to emerge that provide students with the opportunity to attend classes through distance education (DE) methods (i.e., virtually). Since at least 2013, the University of Houston-Victoria has provided individuals an opportunity to earn a Specialist in School Psychology (SSP) degree by completing approximately 62% of the coursework in an online format and the other courses either face-to-face in-person or through interactive television (Dixon et al. Nonetheless, participants who had taken online and hybrid/ blended courses in school psychology reported appreciation for the flexibility and convenience remote instruction allows, which provided them the opportunity to reach their educational goals. These requirements are intended to familiarize DE students with program faculty, on-campus peers, and to provide face-to-face in-person experiences for activities that are difficult to complete remotely, consistent with established DE programs in school psychology at other institutions.
cord-318528-yc0jw3s1	2020	In the group analysis, differences were observed in relation to gender, year of study, BMI, alcohol consumption, tobacco use, symptoms of anxiety/depression, Mediterranean diet, living situation and stage of change. To broaden our approach, as a secondary aim, we also wanted to look at changes in physical activity and sedentary behaviour resulting from other factors such as alcohol and tobacco consumption, adherence to a Mediterranean diet, motivation, symptoms of anxiety/depression and sociodemographic characteristics. This study aimed to evaluate physical activity and sedentary behaviour in health sciences students before and during the lockdown. In the analysis by group, minutes of physical activity increased significantly during lockdown among the following groups: women; all years of study except final year; normal or low BMI; those who did not eat a Mediterranean diet; and those in the preparation or action stage of change.
cord-318722-9nhrd81x	2020	Strategies to account for these missed opportunities must be developed given the critical importance that core clerkships ultimately have on medical students'' decision-making in choosing career specialties. These rotations provide critical experiences during which students gain a deeper appreciation for the field of surgery to learn if it is an appropriate "fit" for them as a career choice. By delaying the date when programs can receive ERAS applications from September 15 th to October 15 th , and by delaying the date when the MSPE ("Dean''s letter") becomes available from October 1 st to November 1 st , fourth year medical students would have an additional month to finalize their specialty choice, to complete their desired sub-I rotations, and to obtain the necessary LORs for their ERAS applications. To meet the need of available sub-I rotations and to still provide appropriate educational experiences, changes to the current structure of sub-Is may be necessary.
cord-318817-95tw84z8	2020	The main objective of the study was based on the application of CPDI, in order to identify the health and well-being of Brazilian students from different undergraduate courses at the Pontifical Catholic University of Sao Paulo (PUC/SP) during the Covid-19 pandemic and to test the hypothesis that medical students suffer more than students from other courses. The word distress represents an act or effect of suffering, physical pain, anguish, affliction, bitterness, patience and resignation 16 The main objective of the study was based on the application of the Covid-19 Peritraumatic Distress Index, in order to identify the health and well-being of Brazilian students from different undergraduate courses at the Pontifical Catholic University of São Paulo (PUC/SP) during the Covid-19 pandemic and to test the hypothesis that medical students suffer more than students from other courses.
cord-319221-x834qscq	2020	The present study investigates aerosol transport and surface deposition in a realistic classroom environment using computational fluid-particle dynamics simulations. Other strategies for COVID-19 mitigation may include the use of glass screens as barriers to reduce aerosol transport between people in the room, opening windows, and redistributing students in classrooms, but the ability of these measures to reduce aerosol transmission from one person to another needs to be carefully evaluated. The objective of the present work is to investigate aerosol transport and surface deposition in a model classroom environment using computational fluid-particle dynamics (CFPD) simulations. Figure 4 shows the effect of particle size on the fraction of aerosol particles released from student 5''s mouth that deposit on different surfaces in the room, such as ground, ceiling and walls, desks, and students, or escape from the outlet of the air conditioning system.
cord-320361-lld2oib2	2020	For nursing and medical students placed in rural and remote Alberta communities-already struggling with tenuous supply lines and shortages of essential personnel-the COVID-19 outbreak could be considered the latest and most dramatic test of resolve, adaptability, and the capacity to draw clinical and holistic insights from a crisis. Technological connectivity and virtual gathering spaces have been used to support rural, clinical work for years, and the onsite assets impressed the students in their sophistication, Bradley (medicine) photographed the Telehealth station in his placement setting (Figure 8) , commenting, "It''s hard to [overstate] how much this has revolutionized rural health care in Canada… I will keep Telehealth in my mind throughout my practice, whether or not I work in a rural community, and remember how important a difference it can make." A few weeks later, he found himself speculating on the same technology as a last resort to continue his involvement in clinical experiences: "There''s some hope right now that we might be able to participate in a Telehealth perspective, but it''s really unsure right now if that''s gonna work, or what educational validity or service that will be." Linda (nursing) also noted wryly that she used FaceTime While she keenly missed this interaction upon her return home, she found a creative way to maintain her fitness regimen and the social element attached to it, as she explained with a picture of the frozen-over Glenmore Reservoir (Figure 11 ).
cord-320542-ihsr7bhp	2020	Then, the Ministry of Education authorized the replacement of on-going classroom subjects for remote classes in undergraduate courses using information and communication technology platforms. In view of these uncertainties, the organization of commissions of teachers, dental class councils, and the Brazilian Dental Education Association (ABENO), thought of a safe way for students and professors to return to undergraduate and graduate courses in Dentistry. Thus, as professionals of dental teaching institutions, we must be aware of new education models and new VR simulation technologies and consider them as a useful and complementary tool for our students, given the current world pandemic situation and future illnesses that may arise. Its effective and safe use for both students and patients is possibly one of the many changes that will allow remote learning during the COVID-19 pandemic and in the years that follow this event. Use of dentistry education web resources during pandemic COVID-19
cord-322135-qbqjh6jh	2020	In the case study described in this paper, we investigated one mathematics teacher''s transformation of teaching in two mathematics classrooms through implementing interventions based on FC methods; furthermore, we identified several key points of FC design as well as challenges and opportunities afforded by teaching mathematics in FCs. The results of the study showed that the tasks posed by the teacher, the implemented discourse, teacher feedback and scaffolding, and the teaching–learning environment were changed in FCs, although the approaches used by the teacher to analyze the tasks and students'' learning were similar to those used in non-FCs, which points out the strengths of traditional teaching approaches. Although FC has been defined in different ways, there is a consensus that FC is a student-centered pedagogy, giving teachers more time for implementing active learning activities, enabling social interaction and collaboration, creating technology-rich environments in accordance with differentiated learning, and presenting opportunities for students to move through the zone of proximal development (for details see Cevikbas and Argün 2017) .
cord-322168-bi6rw2df	2020	In this paper we explain how empathic healthcare cultures and constructs such as empathy, emotion regulation, compassion and self-care are relevant to sustaining wellbeing, resilience and effectiveness. We suggest that student nurses need to be supported to learn to better regulate their emotions through self-care practices to prevent distress and burnout, particularly within the context of this global pandemic. It is important to acknowledge that additional interventions may be needed depending on other issues in an individual student''s life and, whilst we are promoting an embedded curriculum approach that incorporates self-awareness and self-care strategies, there will be times when professional therapy or support is required. Journal Pre-proof J o u r n a l P r e -p r o o f 8 We have made the case that education plays a vital role in developing students'' ability to work well and remain resilient in challenging healthcare environments, including in the context of a global pandemic.
cord-323621-cw54dfos	2020	The title of the session was Student Voices: Envisioning the Future of Health Sciences Education Across Different Healthcare Professions Worldwide. working with students and experts in the community should identify opportunities to integrate information about diverse patient groups into the medical curriculum. Paris Webb, D4 Student, Texas A&M University College of Dentistry, USA In response to the COVID-19 pandemic, many institutions were forced to switch from a traditional in-class lecture model to a virtual educational format. Specifically, the institution introduced several curricular changes to provide new educational approaches and assessments to prepare future dentists to excel in the evolving field of dentistry. These changes in healthcare education necessitate collaboration between students, educators, and institutions to ensure that the next generation of dental health professionals are well prepared to provide individualized patient care. To prepare the dental students of today for this new reality of the future, Radboud UMC Dental Faculty developed a Master Clinic program for 4-6th year students.
cord-325732-hva5dasd	2020	Methods This retrospective study examined the feasibility of providing a remote formative assessment of third-year medical student video-recorded oral presentation submissions centered on virtual case-based modules over a one-week time period after pediatric clerkship suspension (March 16th to 20th, 2020). This is a feasibility study requesting students to video-record an oral presentation centered on a virtual case-based module for formative assessment during a time period (March 16th, 2020 until March 19th, 2020) when Pennsylvania State College of Medicine third-year medical students were abruptly restricted from providing direct patient care during the pediatric clerkship. Third-year medical students -(1) part of our institution''s traditional curriculum, (2) rotated at the pediatric clerkship''s primary site or off-campus affiliate sites during the first month of the academic year (2020-2021), (3) were abruptly restricted from direct patient care due to the COVID-19 pandemic, and (4) completed a video-recorded oral presentation centered on a virtual case-based module -were included in this study.
cord-326372-pjmk4eru	2020	This has affected all areas of life, but education has been particularly affected, as in the past courses have usually been delivered face to face with close interaction between teacher and student. These have already been developing for many years, with the recording of lectures becoming a routine in many universities, so that students could revisit them and use the resources as part of their overall study. • The lecture can be optimized so that it is of the best quality possible -teachers can use the opportunity to record the lecture at their convenience and when all the necessary resources are present. • There will be a need for the development of skills for both teachers and students in the use of online resources. These skills will be necessary for teachers, but students may also need to develop skills in the best use of virtual teaching.
cord-327207-bwuag9ek	2020	RECENT FINDINGS: Barriers to interest in urology include educational factors, such as timing of exposure to urology in medical school, USMLE scores, research experience, and deciding in time for an early match, as well as socioeconomic barriers, such as cost, being underrepresented in medicine, and gender. Barriers medical students face in pursuing urology include educational factors, such as audition rotations and research, as well as socioeconomic factors, such as cost, underrepresentation in medicine, and gender. Future steps that the urological community can take include increasing involvement in the medical school curriculum during the preclinical years, increasing faculty availability as mentors, broadening the range of urological experiences that students have, lowering academic and socioeconomic barriers, and finding ways to continue vetting quality applicants despite changes in board exam scoring and possible restrictions in the number of programs students can apply to.
cord-327502-za6x4reh	2020	This study identifies the (global) common goods produced and augmented by inward student mobility and its relevance to national policies and strategies in China by interviewing 27 policy-makers, university leaders, and academics, as well as international students. Considering the contributions made by inward student mobility to (global) common goods, participants suggested that, academically, it cultivates human resources, retains high-level talents (serving local society), and improves international cooperation; politically, it accelerated international exchanges, which improves mutual understanding and respect; scientifically, it strengthens international scientific research cooperation; and economically, it can be seen as a potential economic growth point (though China has not yet achieved this result) and may expand the influence of destination countries and cities. The findings of this study reveal that inward student mobility brings benefits to China and contributes to global common goods flowing worldwide, which can also be regarded as a reason for the supporting of national and institutional policies and strategies on international students.
cord-327721-y39751g4	2020	BACKGROUND: The outbreak of the new coronavirus pneumonia (NCP) in Wuhan, Hubei, has caused very serious consequences and severely affected people''s lives and mental health. METHODS: This study used self-designed questionnaires and artificial intelligence (AI) to assess and analyze the emotional state of over 30,000 college students during the outbreak period in January (T1) and home quarantine in February (T2). From these data, it indicated that during the period of home isolation, college students in Hubei Province showed more negative emotions due to their long-term exposure to the epidemic. There is also the stress symptom of "seeming as being infected" caused by too much browsing of the relevant news every day, which directly affects the emotions of students, they became more sensible and anxious to disease, this is a mental tension (Peng et al., 2019) . This survey found that there is an emotional "infection point" in February among college students, especially in the Hubei area.
cord-329224-t45bedot	2020	BACKGROUND & OBJECTIVE: The COVID-19 pandemic and resulting cancellation of medical student clinical rotations pose unique challenges to students'' educations, the impact of which has not yet been explored. CONCLUSIONS: Our study found that about one-fifth of surveyed medical students currently believe that the COVID-19 pandemic will affect their choice of specialty, with many of these citing concerns that they cannot explore specialties or obtain recommendation letters. Although there are some existing anecdotal commentaries describing effects of the COVID-19 pandemic on medical education [5, [18] [19] [20] [21] , studies describing virtual curriculum development [5] [6] [7] [8] , and reports of medical student mobilization in response to the pandemic [22] [23] [24] [25] [26] , to our knowledge no data yet exists describing the current impact on medical students'' academic lives. This study serves as an early snapshot into medical students'' perspectives on their education and careers at a time when the COVID-19 pandemic is in full force and clinical rotations remain cancelled.
cord-330318-2v2exya7	2015	title: The effectiveness of a shared conference experience in improving undergraduate medical and nursing students'' attitudes towards inter-professional education in an Asian country: a before and after study METHODS: This study evaluated the effectiveness of the 9th SMEC 2013 as a shared conference experience in improving the attitudes of undergraduate medical and nursing students in Singapore towards inter-professional education (IPE). Results obtained for all 3 RIPLS subscales showed overall significant improvements in scores, indicating that the 9 th SMEC 2013 was effective in improving the attitudes of Singaporean healthcare students towards IPE. As the 9 th SMEC 2013 was one of the few healthcare conferences that are organised for students, by students, the results of this study suggest that student-run initiatives can be highly effective in improving attitudes towards IPE. Our study found that participation in a student-led jointly-organised conference event was effective in improving medical and nursing students'' improve attitudes towards IPE.
cord-330860-zxms4nel	2020	Students were provided with a suggested checklist of key points to address during a teledentistry encounter, a brief patient note containing pertinent medical and dental history, and access to the patients via a video-conferencing platform. Prior to the simulation experience, students were asked to complete a survey covering their impressions of teledentistry and comfort level leading a teledentistry encounter. During a full class debrief, students were once again asked to complete the short survey of impressions and comfort level. Preliminary analysis of data focused on the level of comfort the students reported, pre-and post-simulation. For the pre-survey, 63 students (64%) reported some level of discomfort ("Slightly"/"Very" uncomfortable). Following the exercise, 21 students (23%) reported TA B L E 1 Numbers (percentages) of students declaring comfort level of "Slightly/Very" uncomfortable" pre-simulation and post-simulation From pre-experience surveys, students anticipated their discomfort with teledentistry.
cord-331135-4u99yxw2	2020	Methods: Using cross-sectional data of the Confins cohort, we estimated the effect of student status on depressive and anxiety symptoms, suicidal thoughts and perceived stress using multivariate logistic regression analyses. A few studies have reported high prevalence of depressive symptoms, anxiety symptoms and stress during the Covid-19 lockdown among college students (Cao et al., 2020; Husky et al., 2020; Odriozola-González et al., 2020; Tang et al., 2020) but it is unkown whether the impact was different in this population compared to non-students adults. The objectives of this study were to estimate the effect of lockdown on mental health conditions (depressive symptoms, anxiety symptoms, suicidal thoughts and perceived stress) in college students and to compare their frequency and associated factors to a sample of non-students recruited in the same study.
cord-331410-mcee0wr4	2020	Statements with greater odds ratios for participation of medical students in COVID19 pandemic were related to sense of purpose or duty (It is the duty of the medical student to put himself at the service of the population in the pandemic), altruism (I am willing to take risks by participating in practical in the context of pandemic), perception of good performance and professional identity (I will be a better health professional for having experienced the pandemic). . https://doi.org/10.1101/2020.05.28.20115956 doi: medRxiv preprint Table 4 shows the adjusted odds ratios (and 95% confidence intervals), from multinomial models, for the association between students'' characteristics and perceptions and their view about the role of medical students during the COVID-19 pandemic (crude models results are presented in Supplemental Table 2 ).
cord-332290-tyr9n64g	2020	Taking responsibility for prescribing is one of newly qualified doctors'' greatest stressors.(1) Despite being a routine task, prescribing insulin is particularly stress‐inducing. A trained healthcare professional or person with diabetes (''debriefer'') would conduct one‐to‐one Case Based discussions (CBDs) to help students learn reflectively from experience. Students would write insulin ''pre-prescriptions'', which supervisors would endorse as prescriptions that were appropriate to dispense. A trained healthcare professional or person with diabetes (''debriefer'') would conduct one-to-one Case Based discussions (CBDs) to help students learn reflectively from experience. We encouraged students to gain experience of pre-prescribing insulin for hospitalised patients, as intended, but under pandemic conditions. Records of these CBDs provided rich, anonymised descriptions of students'' reflective learning; qualitative analysis of these allowed us to evaluate the intervention.
cord-332305-8qhytz72	2020	Srimad Bhagavad Gita, one of the most authentic scriptures of India, is being taught as an elective or regular course in various universities around the world. Srimad Bhagavad Gita, one of the most authentic scriptures of India, is being taught as an elective or regular course in various universities around the world. Dabas and Singh (2018) conducted a study to assess the effect of Bhagavad Gita teachings in bringing about positive psychological effects on semi-urban school students in India''s National Capital Region. Some 64 students wrote that participation in the course bestows an inner ambience of peace and sanctity within them which helps in relieving stress and aid in generating "good thoughts" which paves way for staying calm in various life situations and also remain focused on studies. Coming to the suggestions part, 58 students wrote that student participation in the course could be increased in the form of group discussions and presentations on related aspects of studying Bhagavad Gita, and also include these in the evaluation components.
cord-332497-f1lbnpwi	2020	Due to the growing COVID-19 pandemic, there have been over 1,500 calls to the Ochsner Call Line with over a 3-hour wait time …We are looking for volunteers to assist in answering the Ochsner Call Line and help triage patients. During the first week, 3 Ochsner student leads worked closely with call center staff each morning to ensure that the information provided to patients was up to date and to develop training materials for onboarding incoming volunteers. With the influx of information from multiple sources, including the Ochsner COVID-19 SharePoint website, NOLA Ready text updates, social media platforms, and the Louisiana Children''s Medical Center (LCMC) COVID-19 Call Center, student leads and call center staff spent hours each day cross-referencing updates among sources and calling sites to verify testing criteria and availability status. During the first 3 weeks, more than 100 medical students staffed the call center, with 7 to 15 students taking calls every shift, volunteering nearly 2,000 hours, and assisting more than 5,200 callers.
cord-332573-pltz5viz	2020	The reflection piece, due at the end of the course, was a one-to two-page reply to the following prompt: "Describe three key aspects of lab medicine you''ve learned and how they apply to the Covid-19 pandemic." The anonymous course survey contained quantitative and freetext elements for students to give feedback on small groups, lectures, and the overall course (Supplemental Table 1 ; all supplemental materials can be found at American Journal of Clinical Pathology online). The course directors effectively leveraged these parallel changes in clinical activity and resident education to provide medical students remote access to these activities, which had been components of LabM 680 ❚Table 4❚. The new course, MedSci 585C, provided third-and fourth-year medical students an opportunity to develop their diagnostic and patient management skills through directed distance learning in the hospital-based clinical laboratory.
cord-332583-5enha3g9	2020	ABMs are seeing increased incorporation into both the biology and mathematics classrooms as powerful modeling tools to study processes involving substantial amounts of stochasticity, nonlinear interactions, and/or heterogeneous spatial structures. Here we present a brief synopsis of the agent-based modeling approach with an emphasis on its use to simulate biological systems, and provide a discussion of its role and limitations in both the biology and mathematics classrooms. Whether students are working with ABMs in life science or math modeling classes, it is helpful for them to learn how to read and understand flow diagrams as they are often included in research publications that use agent-based modeling. While not every student necessarily needs to take a course exclusively focused on agent-based modeling, every undergraduate biology student should have the opportunity to utilize an ABM to perform experiments and to collect and analyze data.
cord-332682-c6iql84p	2020	We believe that implementing virtual rotations, delaying the opening of the application, decentralizing clinical skills evaluations, and modifying graduation requirements are possible options among many that could aid in addressing some of the current challenges presented by COVID-19. Therefore, we hope to contribute to this early discussion to identify possible avenues that residency programs, administration, and students may find useful as they approach some of the developing issues of clinical learning, licensing examinations, and graduation requirements in the wake of COVID-19. In light of the loss of clinical time and significant limitation in away rotation opportunities, the same working group has recommended delaying the opening of the Electronic Residency Application Service (ERAS). As students, we believe that implementing virtual rotations, delaying the opening of the application, decentralizing clinical skills evaluations, and modifying graduation requirements are possible options among many that could aid in addressing some of the current challenges presented by COVID-19.
cord-332859-j10n38ah	2020	title: Dear Dermatoethicist: Medical Student Dermatology Rotations in the Context of COVID-19 We frequently have medical students rotate through our department but, due to the COVID-19 pandemic, we are hesitant to accept rotating students at this time. Dear Program Director, Deciding whether to accept medical students in your department is challenging. Beneficence is at play as rotating through dermatology benefits medical students as it is an excellent way for students to learn more about the field and help them determine if dermatology is in fact the specialty they would like to pursue. Since the start of the pandemic, medical students rotating in dermatology have been temporarily sidelined as clinics have closed and are only seeing emergencies. With the COVID-19 pandemic, there is a risk that medical students may become infected themselves and subsequently infect their patients and fellow health care workers if allowed to participate in clinical rotations. The role of medical students during the COVID-19 pandemic
cord-334498-w34wwfhi	2020	Alongside significant issues for, and suspension of, body donation programmes, the widespread closure of university campuses has led to challenges in delivering anatomy education via online methods, a particular problem for a practical, experience‐based subject such as anatomy. We discuss the short‐term consequences of COVID‐19 for body donation programmes and anatomical education, and highlight issues and challenges that will need to be addressed in the medium to long term in order to restore anatomy education and practice throughout the world.[Image: see text] In general, practical cadaveric anatomy sessions were replaced by online resources, and students given access to lecture material, with additional explanations and links to existing material available in the public domain. Given the widespread disruption to Anatomy teaching and practice detailed above, the final section of this review discusses potentially important issues that are likely to need addressing as the anatomical community emerges from the COVID-19 pandemic.
cord-335582-30rws724	2020	Middle-class families were able to maintain higher standards of education quality in a critical context, while children from socially disadvantaged families had few learning opportunities both in terms of time and learning experiences (schoolwork and maintenance of after-school activities). During the COVID-19 Catalan lockdown, the instructional time received by students from different social backgrounds has been unequal, as has the educational value of the activities developed at home in non-school time. Extant research evidence based on these experiences identifies the existence of a general loss of learning connected to school absence, which can be more or less severe depending on students'' previous performance, family characteristics, age, and education pathway, among other factors. Inequalities in families'' economic, social and cultural capital impacted on student learning opportunities by different means, including school responses to the lockdown, access to digital facilities and the level of parental learning support.
cord-337060-jkzbyqtm	2020	METHODS: Two cross-sectional Likert-scale based questionnaires targeted at students and teachers separately, designed to explore stakeholders'' satisfaction in three areas of emergency distance teaching/learning: The use of virtual classrooms, completion of course learning outcomes (CLOs) and assessment via alternative methods during the COVID-19 lockdown period. Diverging stacked bar chart to show results from a 5-point Likert-scale student-targeted questionnaire to measure student level of agreement with several statements in 3 categories concerned with the educational process during COVID-19 lockdown, these included: Virtual classrooms, Completion of CLOs and Alternative assessment methods (n = 363). Diverging stacked bar chart to show results from a 5-point Likert-scale teacher-targeted questionnaire to measure teachers'' level of agreement with several statements in 3 main categories concerned with the educational process during COVID-19 lockdown, these included: Virtual classrooms, Course learning outcomes (CLOs) and Alternative assessment methods (n = 74).
cord-337076-fslggn9b	2020	The purpose of this article is to provide best practices for adaptation of graduate nursing education in response to the present challenge posed by the COVID-19 pandemic and expectations of social distancing. The flipped classroom has been recently emphasized in nursing education and may be an especially appropriate model to consider during a transition to the online learning environment. Asynchronous discussions using a video response format provide the opportunity for faculty and students to remain both socially and cognitive connected while physically off campus. Learning management systems, such as Canvas (www.canvas.net), have built in functionality allowing both students and faculty to post video responses directly into the discussion board forum. A literature review describing best practices on graduate nursing education (Gazza & Hunker, 2014 ) grouped its recommendations for enhancing student retention into three categories: social presence of the course, academic quality, and responsiveness to individual student characteristics.
cord-337350-ysy7vru2	2020	Social media provide innovative teaching and learning pedagogical frameworks that change means of communication within academic institutions and enable students to develop digital skills that are helpful for a successful professional career. Social media can offer a number of advantages to students, such as providing meaningful experiences related to strategic social media use that will be helpful after graduation (Sanderson & Browning, 2015) , preparing them for impactful networking in their professional career or business purposes (Tess, 2013) and helping them to connect with professionals and follow new trends in the sector (Marr & Dewaele, 2015) . Despite the huge industry interest, there is a clear need for academic literature with a specific focus on LinkedIn. Within the sport management education literature, with the exception of the work of Brown and Pederson (2019) , Twitter is the social media that has generated the most interest (e.g., Brown & Pederson, 2019; Feito & Brown, 2018; Manning et al., 2017; Marr & Dewaele, 2015; O''Boyle, 2014; Sanderson & Browning, 2015) .
cord-337581-3rmrkq1k	2020	The objective of this study was to discover the learning experiences and the expectations about the changes in education, in light of the abrupt change from face-to-face to e-learning education, of nursing students enrolled in the Bachelor''s and Master''s degree of two public Spanish universities during the first month of confinement due to the COVID-19 pandemic. The experiences found were differentiated according to the group of students, depending if they had or not practice-based subjects during the education period affected by the state of alarm, the proximity to ending their training as nurses, or if they were health professionals who were conducting post-graduate studies.
cord-338298-83htflfj	2020	Although the Covid-19 pandemic is likely to be the first which current anatomy students are affected by, lessons and experiences can be drawn from the previous crises to help us adapt and continue education. Aside from the challenges relating to continuing students'' anatomical education online, the Covid-19 pandemic also raises issues relating to current anatomy students'' futures. As such, students'' clinical understanding and appreciation for the relevance of anatomy might well suffer due to the current lack in practical teaching, at the detriment to their future, and so adaptive institutions must ensure that online learning resources do not lose this important clinical relevance (Turney, 2007) . Without giving them the opportunity to consider best teaching practices from their perspectives as students (Estai and Bunt, 2016) , I question whether they will feel suitably prepared to enter the employment market with the confidence that they possess not only the anatomical understanding but also the pedagogical experience to become effective educators of the future.
cord-338976-eyerdt16	2020	On May 11, 2020, a special work group of the Coalition for Physician Accountability, comprised of numerous stakeholders including the AAMC, the National Resident Matching Program (NRMP), and the Accreditation Council for Graduate Medical Education, released their recommendations regarding away rotations, inperson interviews, and the Electronic Residency Application Service (ERAS) timeline for this application cycle. We feel it is critical for programs to concentrate on three primary areas: (1) establishing an active, online presence as a source of reliable information for applicants, (2) employing additional screening tools to better select applicants for interview, and (3) creating a virtual department visit so that applicants and programs can still discover important information they seek in one another. As clinical experiences for students will be heterogeneous and limited this year, programs should provide reassurance to students by stating publicly on their department websites that: 1) students will not be penalized for canceled away radiology rotations or sub-internships, and 2) admissions committees anticipate variability in the number and mix of letters of recommendation this application cycle.
cord-339440-qu913a8q	2020	• The invited session entitled "Emerging interactive systems for education", in the thematic area "Learning and This special issue focuses on how to improve universal access to educational data, with emphasis on (a) new technologies and associated data in educational contexts: artificial intelligence systems [70] , robotics [71] [72] [73] , augmented [74] [75] [76] and virtual reality (VR) [77] [78] [79] [80] [81] , and educational data integration and management [82] ; (b) the role of data in the digital transformation and future of higher education: Personal Learning Environments (PLE) [83, 84] , mobile PLE [85, 86] , stealth assessment [87] , technology-supported collaboration and teamwork in educational environments [88] , and student''s engagement and interactions [89, 90] ; (c) user and case studies on ICTs in education [91, 92] ; (d) educational data in serious games and gamification: gamification design [93] [94] [95] [96] , serious game mechanics for education [97, 98] , ubiquitous/pervasive gaming [99] , and game-based learning and teaching programming [100, 101] ; and (e) educational data visualization and data mining [102] : learning analytics [103] , knowledge discovery [104] , user experience [105, 106] , social impact [107] , good practices [108] , and accessibility [109, 110] .
cord-340994-m7vazpq9	2020	Understanding the student''s perspective about the future COVID-19 vaccine and supporting their health engagement and consciousness may be useful in planning adequate response and multidisciplinary educational strategies—including the psychological perspective on vaccine hesitancy underlying factors in the post-pandemic period. Although preliminary, this finding suggests that vaccination attitude is not only influenced by the students'' level of health knowledge, but probably by other motivational and psychological factors, including the sense of individual responsibility for population health and the common sense about the value of civic life and social solidarity, as demonstrated by other studies on the COVID-19 pandemic and previous emergencies [1, 9] . We think that the strategy to achieve efficient synergy between healthcare professionals and the general public is to better improve medical education of students during university and beyond introducing dedicated multidisciplinary curriculum about vaccinations and preventive behaviours for all university students and in particular to those attending healthcare curricula, an issue that requires increased attention to mitigate and control the COVID-19 pandemic.
cord-341038-lomaz6pc	2020	Students from Arts & Humanities and Social Sciences & Law showed higher scores related to anxiety, depression, stress and impact of event with respect to students from Engineering & Architecture. Sciences & Law showed higher scores related to anxiety, depression, stress and impact of event with respect to students from Engineering & Architecture. University staff presented lower scores in all measures compared to students, who seem to have suffered an important psychological impact during the first weeks of the COVID-19 lockdown. University staff presented lower scores in all measures compared to students, who seem to have suffered an important psychological impact during the first weeks of the COVID-19 lockdown. Significant higher depression, anxiety and stress scores were observed in students with respect to university workers. University workers (both faculty members or academic staff and administrative staff) presented generalized significant higher concern scores with respect to students, except for their concern about relatives'' health.
cord-341709-nzvon5hc	2020	As with most other provinces and territories, inclusive education policy in Nova Scotia has broadened to include a lens of equity, with a focus on not only students with special education needs, but all students – particularly those most often marginalized by and within Canadian school systems. Recognition of continued disparities among student experiences and outcomes has propelled recent efforts in provinces including Nova Scotia to collect and share achievement and wellbeing-related data that is disaggregated in a number of ways (Ontario Ministry of Education 2017; UNICEF Canada 2019). Our current work in the province of Nova Scotia is an opportunity to examine the ways in which a new policy of inclusive education is understood and implemented in light of the broader Canadian and international discussions of equity and inclusion.
cord-342496-4na1e2de	2020	In Israel during the covid-19 pandemic and mandatory lockdown, nursing students encountered a new reality of economic uncertainty, fear of infection, challenges of distance education, lack of personal protection equipment (PPE) at work etc. The objective of this study was to assess levels of anxiety and ways of coping among nursing students in the Ashkelon Academic College, Southern District, Israel. The objective of this study was to assess level of anxiety and ways of coping during the period of covid-19 pandemic and identify association of coping strategies with characteristics of the students among nursing students in the Ashkelon Academic College, Southern District, Israel. Students who were more concerned with the future continuation of this academic year had a significantly higher anxiety score (median=9, IQR:6.0-14.0) than those who were concerned at a low or moderate level (median=7, IQR:2.0-12.0) (p value of Mann-Whitney non-parametric test=0.024) (data is not presented in the Table) .
cord-343764-xan5g88w	2020	We follow on with an explication of results from thirty-six papers, exploring nine key themes: student perceptions, student performance, anxiety, cheating, staff perceptions, authentication and security, interface design, and technology issues. The development of online examination software has offered a systematic and technological alternative to the end-of-course summative examination designed for final authentication and testing of student knowledge retention, application, and extension. This paper is a timely exploration of the contemporary literature related to online examinations in the university setting, with the hopes to consolidate information on this relatively new pedagogy in higher education. The objective of this paper is to summarize the current evidence on online examination methods, and scholarly responses to authentication of learning and the mitigation of cheating, within the confines of assessment that enables learning and student wellbeing. A study of 69 psychology undergraduates identified that students who typically experienced high anxiety in traditional test environments had lower anxiety levels when completing an online examination (Stowell & Bennett, 2010) .
cord-344113-tjvxslok	2020	WVC is an optimal choice to facilitate CBD sessions as it will increase social presence which help the acquisition of information, focus on learner-centered opportunities, engage students and allow small group interactions, allow instructors to observe and assess students working in real-life learning experience, develop positive communication skills, demonstrate leadership, and shared responsibility as they analytically think about how to approach a Pediatric case. Given the novel exposure to distance education for both students and faculty members, this study aimed to evaluate student satisfaction with the teaching quality of case-based discussion (CBD) sessions conducted through WVC. The final questionnaire contained the following 21 items: 1 question on the assigned student group; 2 questions about the CBD session (topic, date, and time); 14 reduced SEEQ factors focusing on learning (Q4-Q7), enthusiasm (Q8-Q9), organization (Q10-Q12), group interaction (Q13-Q15), and individual rapport (Q16-Q17); we added 2 questions relevant to WVC technology usage (faculty creativity and audio/visual technical issues); 1 question about student satisfaction with the CBD session quality; and 1 open-ended question that allowed students to comment on their experience.
cord-346843-z82ikuqc	2020	Based on our experiences of online teaching and learning in the field of veterinary parasitology, we have proposed a toolkit (Box 1) for parasitology educators; our teaching J o u r n a l P r e -p r o o f Journal Pre-proof module received appreciation from students (supplemental Table S1 ) and academic peers alike. Subsequently, we held weekly flipped classroom [9] sessions (i.e. live question and answer (Q&A)) via Zoom iii and used polls iv to provide opportunities for cognitive, social and teaching presence for the online learning experience of students, as per the learning theory of Community of Inquiry [2] . We developed the 3-hour face-to-face practical classes into online modules using various asynchronous and synchronous teaching approaches to encourage deep learning, while promoting student engagement, the interaction between students and teachers and meta-connective pedagogy [12] .
cord-347645-xj4p68ba	2020	There are several challenges common to all medical students such as the uncertainty in course requirements, the fear of exposure to COVID-19, the lack of guidance and the loss of learning opportunities. Some final year students have been allowed to continue clinical placement but are left to determine what risk they are willing to accept in order to graduate. Several countries have accelerated final year medical students to the level of intern during the pandemic (5, 6) . The COVID-19 pandemic presents a dynamic situation, making it difficult for faculty, health services and the government to plan and deliver new strategies for education and support of medical students. However, medical students are also being significantly affected and many are willing to contribute to the effort against COVID-19. The authors hope to highlight the effect on and potential contribution that the medical student cohort can offer in these unprecedented times.
cord-349014-zkm2mph9	2020	Association of American Medical Colleges (AAMC) allows student involvement in patient care in locales with critical healthcare workforce shortage, 4 and medical schools in several states have offered students the option to graduate early and join the frontlines. Harnessing medical students in the fight against COVID-19 has the advantage, while addressing public health needs, of providing a learning environment with authentic patient experiences for students. 8, 9 There is no better time than now to bridge the gap between medical education and the demands for telemedicine services, both to support virtual patient care during the pandemic, as one US institution is already doing, 10 and looking beyond to an increasingly technology-driven healthcare landscape. Now is the time to instate novel educational experiences to equip this generation of medical students for their future as physicians, beyond the pandemic.
cord-352431-yu7kxnab	2020	It examines the factors shaping the teachers'' self-efficacy and attitudes towards integrating computational modeling within inquiry-based learning modules for 9th grade physics. Surprisingly, the short interaction with computational modeling increased the group''s self-efficacy, and the average rating of understanding and enjoyment was similar among teachers with and without prior programming experience. Therefore, the goal of this study is to examine science teachers'' attitudes towards introducing computational model construction in the context of inquiry-based learning in physics. The first research question asked how do teachers'' prior experiences in teaching physics influence their self-efficacy and attitudes towards inquiry-based learning practices in a PD workshop. 2. In order to investigate the 2nd research question regarding the influence of teachers'' prior involvement with programming on their self-efficacy in, and experience of computational modeling that involves coding in a PD workshop, we used the following data sources:
cord-353886-wvxohfum	2020	Then, we will see how the current situation of lockdown or quarantine and preventive and compulsory social isolation affect both the regulation of emotions and the reading comprehension specifically of primary school students with learning disorders. As a result, teachers have to accompany their students in a virtual way, without in many cases having previous experience in 1 In a previous work, we studied the relation between emotional awareness and reading comprehension: El efecto del aislamiento social por el Covid-19 en la conciencia emocional y en la comprensi on lectora. The problem is that the teachers wrote on the blackboards in capital letters and the students worked on copying and, at the current situation, parents express that they do not have the necessary tools such as blackboards and do not know how to adapt the tasks or how to teach their children.
cord-354270-445lhfdc	2020	title: Mental health status and change in living rhythms among college students in China during the COVID-19 pandemic: A large-scale survey A recent study on the prevalence of anxiety in Chinese college students suggested that the COVID-19-related stressors (included effects on daily-life, and academic delays) were positively associated with the level of anxiety symptoms, indicating that the mental health of college students could be affected by public health emergencies [24] . In this study, we supplemented the effect of COVID-19 pandemic on the prevalence of depressive symptoms in Chinese college students and explored potential influencing factors. A study surveyed immediate psychological responses among Chinese general population by using the 21-item Depression Anxiety Stress Scale (DASS-21), showing that 4.3% respondents were considered to suffer from severe and extremely severe depressive symptoms (DASS-21≥21) in the initial outbreak of the pandemic (from January 31 to February 2, 2020) [6] .
cord-354959-0iwdqbu6	2020	The findings from our study can be used to support the development of effective screening strategies and interventions to build psychological resilience among university students during the COVID-19 pandemic or any other public health emergencies in the future. When we 201 compared GAD-7 scores for medical students by gender, specialty (dental or medical), contact 202 with COVID-19, rotation type and clinical phase of study, we found that females, dental medicine 203 students, students who had been in contact with COVID-19 patients and students in their clinical 204 phase of study reported statistically significant higher anxiety levels. Furthermore, this study assessed anxiety 282 levels at three different time points: during hospital visits for medical and dental students, before 283 online learning and after switching to the online learning for all students.
cord-355657-r7exrtlm	2020	2 The increase in the number of advanced practice registered nurses and physician assistants has helped address some of the gaps in care by making more chronic and acute visits available for patients; however, pharmacists with an in-depth knowledge of pharmacotherapy can also play an important role in improving medication use to optimize chronic disease state management, thus further increasing access to care. In the ambulatory setting, there are many technical tasks, such as patient scheduling, obtaining vitals, calling pharmacies to obtain up-to-date medication lists, and investigating patient prescription benefits that take away time from more complex aspects of disease-state management, such as implementing medication adjustments, ordering laboratory tests, and documenting clinical services provided. Student pharmacists'' role in enhancing ambulatory care pharmacy practice Several studies have demonstrated the positive contribution of student pharmacists collecting medication histories, completing medication reconciliation, conducting patient interviews, performing point-of-care testing, and providing immunizations.