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  www.ama-assn.org/delivering-care/public-health/covid-19-states-call-early-medical-school-grads-bolster-workforce


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lemma:
  ipedjournal.com/2015/03/30/viewpoint-internationalisation-ofmedical-education-hierarchies-inequalities-and-future-directions


# ent

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  IMI Intrinsic Motivation Inventory 7 16 17 and IMMS questionnaires Instructional Materials Motivation Survey 11 19


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  Moving Into the Future National Standards for Physical Education A Guide to Content and Assessment Reston VA National Association for Sport and Physical Education


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  International Physical Literacy Association Institute of Medicine Health Literacy A Prescription to End Confusion


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  Dynamic Physical Education for Elementary School Children Human Kinetics 2020 Center for Disease Control and Prevention Results


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  Severe Acute Respiratory Syndrome SARS Multi Country Outbreak Update 47 Studies of SARS Virus Survival Situation


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  Cureus DOI 10 7759 cureus 10147 sha 0795715b4eb6dcadbac40950ccf68b59df48d27c doc_id 271308 cord_uid nypkr537 Background The coronavirus


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  Final Year Turkish Dental Students Knowledge Attitude and Self Perceived Competency towards Preventive Dentistry Appreciation


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  Making Sense of Student Success and Risk Through Unsupervised Machine Learning and Interactive Storytelling


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  Framework for the Design of Accessible Interactive Tools to Support Teaching to Children with Disabilities Have Introverts or Extraverts Declined in Social Connection During the First Wave of COVID


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  MERS CoV Endemic Country Occurrence Prevention and Management of the Psychological Effects of Emerging Virus Outbreaks


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  The Effect of Travel Restrictions on the Spread of the 2019 Novel Coronavirus COVID 19 Outbreak The Moment to See the Poor


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  the Association of Professors of Gynecology and Obstetrics APGO Undergraduate Medical Education Committee


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  What Are the Strategies of Australia s Universities Arenas Vehicles Differentiators Staging and Economic Logic date 2020 05 16 journal


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  What Are the Strategies of Australia s Universities Arenas Vehicles Differentiators Staging and Economic Logic 9 1 Arenas Figure


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  Association of Professors of Obstetrics and Gynecology APGO Medical Student Educational Objectives Association for Surgical Education


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  Leveraging WiFi Network Logs to Infer Social Interactions A Case Study of Academic Performance and Student Behavior date 2020


id: cord-126132-5k415xvj
type: ORG
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  StressMon Scalable Detection of Perceived Stress and Depression Using Passive Sensing of Changes in Work Routines


id: cord-156320-xwuz4ma2
type: ORG
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  Academic Emotions in Students Self Regulated Learning and Achievement A Program of Qualitative and Quantitative Research Emotions


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  Understanding Large Temporal Networks and Spatial Networks Exploration Pattern Searching Visualization and Network Evolution Women


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  An Integrative Review Examining Student to Student Incivility and Effective Strategies to Address Incivility in Nursing Education Gratitude


id: cord-273005-kab6f157
type: ORG
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  Lancaster University Medical School Peninsula College of Medicine and Dentistry and University of Limerick Medical School


id: cord-273005-kab6f157
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  Health Surveillance Monitor Health Protection Surveillance Centre HTA Guidelines Filming or Photographing of Bodies or Body Parts


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  American Medical Colleges Covid 19 medical schools given powers to graduate final year students early


id: cord-167104-snvq1ol7
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  Predicting Academic Performance Based on Students Family Environment Evidence for Colombia Using Classification Trees Learning Teaching and Scholarship


id: cord-035244-5rj76rvg
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  Promoting Effective Student Teamwork Through Deliberate Instruction Documentation Accountability and Assessment date 2020


id: cord-028450-pll5d3mq
type: WORK_OF_ART
entity:
  Lying Hiding and Deceiving Promotes Learning A Case for Augmented Intelligence with Augmented Ethics


id: cord-291943-7y11bd9w
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entity:
  The Relationship Between Resilience and Compassion Fatiguein Counselors Vistas Compelling Perspectives on Counseling Historical


id: cord-287470-otsts5c9
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  COVID 19 pandemic m_cd 15 2 wr_id 20200130176758079 Korean medical student s clinical clerkship training in COVID 19


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  CourseSource Bioinformatics Learning Framework Small World Initiative Crowdsourcing Antibiotic Discovery


id: cord-267076-a4ulg4ck
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  Albania Demographic and Health Survey Albanian Institute of Public Health and Institute of Statistics 2018


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  The Milestones Guidebook ACGME Core Entrustable Professional Activities for Entering Residency Toolkits for the 13


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  COVID 19 Imperial College London COVID 19 Response Team Baseline Characteristics and Outcomes of 1591 Patients Infected With SARS


id: cord-299261-ew99nraq
type: ORG
entity:
  US Centers for Disease Control and Prevention Considerations for Institutions of Higher Education Extensive


id: cord-299261-ew99nraq
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entity:
  The Effect of Individual Movements and Interventions on the Spread of Influenza in Long Term Care Facilities Individual


id: cord-299261-ew99nraq
type: ORG
entity:
  The Guardian Outbreak Investigation of COVID 19 Among Residents and Staff of an Independent and Assisted Living Community for Older Adults in Infections in Residents of a Long Term Care Skilled Nursing Facility Asymptomatic SARS CoV


id: cord-309201-c1awh48y
type: GGP
entity:
  ﻞ ﺍ ﻟ ﻤ ﻌ ﻀ ﻼ ﺕ ﻭ ﺍ ﻟ ﻨ ﺪ ﻭ ﺍ ﺕ ﻭ ﺣ ﻠ ﻘ ﺎ ﺕ ﺍ ﻟ ﻨ ﻘ ﺎ ﺵ ﻻ ﺣ ﻈ ﻨ ﺎ ﺯ ﻳ ﺎ ﺩ ﺓ ﺫ ﺍ ﺕ ﺩ ﻻ ﻟ ﺔ ﺇ ﺣ ﺼ ﺎ ﺋ ﻴ ﺔ ﻓ ﻲ ﻣ ﺘ ﻮ ﺳ ﻄ ﺪ ﺭ ﺟ ﺎ ﺕ ﺍ ﻟ ﻄ ﺎ ﻟ ﺒ ﺎ ﺕ ﺃ ﺛ ﻨ ﺎ ﺀ ﺍ ﻟ ﺠ ﻠ ﺴ ﺎ ﺕ ﺍ ﻹ ﻟ


id: cord-309201-c1awh48y
type: GGP
entity:
  ﻴ ﺔ ﻟ ﻠ ﺘ ﻌ ﻠ ﻢ ﺍ ﻟ ﻘ ﺎ ﺋ ﻢ ﻋ ﻠ ﻰ ﺣ ﻞ ﺍ ﻟ ﻤ ﻌ ﻀ ﻼ ﺕ ﻋ ﻜ ﺲ ﺃ ﻛ ﺜ ﺮ ﻋ ﺪ ﺩ ﻣ ﻤ ﻜ ﻦ ٥٢ ٨٢ ﻣ ﻦ ﻃ ﻼ ﺏ ﺍ ﻟ ﺴ ﻨ ﻮ ﺍ ﺕ ﺍ ﻷ ﺳ ﺎ ﺳ ﻴ ﺔ ﺑ ﺎ ﻹ ﺿ ﺎ ﻓ ﺔ ﺇ ﻟ ﻰ ﺃ ﻋ ﻀ ﺎ ﺀ ﻫ ﻴ ﺌ ﺔ ﺍ ﻟ ﺘ ﺪ ﺭ ﻳ ﺲ ﺍ ﻟ ﺮ ﺿ ﻰ ﺍ ﻟ ﻌ ﺎ ﻟ ﻲ ﺗ ﺠ ﺎ ﻩ ﺍ ﻟ ﻔ ﺼ ﻮ ﻝ ﺍ


id: cord-316222-cm4k04wv
type: WORK_OF_ART
entity:
  The Bioinformatics of Integrative Medical Insights Proposals for an International Psycho Social and Cultural Bioinformatics Project A Brief Protocol for the Creative Psychosocial Genomic Healing Experience The 4 Stage Creative Process in Therapeutic Hypnosis and


id: cord-316222-cm4k04wv
type: WORK_OF_ART
entity:
  a Single Session of a Yogic Meditation Technique on Cognitive Performance in Medical Students A Randomized Crossover Trial


id: cord-323621-cw54dfos
type: WORK_OF_ART
entity:
  Student Voices Envisioning the Future of Health Sciences Education Across Different Healthcare Professions


id: cord-311910-2m67822c
type: DNA
entity:
  Coronavirus and COVID 19 Pandemic A Review Guidance on Medical Students Clinical Participation Effective Immediately Updated Interim Guidance for Medical Students Participation


id: cord-304678-fcdhnabw
type: ORG
entity:
  The Development of an Academic Engagement Intervention for Academically Dismissed Students date 2020 05 25


id: cord-301171-1lpd8dh9
type: WORK_OF_ART
entity:
  Person Location and Person Tracking Technologies Risks and Policy Implications Organizational Information Requirements Media Richness and Structural Design GSS for Presentation Support Supercharging the Audience through Simultaneous Discussions during Presentations Establishing Effective Global Virtual Student Teams


id: cord-318722-9nhrd81x
type: ORG
entity:
  the Curriculum Committee of the Association for Surgical Education Wolters Kluwer Health Inc Unauthorized


id: cord-320361-lld2oib2
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  cord 320361 lld2oib2 authors Jackman Deirdre Konkin Jill Yonge Olive Myrick Florence Cockell Jim title


id: cord-330318-2v2exya7
type: FAC
entity:
  the Alice Lee Center for Nursing Studies Yong Loo Lin School of Medicine National University of Singapore With


id: cord-330318-2v2exya7
type: ORG
entity:
  Yong Loo Lin School of Medicine National University of Singapore National University Health System Singapore


id: cord-330318-2v2exya7
type: ORG
entity:
  Loo Lin School of Medicine National University of Singapore National University Health System Singapore


id: cord-331135-4u99yxw2
type: ORG
entity:
  the Nouvelle Aquitaine Regional Health Agency Agence Régionale de Santé Nouvelle Aquitaine M Macalli


id: cord-331135-4u99yxw2
type: WORK_OF_ART
entity:
  Adolescents Prevalence of Depression Depressive Symptoms and Suicidal Ideation Among Medical Students


id: cord-318528-yc0jw3s1
type: WORK_OF_ART
entity:
  Exploring Lifestyle Habits Physical Activity Anxiety and Basic Psychological Needs in a Sample of Portuguese


id: cord-319221-x834qscq
type: ORG
entity:
  American Society of Heating Refrigerating and Air Conditioning Engineers American Society of Heating Refrigerating and Air Conditioning Engineers Development


id: cord-327721-y39751g4
type: ORG
entity:
  the Past Possible Urgent Prevention and Treatment Options for Severe Acute Respiratory Infections Caused


id: cord-332583-5enha3g9
type: CELL_LINE
entity:
  Manhattan Project Metropolis Ulam 1949 Metropolis 1987 Another very important contribution to the budding development of ABMs


id: cord-332583-5enha3g9
type: ORG
entity:
  Virtual Biology Lab an Inquiry Based Learning Environment Transmission of Infectious Diseases Data Models


id: cord-337060-jkzbyqtm
type: DNA
entity:
  1st and 3rd quartiles of student scores Wickham and Stryjewski 2011 McGill Tukey and Larsen 1978 Upper


id: cord-354270-445lhfdc
type: GGP
entity:
  ANG 3 53 0 77 which was the lowest score overall We found significant differences in the RESE scores


id: cord-354270-445lhfdc
type: ORG
entity:
  the Scale of Regulatory Emotional Self efficacy National Health Commission of the People s Republic of China


id: cord-338298-83htflfj
type: DNA
entity:
  Guardian Washington State 2019 nCoV Case Investigation Team 2020 First case of 2019 novel coronavirus


id: cord-341038-lomaz6pc
type: CHEMICAL
entity:
  N 2521 5 4 2 9 5 5 Partner health N 1624 6 6 3 0 7 5 Parents health N 2419 8 2 2 3 9 3 Children health N 613 5 6 3 8 6 9


id: cord-341038-lomaz6pc
type: CHEMICAL
entity:
  N 2489 8 3 2 2 9 3 Friends health N 2511 6 6 2 7 7 4 Social situation N 2503 8 1 2 2 9 3 Economic situation N 2490 8 2 2 2 9 3 SD


id: cord-339440-qu913a8q
type: WORK_OF_ART
entity:
  Comput Simulating the Potential Impacts of COVID 19 School Closures on Schooling and Learning Outcomes


id: cord-339440-qu913a8q
type: ORG
entity:
  García Peñalvo FJ RoboSTEAM Project Systematic Mapping Challenge Based Learning and Robotics Robotics


id: cord-343764-xan5g88w
type: LAW
entity:
  Student Verification System for Online Assessments Bolstering Quality and Integrity of Distance Learning


id: cord-338976-eyerdt16
type: LAW
entity:
  An Assessment of Radiology Residency Program Websites Integrated Interventional Radiology Residency Program Websites A Development in Progress Results


id: cord-338976-eyerdt16
type: ORG
entity:
  Applicants Self Reported Priorities in Selecting a Residency Program Virtual Radiology Curriculum for Medical Students


id: cord-342496-4na1e2de
type: ORG
entity:
  Burden of Illness Perceived Stress Anxiety and Depression Among Undergraduate Students An Online Survey Study Relationship


id: cord-332682-c6iql84p
type: WORK_OF_ART
entity:
  Perspectives From Rising Fourth Year Medical Students Regarding Strategies to Counteract the Effects of COVID 19 on Medical Education


id: cord-332682-c6iql84p
type: WORK_OF_ART
entity:
  2021 Moving Across Institutions for Post Graduate Training Final Report and Recommendations for Medical Education Institutions of LCME


id: cord-355657-r7exrtlm
type: ORG
entity:
  Impact of a Student Pharmacist Driven Medication Reconciliation and Antidepressant Treatment History Project


id: cord-355657-r7exrtlm
type: ORG
entity:
  Depression Clinic A Pilot Study Discrepancies Identified Through a Telephone Based Student Led Initiative for Medication Reconciliation


# bib

id: cord-010639-6d0u79f1
author: Jackson, Jennifer M.
date: 2020-05-06
txt: ./txt/cord-010639-6d0u79f1.txt
cache: ./cache/cord-010639-6d0u79f1.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7202796/
doi: 10.1007/s40670-020-00946-9
summary:
  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.

title:
  Medical Students’ Clinical Reasoning During a Simulated Viral Pandemic: Evidence of Cognitive Integration and Insights on Novices’ Approach to Diagnostic Reasoning

abstract:
  INTRODUCTION: Cognitive integration from multiple disciplines is essential to clinical problem-solving. Because it is not directly observable, demonstrating evidence of learners’ cognitive integration remains a challenge. In addition, little is known about preclinical medical students’ approach to diagnostic reasoning despite widespread implementation of clinical reasoning curricula for these early learners. 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. MATERIALS AND METHODS: Student teams analyzed clinical data to formulate hypotheses for the pandemic’s source and submitted reports justifying their hypotheses and treatment recommendations. A content analysis on students’ reports identified codes and themes characterizing the learning content integrated and students’ approaches to diagnostic reasoning tasks. RESULTS: Sixteen problem-solving codes were identified, demonstrating integration of new and previously encountered content from multiple disciplines. A compare-contrast analytical approach was the most commonly employed diagnostic reasoning approach (100%), with a smaller subset of teams also using a causal approach (20%). DISCUSSION: Content analysis of preclinical students’ diagnostic justification tasks provided insights into their approach to diagnostic reasoning, which was most consistent with the search-inference framework rather than a causal approach, likely due to limited pathophysiological knowledge at that point in training. CONCLUSIONS: Evidence of cognitive integration can be made explicit through learners’ narrative justification of diagnostic reasoning tasks. Preclinical students’ diagnostic reasoning development has implications for curricular design and implementation for this learner group.


id: cord-011188-59hn9wsv
title: A Pot Ignored Boils On: Sustained Calls for Explicit Consent of Intimate Medical Exams
author: Bruce, Lori
date: 2020-03-09
txt: ./txt/cord-011188-59hn9wsv.txt
cache: ./cache/cord-011188-59hn9wsv.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7223770/
doi: 10.1007/s10730-020-09399-4
summary:
  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) .

abstract:
  Unconsented intimate exams (UIEs) on men and women are known to occur for training purposes and diagnostic reasons, mostly during gynecological surgeries but also during prostate examinations and abdominal surgeries. UIEs most often occur on anesthetized patients but have also been reported on conscious patients. Over the last 30 years, several parties—both within and external to medicine—have increasingly voiced opposition to these exams. Arguments from medical associations, legal scholars, ethicists, nurses, and some physicians have not compelled meaningful institutional change. Opposition is escalating in the form of legislative bans and whistleblower reports. Aspiring to professional and scientific detachment, institutional consent policies make no distinction between intimate exams and exams on any other body part, but patients do not think of their intimate regions in a detached or neutral way and believe intimate exams call for special protections. UIEs are found to contribute to moral erosion and moral distress of medical students and compromise the sacred trust between the medical community and the general public. 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. Because patients are the rights-holders of their bodies, consent practices should reflect and uphold patient values which call for explicit consent for intimate exams.


id: cord-011444-6jh3lvm3
author: Loureiro, Natália I. V.
date: 2006-11-03
txt: ./txt/cord-011444-6jh3lvm3.txt
cache: ./cache/cord-011444-6jh3lvm3.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7232745/
doi: 10.1002/bmb.2004.494032060404
summary:
  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 ϭ 6).

title:
  Solving an ethical issue involved in experimentation with animals in a brazilian teaching laboratory

abstract:
  Changes are occurring within Brazilian institutes of higher education; currently several universities are reviewing their course offerings and teaching approaches to determine if they meet the needs of today's undergraduate students. When changes are made to the curriculum of experimental courses, there should be an understood guarantee that all efforts to avoid ethical and biosafety issues have been diligently considered. Ethical considerations lead us to create an alternative experimental session to be conducted that eliminated the use of rats, the conventional in vivo model employed for learning metabolism of glycogen in our university. To avoid possible biosafety issues, we prepared an alternative sample to simulate human urine, which we called guarurine. Using our new method, it is possible to verify positive results imitating a diabetic and starving people samples for detection of glucose and ketone. The alternative tool described herein is not only particularly suited to bypass the ethics of using animals for teaching, but also permits the discussion of significant aspects of pathological and physiological situations such as diabetics and starvation in a simple, safe, and interesting way.


id: cord-011812-x8bzz83d
title: There Is No Place Like Home: Rethinking Away Rotations
author: Ayala, Alexander
date: 2020-07-06
txt: ./txt/cord-011812-x8bzz83d.txt
cache: ./cache/cord-011812-x8bzz83d.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7340124/
doi: 10.1097/acm.0000000000003564
abstract: nan
summary:
  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


id: cord-011859-6ksss988
title: Improvisation – a new strategy in medical education?
author: Harendza, Sigrid
date: 2020-06-15
txt: ./txt/cord-011859-6ksss988.txt
cache: ./cache/cord-011859-6ksss988.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7346286/
doi: 10.3205/zma001337
abstract: nan
summary:
  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.


id: cord-013203-qvuand0s
title: Conceptual Physical Education: A course for the future
author: Corbin, Charles B.
date: 2020-10-14
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7554458/
doi: 10.1016/j.jshs.2020.10.004
abstract:
  The conceptual physical education (CPE) innovation began in the mid-20th century as an alternative approach to college-level, activity-only basic instruction classes. In addition to physical activity sessions, CPE courses (classes) use text material and classroom sessions to teach kinesiology concepts and principles of health-related fitness and health-enhancing physical activity. CPE courses are now offered in nearly all college programs as either required or electives classes. Two decades later, the high school CPE innovation began, and Kindergarten-8 programs followed. In this commentary, I argue that historian Roberta Park was correct in her assessment that physical education has the potential to be the renaissance field of the 21st century. Scientific contributions of researchers in kinesiology will lead the way, but science-based CPE and companion fitness education (FE) programs that align with physical education content standards and FE benchmarks will play a significant role. CPE courses have been shown to be effective in promoting knowledge, attitudes, and out-of-school physical activity and have the potential to elevate physical education as we chart the course of our future.


id: cord-013263-xw611i8k
title: Students’ perspectives on interventions to reduce stress in medical school: A qualitative study
author: Dederichs, Melina
date: 2020-10-15
txt: ./txt/cord-013263-xw611i8k.txt
cache: ./cache/cord-013263-xw611i8k.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7561099/
doi: 10.1371/journal.pone.0240587
summary:
  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.

abstract:
  The mental health of medical students remains to be a matter of concern. Numerous setting-based and individual-based interventions for student mental health have been proposed in the literature. However, the student perspective on those interventions has been largely neglected. This study aims to explore how medical students perceive different interventions and if they desire any additional changes with regard to their studies. Eight focus groups with 71 participants were conducted at a large German medical school. Focus groups were recorded, transcribed and content-analyzed using MAXQDA 18. We found that medical students prefer setting-based interventions. Most proposed interventions were on a setting-based level. For instance, students asked for more information on the university’s psychosocial counseling services and for better information management regarding contact persons. Interventions proposed in the literature received mixed reactions: Several participants did not favour a pass/fail grading system. Students considered a peer-to-peer mentoring program for freshmen very helpful. Students had diverse attitudes towards Balint groups. They approved of several self-management courses, most of them being related to time or stress management. Interestingly, the most urgently wanted interventions appear to be rather easy to implement (e.g. a mentoring program). This study explored the medical student perspective on student mental health interventions. Additionally, our study illustrates the benefit and feasibility of involving students early on in the conception of interventions. Further research with a representative sample is needed to obtain broader information on the acceptance of the suggested interventions.


id: cord-024038-8vbvnn90
title: Conclusion
author: Letizia, Angelo J.
date: 2020-04-28
txt: ./txt/cord-024038-8vbvnn90.txt
cache: ./cache/cord-024038-8vbvnn90.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7184876/
doi: 10.1007/978-3-030-44252-1_6
summary:
  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.

abstract:
  This chapter tackles the questions of assessment, suitability and further reading. In this chapter, a number of criteria and rubrics are offered so teachers can assess and evaluate the activities in the previous chapters.


id: cord-024381-ckkzu57a
title: Assessing international relations in undergraduate education
author: Zwolski, Kamil
date: 2020-05-06
txt: ./txt/cord-024381-ckkzu57a.txt
cache: ./cache/cord-024381-ckkzu57a.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7201116/
doi: 10.1057/s41304-020-00255-0
summary:
  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.

abstract:
  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. The paper argues that, on the one hand, academic essays are far from irrelevant and it is difficult to overestimate their practical significance. On the other hand, active learning-related tasks are best utilised as a supplementary assessment, expanding the students’ range of transferable skills. The assessment structure advocated in this paper results from a holistic approach to assessment design, which includes teacher’s own experience, familiarity with pedagogical scholarship and input from students. This last element is the least common even though it makes sense to understand how students see their own assessment. To that end, the paper shares the results of a pilot project run at one of the UK universities, which engaged students as partners in rethinking their assessment.


id: cord-024853-07n3wroj
author: Devinney, Timothy
date: 2020-05-16
txt: ./txt/cord-024853-07n3wroj.txt
cache: ./cache/cord-024853-07n3wroj.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7225122/
doi: 10.1007/978-981-15-3397-6_9
summary:
  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.

title:
  What Are the Strategies of Australia’s Universities? Arenas, Vehicles, Differentiators, Staging and Economic Logic

abstract:
  Because Australia’s universities have multiple missions, they also have a broad scope of operations. Notwithstanding this, there are a set of institutional mechanisms that ensure a large degree of sameness across the academic footprint of the universities. They lack fundamental differentiation. 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. Because university research is expensive, universities are trying to convince industry to fund more of this activity. However, universities have many obstacles to overcome in this endeavour.


id: cord-025858-xm0ih4ei
author: Mikułowski, Dariusz
date: 2020-06-03
txt: ./txt/cord-025858-xm0ih4ei.txt
cache: ./cache/cord-025858-xm0ih4ei.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7266655/
doi: 10.1007/978-3-030-49663-0_1
summary:
  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 ).

title:
  Multi-sensual Augmented Reality in Interactive Accessible Math Tutoring System for Flipped Classroom

abstract:
  Evermore widespread “flipped classroom” learning model is associated with increased independence of learning. The problem is the independence of learning math by students with visual impairments, especially the blind. Mathematical content includes spatial objects such as formulas and graphics, inaccessible to blind students and hardly accessible to low vision students. They prevent independent learning. The article presents a method that increases students’ independence in recognising mathematical content in textbooks and worksheets. 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. Access to AR elements is gained through multi-sensual User Interface - hearing, the touch of a braille display, touch screen and touch gestures. The method was developed in cooperation with students with visual impairment and math teachers. It is currently undergoing valorisation in Poland, the Netherlands and Ireland.


id: cord-026500-6k3b55lt
title: The Exploration and Research of Blended Teaching Mode Based on “Internet+” Big Data Cloud Platform
author: Ma, Xiang
date: 2020-06-10
txt: ./txt/cord-026500-6k3b55lt.txt
cache: ./cache/cord-026500-6k3b55lt.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7281854/
doi: 10.1007/978-3-030-50399-4_32
summary:
  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.

abstract:
  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. Above that this paper explore and practice the hybrid teaching mode based on “Internet+” big data cloud platform, aiming at promoting the “Internet+Education” information technology and curriculum teaching depth integration, improving the teaching effect, and promoting education and teaching reform.


id: cord-026595-imn2jxcu
author: Qamar, Mariam Khan
date: 2020-06-01
txt: ./txt/cord-026595-imn2jxcu.txt
cache: ./cache/cord-026595-imn2jxcu.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7285392/
doi: 10.1155/2020/3413087
summary:
  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

title:
  What Do the Dental Students Know about Infection Control? A Cross-Sectional Study in a Teaching Hospital, Rawalpindi, Pakistan

abstract:
  BACKGROUND: Dental students are exposed to various infections and infective sources during their training, and on this aspect, their level of knowledge is suboptimal and practices are risky. Therefore, improving their knowledge and practices would contribute significantly to infection control. OBJECTIVE: To ascertain the level of understanding of senior dental students regarding the infection control in the dental practice. METHODS: A cross-sectional study was conducted among dental students (3rd year and 4th year) of the Foundation University Dental College, Pakistan. The sample consisted of 100 third year dental students and 88 fourth year students. A self-administrated questionnaire was used for data collection which consisted of fourteen close-ended items. Frequencies of knowledge, attitudes, and practice were calculated separately by using SPSS 21.0 software. RESULTS: Almost half of the students would not use any antiseptic for sterilizing their hands, and only two-third would ask their patient to use an oral mouth rinse before starting the treatment. Many students did not the optimal temperature of the autoclave for sterilization of the instruments. Only one-third would wear the personal protective equipment during a procedure. Around one-third of the study participants reported that ineffective sterilization during clinical practice can transmit infection from one patient to another. CONCLUSION: Knowledge on infection control among the dental students is though weak, practices are not as per standards but attitudes are positive and encouraging for taking steps and complying with measures on infection control.


id: cord-026868-z9gozm2w
title: “She’s dead!” – Nursing simulation practices: A discourse analysis approach
author: Mohammad, Abeer
date: 2020-06-11
txt: ./txt/cord-026868-z9gozm2w.txt
cache: ./cache/cord-026868-z9gozm2w.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7296278/
doi: 10.4081/jphr.2020.1784
summary:
  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.

abstract:
  Background: The literature on nursing education has revealed a growing wave of interest in the use of simulation sessions to promote undergraduate nurses’ learning experiences. 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. Design and Methods: Participants in this qualitative study included 54 senior female undergraduates enrolled in a critical care nursing course in Saudi Arabia. Recordings were made of six authentic, acute care simulation sessions. One of these sessions was examined in depth using discourse analysis approaches to gain insights into communication in simulation sessions, examining the way students linguistically managed this critical communication, exhibiting their logical, reflective, decision-making, problem-solving, and collaborative work skills and use of communicative strategies. 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. Conclusions: Simulation sessions have been shown to be a promising instructional tool to support nursing education, allowing students to practice in a safe and controlled environment. However, for more effective sessions and to avoid poor simulation sessions, students need to be thoroughly briefed regarding the sessions prior to implementation.


id: cord-026889-hx6xvn0k
author: Arity, Viktor
date: 2020-05-11
txt: ./txt/cord-026889-hx6xvn0k.txt
cache: ./cache/cord-026889-hx6xvn0k.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7296985/
doi: 10.1007/978-981-15-5883-2_3
summary:
  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.

title:
  Designing Authentic Assessments: Engaging Business Students in Flow Experience with Digital Technologies

abstract:
  Embracing technology in higher education has become a necessity, rather than a desired value-added addition to educational delivery.


id: cord-027057-g7onopr1
author: George, Marcus L.
date: 2020-06-17
txt: ./txt/cord-027057-g7onopr1.txt
cache: ./cache/cord-027057-g7onopr1.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7301292/
doi: 10.1177/0047239520934017
summary:
  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.

title:
  Effective Teaching and Examination Strategies for Undergraduate Learning During COVID-19 School Restrictions

abstract:
  On Friday, March 13, 2020, all school teaching in the Republic of Trinidad and Tobago, West Indies was suspended until further notice because of the novel coronavirus COVID-19 pandemic. This immediately jeopardized the completion of course content at the University of the West Indies, St. Augustine campus. This article presents effective teaching and examination strategies that can be utilized in teaching undergraduates during COVID-19 school restrictions. The introductory digital electronics course of the Department of Electrical and Computer Engineering at the University of the West Indies will be utilized to demonstrate the merits of these strategies. The research will focus on demonstrating that the teaching methodologies utilized avoided the student performance from degrading below what has been experienced in the past 5 academic years. Student feedback on the methodology utilized is also incorporated in this article to highlight key benefits gained by students.


id: cord-028394-oq4z0nhc
author: Al-Doulat, Ahmad
date: 2020-06-09
txt: ./txt/cord-028394-oq4z0nhc.txt
cache: ./cache/cord-028394-oq4z0nhc.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7334148/
doi: 10.1007/978-3-030-52237-7_1
summary:
  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.

title:
  Making Sense of Student Success and Risk Through Unsupervised Machine Learning and Interactive Storytelling

abstract:
  This paper presents an interactive AI system to enable academic advisors and program leadership to understand the patterns of behavior related to student success and risk using data collected from institutional databases. We have worked closely with advisors in our development of an innovative temporal model of student data, unsupervised k-means algorithm on the data, and interactive user experiences with the data. 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. We have developed a high fidelity prototype of FIRST using 10 years of student data in our College. As part of our iterative design process, we performed a focus group study with six advisors following a demonstration of the prototype. Our focus group evaluation highlights the sensemaking value in the temporal model, the unsupervised clusters of the behavior of all students in a major, and the stories about individual students.


id: cord-028411-vae865vj
title: Analysis of Task Difficulty Sequences in a Simulation-Based POE Environment
author: Nawaz, Sadia
date: 2020-06-09
txt: ./txt/cord-028411-vae865vj.txt
cache: ./cache/cord-028411-vae865vj.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7334165/
doi: 10.1007/978-3-030-52237-7_34
summary:
  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.

abstract:
  Task difficulty (TD) reflects students’ subjective judgement on the complexity of a task. We examine the task difficulty sequence data of 236 undergraduate students in a simulation-based Predict-Observe-Explain environment. The findings suggest that if students perceive the TDs as easy or hard, it may lead to poorer learning outcomes, while the medium or moderate TDs may result in better learning outcomes. In terms of TD transitions, difficulty level hard followed by a hard may lead to poorer learning outcomes. By contrast, difficulty level medium followed by a medium may lead to better learning outcomes. Understanding how task difficulties manifest over time and how they impact students’ learning outcomes is useful, especially when designing for real-time educational interventions, where the difficulty of the tasks could be optimised for students. It can also help in designing and sequencing the tasks for the development of effective teaching strategies that can maximize students’ learning.


id: cord-028436-ahmpe981
title: Strategies for Deploying Unreliable AI Graders in High-Transparency High-Stakes Exams
author: Azad, Sushmita
date: 2020-06-09
txt: ./txt/cord-028436-ahmpe981.txt
cache: ./cache/cord-028436-ahmpe981.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7334190/
doi: 10.1007/978-3-030-52237-7_2
summary:
  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.

abstract:
  We describe the deployment of an imperfect NLP-based automatic short answer grading system on an exam in a large-enrollment introductory college course. We characterize this deployment as both high stakes (the questions were on an mid-term exam worth 10% of students’ final grade) and high transparency (the question was graded interactively during the computer-based exam and correct solutions were shown to students that could be compared to their answer). We study two techniques designed to mitigate the potential student dissatisfaction resulting from students incorrectly not granted credit by the imperfect AI grader. We find (1) that providing multiple attempts can eliminate first-attempt false negatives at the cost of additional false positives, and (2) that students not granted credit from the algorithm cannot reliably determine if their answer was mis-scored.


id: cord-028437-lza8eo9n
title: Recommending Insightful Drill-Downs Based on Learning Processes for Learning Analytics Dashboards
author: Shabaninejad, Shiva
date: 2020-06-09
txt: ./txt/cord-028437-lza8eo9n.txt
cache: ./cache/cord-028437-lza8eo9n.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7334191/
doi: 10.1007/978-3-030-52237-7_39
summary:
  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.

abstract:
  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. With the increase in the volume, velocity, variety and veracity of data on students, manual navigation and sense-making of such multi-dimensional data have become challenging. 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. A distinctive feature of the proposed approach is that it takes a process mining lens to examine and compare students’ learning behaviours. The process oriented approach considers the flow and frequency of the sequences of performed learning activities, which is increasingly recognised as essential for understanding and optimising learning. We present results from an application of our approach in an existing LAD using a course with 875 students, with high demographic and educational diversity. We demonstrate the insights the approach enables, exploring how the learning behaviour of an identified sub-cohort differs from the remaining students and how the derived insights can be used by instructors.


id: cord-028450-pll5d3mq
author: Sjödén, Björn
date: 2020-06-10
txt: ./txt/cord-028450-pll5d3mq.txt
cache: ./cache/cord-028450-pll5d3mq.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7334668/
doi: 10.1007/978-3-030-52240-7_53
summary:
  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.

title:
  When Lying, Hiding and Deceiving Promotes Learning - A Case for Augmented Intelligence with Augmented Ethics

abstract:
  If AI systems are to be used for truly human decision-making in education, teachers will need better support for deciding upon educational interventions and strategies on an ethically informed basis. As indicated by a recent call by the AIED Society to focus on the FATE (Fairness, Accountability, Transparency, and Ethics) of AI in education, fundamental issues in this area remain to be explicated, and teachers’ perspectives need to be accounted for. The paper offers examples of how AI may serve to promote learning but at the cost of presenting limited or untruthful information to the student. 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. Potential conflicts between such scenarios and basic values of FATE are discussed, and the basis for developing an “augmented ethics” system to support teachers’ decision-making is presented.


id: cord-028455-1swijiq3
title: A Large-Scale, Open-Domain, Mixed-Interface Dialogue-Based ITS for STEM
author: Serban, Iulian Vlad
date: 2020-06-10
txt: ./txt/cord-028455-1swijiq3.txt
cache: ./cache/cord-028455-1swijiq3.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7334673/
doi: 10.1007/978-3-030-52240-7_70
summary:
  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.

abstract:
  We present Korbit, a large-scale, open-domain, mixed-interface, dialogue-based intelligent tutoring system (ITS). Korbit uses machine learning, natural language processing and reinforcement learning to provide interactive, personalized learning online. Korbit has been designed to easily scale to thousands of subjects, by automating, standardizing and simplifying the content creation process. Unlike other ITS, a teacher can develop new learning modules for Korbit in a matter of hours. 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. Korbit has been built to scale to millions of students, by utilizing a state-of-the-art cloud-based micro-service architecture. Korbit launched its first course in 2019 and has over 7, 000 students have enrolled. 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.


id: cord-028461-8he5e5pu
title: Automated Prediction of Novice Programmer Performance Using Programming Trajectories
author: Rubio, Miguel A.
date: 2020-06-10
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7334679/
doi: 10.1007/978-3-030-52240-7_49
abstract:
  Online programming courses have become widely available and host thousands of learners every year. In these courses, participants must solve programming exercises by submitting partial solutions and checking the outcome. The sequence of partial solutions submitted by a student constitutes the programming trajectory followed by the student. In our work, we define a supervised machine learning algorithm that takes as input these programming trajectories and predicts whether a student will successfully complete the next exercise. We have validated our model with two different datasets: the first one is a set of problems from the online learning platform Robomission with over one hundred thousand exercises submitted. The second one comprises one hundred thousand exercises submitted to the Hour of Code challenge. The results obtained indicate that our model can accurately predict the future performance of the students. This work provides not only a new method to represent students’ programming trajectories but also an efficient approach to predict the students’ future performance. Furthermore, the information provided by the model can be used to select the students that would benefit from an intervention.


id: cord-028462-f01yt9l1
author: Tenório, Kamilla
date: 2020-06-10
txt: ./txt/cord-028462-f01yt9l1.txt
cache: ./cache/cord-028462-f01yt9l1.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7334680/
doi: 10.1007/978-3-030-52240-7_57
summary:
  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.

title:
  Helping Teachers Assist Their Students in Gamified Adaptive Educational Systems: Towards a Gamification Analytics Tool

abstract:
  In this paper, we present the results of a case study conducted to validate the effectiveness of our gamification analytics model for teachers proposed in [20]. To conduct this case study, we developed a tool to monitor and adapt gamification designs in gamified adaptive educational systems. 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.


id: cord-028477-guvc9aa0
title: Explaining Errors in Predictions of At-Risk Students in Distance Learning Education
author: Hlosta, Martin
date: 2020-06-10
txt: ./txt/cord-028477-guvc9aa0.txt
cache: ./cache/cord-028477-guvc9aa0.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7334695/
doi: 10.1007/978-3-030-52240-7_22
summary:
  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.

abstract:
  Despite recognising the importance of transparency and understanding of predictive models, little effort has been made to investigate the errors made by these models. In this paper, we address this gap by interviewing 12 students whose results and predictions of submitting their assignment differed. 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). Interviews revealed that, in False Negatives, the non-submission of assignments was explained by personal, financial and practical reasons. Overall, the factors explaining the different outcomes were not related to any of the student data currently captured by the predictive model.


id: cord-029031-jtdc9a7w
title: A Tool for Supporting the Evaluation of Active Learning Activities
author: Jirapanthong, Waraporn
date: 2020-06-22
txt: ./txt/cord-029031-jtdc9a7w.txt
cache: ./cache/cord-029031-jtdc9a7w.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7354775/
doi: 10.1007/978-3-030-53956-6_43
summary:
  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.

abstract:
  Active learning becomes a strategical approach for an educational principle. The student engagement become a wider concern. Many researches have been proposed to support the approach. However, one of issues is how to effectively evaluate the performance and progress of students’ learning. Although, having student engagement in a classroom is vital, the evaluation of students’ performance is more important. However, keeping up the details or records of students’ progress is a difficult task. We therefore propose a support for instructors to evaluate the performance of their students. In particular, a prototype tool is designed and developed in order to facilitate the evaluation of activities based on an active learning class. The tool also encompasses the web service for a function of face feature recognition. Two scenarios of active learning classrooms are created in order to evaluate the prototype tool. We also plan to create a larger number of scenarios which involve different class objectives. The results show that the tool can detect and determine students with high precision values. However, the prototype tool takes a long time to be processed depending on the size and number of photos.


id: cord-029229-59etmpzs
title: Teaching and Engaging Generation Z during the Coronavirus
author: Barber, VA Hayman
date: 2020-06-30
txt: ./txt/cord-029229-59etmpzs.txt
cache: ./cache/cord-029229-59etmpzs.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7361467/
doi: 10.1002/dch.30335
abstract: nan
summary:
  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.


id: cord-029292-imt8451i
title: Automata Tutor v3
author: D’Antoni, Loris
date: 2020-06-16
txt: ./txt/cord-029292-imt8451i.txt
cache: ./cache/cord-029292-imt8451i.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7363205/
doi: 10.1007/978-3-030-53291-8_1
summary:
  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.

abstract:
  Computer science class enrollments have rapidly risen in the past decade. With current class sizes, standard approaches to grading and providing personalized feedback are no longer possible and new techniques become both feasible and necessary. In this paper, we present the third version of Automata Tutor, a tool for helping teachers and students in large courses on automata and formal languages. The second version of Automata Tutor supported automatic grading and feedback for finite-automata constructions and has already been used by thousands of users in dozens of countries. 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. Moreover, for several problems, this new version also enables teachers and students to automatically generate new problem instances. We also present the results of a survey run on a class of 950 students, which shows very positive results about the usability and usefulness of the tool.


id: cord-030275-saak3ga8
title: A Remote Flipped Classroom Approach to Teaching Introductory Biomedical Engineering During COVID-19
author: Fogg, Kaitlin C.
date: 2020-08-10
txt: ./txt/cord-030275-saak3ga8.txt
cache: ./cache/cord-030275-saak3ga8.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7416805/
doi: 10.1007/s43683-020-00001-4
abstract: nan
summary:
  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.


id: cord-030576-ustp3fiw
title: Synchronous vs. Asynchronous vs. Blended Remote Delivery of Introduction to Biomechanics Course
author: Ramo, Nicole L.
date: 2020-08-18
txt: ./txt/cord-030576-ustp3fiw.txt
cache: ./cache/cord-030576-ustp3fiw.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7433682/
doi: 10.1007/s43683-020-00009-w
abstract: nan
summary:
  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.


id: cord-030613-i4rdhipz
title: Guideposts for Assessment During COVID‐19
author: Jankowski, Natasha A.
date: 2020-08-03
txt: ./txt/cord-030613-i4rdhipz.txt
cache: ./cache/cord-030613-i4rdhipz.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7436407/
doi: 10.1002/au.30222
abstract: nan
summary:
  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.


id: cord-031243-p6142nt1
title: From Study-Abroad to Study-at-Home: Teaching Cross-Cultural Design Thinking During COVID-19
author: Lewis, Mae M.
date: 2020-09-01
txt: ./txt/cord-031243-p6142nt1.txt
cache: ./cache/cord-031243-p6142nt1.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7462107/
doi: 10.1007/s43683-020-00018-9
abstract: nan
summary:
  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.


id: cord-031388-rwj3c3vq
author: Lee, Chung-Hao
date: 2020-09-03
txt: ./txt/cord-031388-rwj3c3vq.txt
cache: ./cache/cord-031388-rwj3c3vq.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7471560/
doi: 10.1007/s43683-020-00025-w
abstract: nan
summary:
  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.

title:
  Enhancement of Stay-at-Home Learning for the Biomechanics Laboratory Course During COVID-19 Pandemic


id: cord-032012-lmlvbfrl
title: Creating a Welcoming and Engaging Environment in an Entirely Online Biomedical Engineering Course
author: Bucholz, E. K.
date: 2020-09-17
txt: ./txt/cord-032012-lmlvbfrl.txt
cache: ./cache/cord-032012-lmlvbfrl.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7497222/
doi: 10.1007/s43683-020-00024-x
summary:
  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.

abstract:
  In the spring of 2020, brick and mortar colleges had to abruptly adapt to the reality of COVID-19 and transition to entirely online environments in a manner of weeks. This required a rapid (< 2 weeks) acquisition of knowledge and flexibility in using technology, most commonly Zoom. Upon completion of the semester, and after debriefing with numerous faculty teaching required courses across the biomedical engineering department at ____ University, the most common comments were that the online engagement and the online environment were nothing close to the traditional classroom environment: students were less likely to show up; less likely to enable their cameras so you could see their faces; and less likely to ask or answer questions in class. To address these issues, in this paper we make easily implementable recommendations that will increase engagement and improve the inclusivity of online courses that can be applied to any biomedical engineering course offered in an online environment. Student engagement is especially important for promoting student learning as has been well documented in education research (Taylor and Parsons in Curr. Issues Educ, 2011. Retrieved from http://cie.asu.edu/; Armstrong in The Best Schools: how human development research should inform educational practice. Association for Supervision and Curriculum Development (ASCD), Alexandria; 2006). 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. These techniques were shown to increase engagement and attendance and fostered a welcoming environment in the online classroom, contributing positively to student experience and in turn allowing students to achieve student learning outcomes despite the difficult circumstances. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1007/s43683-020-00024-x) contains supplementary material, which is available to authorized users.


id: cord-032733-5v6kxgv4
title: Value creation programmes: lessons from an early-stage implementation
author: Bozward, D.
date: 2020-09-26
txt: ./txt/cord-032733-5v6kxgv4.txt
cache: ./cache/cord-032733-5v6kxgv4.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7519853/
doi: 10.1007/s41959-020-00033-5
summary:
  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.

abstract:
  This paper explores the authors’ efforts to design and deliver a Venture Creation Programme (VCP) at the University of Worcester between 2015 and 2017. The purpose of the paper is to present critical insights into the manner in which learning can be facilitated through VCPs using our own experiences as an example. The paper begins with a discussion of the authors' methodology before moving to a literature review addressing VCP’s and related elements of entrepreneurial education best practice. It then shifts to a critical discussion of the authors' experiences based on insights, student and staff evaluations, and course data. In the process of conducting this review the authors found that good pedagogical design, in a VCP context, needs to focus on ensuring that academics promote constructive alignment between the curriculum that is ‘taught’, the teaching methods used, the learning environment chosen and the assessment procedures adopted. Only by minimising inconsistencies which link these factors will students’ experiences of venture creation be fully engaging, promoting more effective, experiential and entrepreneurial development. This paper provides educators with an original and experiential insight into the design of a VCP programme and the pedagogical developments required for their successful implementation. There is considerable value herein for higher education institutions which want to design a new VCP, especially with reference to the curriculum design, experiential learning activities, types and methods of assessments and online learning environments for entrepreneurial students.


id: cord-033594-oy70eya0
title: COVID-19: CAMBIOS FORZADOS EN LA FORMACIÓN DE ESTUDIANTES DE MEDICINA
author: García-Montalvo, Iván Antonio
date: 2020-10-09
txt: ./txt/cord-033594-oy70eya0.txt
cache: ./cache/cord-033594-oy70eya0.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7546316/
doi: 10.1016/j.edumed.2020.09.011
abstract: nan
summary:
  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


id: cord-033740-1axkt1jc
author: Pradhan, Archana
date: 2020-10-14
txt: ./txt/cord-033740-1axkt1jc.txt
cache: ./cache/cord-033740-1axkt1jc.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7556763/
doi: 10.1007/s40670-020-01093-x
summary:
  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] .

title:
  To the Point: Integrating the Obstetrics and Gynecology Core Clerkship into a Longitudinal Integrated Curriculum in US Medical Schools

abstract:
  This article, from the “To the Point” series that is prepared by the Association of Professors of Gynecology and Obstetrics (APGO) Undergraduate Medical Education Committee, is a review of issues to consider when integrating obstetrics and gynecology into a Longitudinal Integrated Clerkship (LIC) model. The background, objectives, and outcomes related to LIC are discussed. Specific challenges and solutions for structuring an LIC in the context of obstetrics and gynecology are examined, which include student/faculty issues as well as process matters such as general infrastructure and specific curriculum concerns.


id: cord-034293-kngqw8q6
author: West, Marion
date: 2020-10-27
txt: ./txt/cord-034293-kngqw8q6.txt
cache: ./cache/cord-034293-kngqw8q6.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7588590/
doi: 10.1007/s42438-020-00194-5
summary:
  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

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

abstract:
  This article, firstly, critically analyses a face-to-face supervision meeting between an undergraduate and a supervisor, exploring how the supervisor handles the twin strategies of fostering autonomy while managing resistance to advice. Conversation analysis is used as both a theory and a method, with a focus on the use of accounts to support or resist advice. The main contribution is the demonstration of how both the supervisor and the student are jointly responsible for the negotiation of advice, which is recycled and calibrated in response to the student’s resistance. The supervisor defuses complaints by normalising them, and moving his student on to practical solutions, often with humour. He lists his student’s achievements as the foundation on which she can assert agency and build the actions he recommends. Supervisor-student relationships are investigated through the lens of the affective dimensions of learning, to explore how caring or empathy may serve to reduce resistance and make advice more palatable. By juxtaposing physically present supervision with digitally mediated encounters, while acknowledging their mutual entanglement, the postdigital debate is furthered. In the context of Covid-19, and rapid decisions by universities to bring in digital platforms to capture student-teacher interactions, the analysis presented is in itself an act of resistance against the technical control systems of the academy and algorithmic capitalism.


id: cord-035075-hx74thrr
title: Taking critical thinking, creativity and grit online
author: Nussbaum, Miguel
date: 2020-11-09
txt: ./txt/cord-035075-hx74thrr.txt
cache: ./cache/cord-035075-hx74thrr.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7651811/
doi: 10.1007/s11423-020-09867-1
summary:
  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

abstract:
  Technology has the potential to facilitate the development of higher-order thinking skills in learning. There has been a rush towards online learning by education systems during COVID-19; this can therefore be seen as an opportunity to develop students’ higher-order thinking skills. 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. We also suggest the importance of heuristic evaluation in the design of online systems to support twenty-first century learning.


id: cord-035077-qjrokb17
title: COVID-19 Impact on Kazakhstan University Student Fear, Mental Health, and Substance Use
author: Konstantinov, Vsevolod
date: 2020-11-09
txt: ./txt/cord-035077-qjrokb17.txt
cache: ./cache/cord-035077-qjrokb17.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7651818/
doi: 10.1007/s11469-020-00412-y
abstract: nan
summary:
  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.


id: cord-035244-5rj76rvg
author: Rooney, Sarah Ilkhanipour
date: 2020-11-10
txt: ./txt/cord-035244-5rj76rvg.txt
cache: ./cache/cord-035244-5rj76rvg.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7654846/
doi: 10.1007/s43683-020-00038-5
abstract: nan
summary:
  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).

title:
  Promoting Effective Student Teamwork Through Deliberate Instruction, Documentation, Accountability, and Assessment


id: cord-035310-vf0us6hg
title: Augment Reality-Based Teaching Practice
author: Wu, You
date: 2020-11-11
txt: ./txt/cord-035310-vf0us6hg.txt
cache: ./cache/cord-035310-vf0us6hg.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7657069/
doi: 10.1007/s43683-020-00040-x
abstract: nan
summary:
  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.


id: cord-102632-yazl9usb
author: Lobet, Guillaume
date: 2020-07-01
txt: ./txt/cord-102632-yazl9usb.txt
cache: ./cache/cord-102632-yazl9usb.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1101/2020.06.30.177006
doi: 10.1101/2020.06.30.177006
summary:
  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).

title:
  QuoVidi: a open-source web application for the organisation of large scale biological treasure hunts

abstract:
  Learning biology, and in particular systematics, requires learning a substantial amount of specific vocabulary, both for botanical and zoological studies. While crucial, the precise identification of structures serving as evolutionary traits and systematic criteria is not per se a highly motivating task for students. Teaching this in a traditional teaching setting is quite challenging especially with a large crowd of students to be kept engaged. This is even more difficult if, as during the COVID-19 crisis, students are not allowed to access laboratories for hands-on observation on fresh specimens and sometimes restricted to short-range movements outside their home. Here we present QuoVidi, a new open-source web platform for the organisation of large scale treasure hunts. The platform works as follows: students, organised in teams, receive a list of quests that contain morphologic, ecologic or systematic terms. They have to first understand the meaning of the quests, then go and find them in the environment. Once they find the organism corresponding to a quest, they upload a geotagged picture of their finding and submit this on the platform. The correctness of each submission is evaluated by the staff. During the COVID-19 lockdown, previously validated pictures were also submitted for evaluation to students that were locked in low-biodiversity areas. From a research perspective, the system enables the creation of large image databases by the students, similar to citizen-science projects. Beside the enhanced motivation of students to learn the vocabulary and perform observations on self-found specimens, this system allows faculties to remotely follow and assess the work performed by large numbers of students. The interface is freely available, open-source and customizable. It can be used in other disciplines with adapted quests and we expect it to be of interest in many classroom settings.


id: cord-104142-0nfprn2a
author: Azmi, Maryam A.
date: 2020-10-19
txt: ./txt/cord-104142-0nfprn2a.txt
cache: ./cache/cord-104142-0nfprn2a.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1101/2020.10.17.344069
doi: 10.1101/2020.10.17.344069
summary:
  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

title:
  A laboratory module that explores RNA interference and codon optimization through fluorescence microscopy using Caenorhabditis elegans

abstract:
  Authentic research experiences are beneficial to students allowing them to gain laboratory and problem-solving skills as well as foundational research skills in a team-based setting. We designed a laboratory module to provide an authentic research experience to stimulate curiosity, introduce students to experimental techniques, and promote higher-order thinking. In this laboratory module, students learn about RNA interference (RNAi) and codon optimization using the research organism Caenorhabditis elegans (C. elegans). Students are given the opportunity to perform a commonly used method of gene downregulation in C. elegans where they visualize gene depletion using fluorescence microscopy and quantify the efficacy of depletion using quantitative image analysis. The module presented here educates students on how to report their results and findings by generating publication quality figures and figure legends. The activities outlined exemplify ways by which students can acquire the critical thinking, data interpretation, and technical skills, which are beneficial for future laboratory classes, independent inquiry-based research projects and careers in the life sciences and beyond. SCIENTIFIC TEACHING CONTENT Learning Goals Gain experience working with 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 Synchronize 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


id: cord-121285-4ni1vv4l
title: How Does COVID-19 impact Students with Disabilities/Health Concerns?
author: Zhang, Han
date: 2020-05-11
txt: ./txt/cord-121285-4ni1vv4l.txt
cache: ./cache/cord-121285-4ni1vv4l.txt
extension: .txt
mime: text/plain
url: https://arxiv.org/pdf/2005.05438v1.pdf
doi: nan
summary:
  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.

abstract:
  The impact of COVID-19 on students has been enormous, with an increase in worries about fiscal and physical health, a rapid shift to online learning, and increased isolation. 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. To our knowledge, no one has looked specifically at the impact of COVID-19 on students with disabilities/health concerns. 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. Our findings show that students with disabilities/health concerns were more concerned about classes going online than their peers without disabilities. In addition, students with disabilities/health concerns also reported that they have experienced more COVID-19 related adversities compared to their peers without disabilities/health concerns. 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. In addition, educational technologies will be more accessible if they consider the learning context, and are designed to provide a supportive, calm, and connecting learning environment.


id: cord-126132-5k415xvj
author: Swain, V. Das
date: 2020-05-22
txt: ./txt/cord-126132-5k415xvj.txt
cache: ./cache/cord-126132-5k415xvj.txt
extension: .txt
mime: text/plain
url: https://arxiv.org/pdf/2005.11228v1.pdf
doi: nan
summary:
  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.

title:
  Leveraging WiFi Network Logs to Infer Social Interactions: A Case Study of Academic Performance and Student Behavior

abstract:
  On university campuses, social interactions among students can explain their academic experiences. However, assessing these interactions with surveys fails to capture their dynamic nature. While these behaviors can be captured with client-based passive sensing, these techniques are limited in scalability. By contrast, infrastructure-based approaches can scale to a large cohort and infer social interactions based on collocation of students. This paper investigates one such approach by leveraging WiFi association logs archived by a managed campus network. In their raw form, access point logs can approximate a student's location but with low spatio-temporal resolution. This paper first demonstrates that processing these logs can infer the collocation of 46 students in 34 lectures over 3 months, with a precision of 0.89 and a recall of 0.75. Next, we investigate how this WiFi-based coarse collocation reflects signals of social interaction. With 163 students in 54 project groups, we find that member performance shows a correlation of 0.75 with performance determined from collocation of groups through 14 weeks. Additionally, this paper presents preliminary insights for other campus-centric applications of automatically inferred social interactions. Finally, this paper discusses how repurposing archival WiFi logs can facilitate applications for other domains like mental wellbeing and physical health.


id: cord-143246-f97v2cih
title: Multifaceted COVID-19 Outbreak
author: Paul, Aneesh Mathews
date: 2020-08-26
txt: ./txt/cord-143246-f97v2cih.txt
cache: ./cache/cord-143246-f97v2cih.txt
extension: .txt
mime: text/plain
url: https://arxiv.org/pdf/2008.12127v1.pdf
doi: nan
summary:
  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

abstract:
  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. A lot of literature exists in COVID-19, but most of them talk about the social and psychological side of the COVID problems. COVID-19 has affected our day-to-day life and its effects are extensive. Most of the literature presents the adverse effect of the pandemic, but there are very few state-of-the-art approaches that discuss its beneficial effects. We see the multiple faces of the pandemic in this paper. To the best of our knowledge, this is the first review that presents the pros and cons of the pandemic. We present a survey that surrounds over effects on education, environment, and religion. The positive side of COVID-19 raises an alarm for us to wake up and work in that direction.


id: cord-152327-7om38vrd
author: Shen, Hong
date: 2020-10-22
url: https://arxiv.org/pdf/2010.11411v1.pdf
doi: nan
title:
  Value Cards: An Educational Toolkit for Teaching Social Impacts of Machine Learning through Deliberation

abstract:
  Recently, there have been increasing calls for computer science curricula to complement existing technical training with topics related to Fairness, Accountability, Transparency, and Ethics. In this paper, we present Value Card, an educational toolkit to inform students and practitioners of the social impacts of different machine learning models via deliberation. This paper presents an early use of our approach in a college-level computer science course. Through an in-class activity, we report empirical data for the initial effectiveness of our approach. Our results suggest that the use of the Value Cards toolkit can improve students' understanding of both the technical definitions and trade-offs of performance metrics and apply them in real-world contexts, help them recognize the significance of considering diverse social values in the development of deployment of algorithmic systems, and enable them to communicate, negotiate and synthesize the perspectives of diverse stakeholders. Our study also demonstrates a number of caveats we need to consider when using the different variants of the Value Cards toolkit. Finally, we discuss the challenges as well as future applications of our approach.


id: cord-156320-xwuz4ma2
title: Heart Rate Estimation from Face Videos for Student Assessment: Experiments on edBB
author: Hernandez-Ortega, Javier
date: 2020-06-01
url: https://arxiv.org/pdf/2006.00825v1.pdf
doi: nan
abstract:
  In this study we estimate the heart rate from face videos for student assessment. This information could be very valuable to track their status along time and also to estimate other data such as their attention level or the presence of stress that may be caused by cheating attempts. The recent edBBplat, a platform for student behavior modelling in remote education, is considered in this study1. This platform permits to capture several signals from a set of sensors that capture biometric and behavioral data: RGB and near infrared cameras, microphone, EEG band, mouse, smartwatch, and keyboard, among others. In the experimental framework of this study, we focus on the RGB and near-infrared video sequences for performing heart rate estimation applying remote photoplethysmography techniques. The experiments include behavioral and physiological data from 25 different students completing a collection of tasks related to e-learning. Our proposed face heart rate estimation approach is compared with the heart rate provided by the smartwatch, achieving very promising results for its future deployment in e-learning applications.


id: cord-164964-vcxx1s6k
title: University Operations During a Pandemic: A Flexible Decision Analysis Toolkit
author: Kharkwal, Himanshu
date: 2020-10-20
txt: ./txt/cord-164964-vcxx1s6k.txt
cache: ./cache/cord-164964-vcxx1s6k.txt
extension: .txt
mime: text/plain
url: https://arxiv.org/pdf/2010.10112v1.pdf
doi: nan
summary:
  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

abstract:
  Modeling infection spread during pandemics is not new, with models using past data to tune simulation parameters for predictions. These help understand the healthcare burden posed by a pandemic and respond accordingly. However, the problem of how college/university campuses should function during a pandemic is new for the following reasons:(i) social contact in colleges are structured and can be engineered for chosen objectives, (ii) the last pandemic to cause such societal disruption was over 100 years ago, when higher education was not a critical part of society, (ii) not much was known about causes of pandemics, and hence effective ways of safe operations were not known, and (iii) today with distance learning, remote operation of an academic institution is possible. Our approach is unique in presenting a flexible simulation system, containing a suite of model libraries, one for each major component. The system integrates agent based modeling (ABM) and stochastic network approach, and models the interactions among individual entities, e.g., students, instructors, classrooms, residences, etc. in great detail. For each decision to be made, the system can be used to predict the impact of various choices, and thus enable the administrator to make informed decisions. While current approaches are good for infection modeling, they lack accuracy in social contact modeling. Our ABM approach, combined with ideas from Network Science, presents a novel approach to contact modeling. A detailed case study of the University of Minnesota's Sunrise Plan is presented. For each decisions made, its impact was assessed, and results used to get a measure of confidence. We believe this flexible tool can be a valuable asset for various kinds of organizations to assess their infection risks in pandemic-time operations, including middle and high schools, factories, warehouses, and small/medium sized businesses.


id: cord-167104-snvq1ol7
title: Kids Today: Remote Education in the time of COVID-19
author: Castano, Adriana Mejia
date: 2020-10-14
txt: ./txt/cord-167104-snvq1ol7.txt
cache: ./cache/cord-167104-snvq1ol7.txt
extension: .txt
mime: text/plain
url: https://arxiv.org/pdf/2010.07295v1.pdf
doi: nan
summary:
  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.

abstract:
  With the recent COVID-19 breakup, it became necessary to implement remote classes in schools and universities to safeguard health and life. However, many students (teachers and parents, also) face great difficulties accessing and staying in class due to technology limitations, affecting their education. 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. We conclude that internet access strongly affects these results, and little improvement on the internet/computer access will reflect better academic performance. Under these conditions, belonging to an ethnic group or high rurality (non-geographic centralized municipalities) has a negative impact. Policy implications are discussed.


id: cord-171792-fyly84zu
title: Designing learning experiences for online teaching and learning
author: Sockalingam, Nachamma
date: 2020-10-26
txt: ./txt/cord-171792-fyly84zu.txt
cache: ./cache/cord-171792-fyly84zu.txt
extension: .txt
mime: text/plain
url: https://arxiv.org/pdf/2010.15602v1.pdf
doi: nan
summary:
  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.

abstract:
  Teaching is about constantly innovating strategies, ways and means to engage diverse students in active and meaningful learning. In line with this, SUTD adopts various student-centric teaching and learning teaching methods and approaches. This means that our graduate/undergraduate instructors have to be ready to teach using these student student-centric teaching and learning pedagogies. 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.


id: cord-192882-41grtlfh
author: Dittrich, Jens
date: 2020-10-09
txt: ./txt/cord-192882-41grtlfh.txt
cache: ./cache/cord-192882-41grtlfh.txt
extension: .txt
mime: text/plain
url: https://arxiv.org/pdf/2010.07011v1.pdf
doi: nan
summary:
  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.

title:
  Database (Lecture) Streams on the Cloud: An Experience Report on Teaching an Undergrad Database Lecture during a Pandemic

abstract:
  This is an experience report on teaching the undergrad lecture Big Data Engineering at Saarland University in summer term 2020 online. We describe our teaching philosophy, the tools used, what worked and what did not work. As we received extremely positive feedback from the students, in the future, we will continue to use the same teaching model for other lectures.


id: cord-252795-x66zqmgv
author: Islam, Md. Akhtarul
date: 2020-08-26
url: https://doi.org/10.1371/journal.pone.0238162
doi: 10.1371/journal.pone.0238162
title:
  Depression and anxiety among university students during the COVID-19 pandemic in Bangladesh: A web-based cross-sectional survey

abstract:
  The purpose of this study was to investigate the prevalence of depression and anxiety among Bangladeshi university students during the COVID-19 pandemic. It also aimed at identifying the determinants of depression and anxiety. A total of 476 university students living in Bangladesh participated in this cross-sectional web-based survey. A standardized e-questionnaire was generated using the Google Form, and the link was shared through social media—Facebook. The information was analyzed in three consecutive levels, such as univariate, bivariate, and multivariate analysis. Students were experiencing heightened depression and anxiety. Around 15% of the students reportedly had moderately severe depression, whereas 18.1% were severely suffering from anxiety. The binary logistic regression suggests that older students have greater depression (OR = 2.886, 95% CI = 0.961–8.669). It is also evident that students who provided private tuition in the pre-pandemic period had depression (OR = 1.199, 95% CI = 0.736–1.952). It is expected that both the government and universities could work together to fix the academic delays and financial problems to reduce depression and anxiety among university students.


id: cord-256972-u0gh7ov2
title: Covid‐19 and UK Universities
author: Ahlburg, Dennis A.
date: 2020-07-11
txt: ./txt/cord-256972-u0gh7ov2.txt
cache: ./cache/cord-256972-u0gh7ov2.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1111/1467-923x.12867
doi: 10.1111/1467-923x.12867
summary:
  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.

abstract:
  Universities UK (UUK) has suggested that there may be very significant losses to higher education as a consequence of Covid‐19. However, losses are likely to be substantially lower than the potential losses estimated by UUK. But the magnitude of losses is very uncertain. The UUK’s proposal to restrict undergraduate enrolment per university to stop institutions poaching students is not in the interests of the most highly regarded universities, or that of students. Some rationalisation of the sector should be the price of further government support. Now is also the time to reconsider how university research is funded.


id: cord-260489-9d24cqke
title: Academic Crisis During COVID 19: Online Classes, a Panacea for Imminent Doctors
author: Shetty, Sandeep
date: 2020-10-17
txt: ./txt/cord-260489-9d24cqke.txt
cache: ./cache/cord-260489-9d24cqke.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/33102186/
doi: 10.1007/s12070-020-02224-x
summary:
  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.

abstract:
  INTRODUCTION: COVID 19 made a serious impact on many aspects of everyday life. The world saw a paradigm shift in the education system favouring online learning during the constrains of pandemic. 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. Yet, they perceived many challenges during online learning like lack of face-to-face interactions, lack of socialization, distraction by social media, technology related issues etc. Students also opted for a combined approach of learning in the post pandemic period. CONCLUSION: This article reflects the challenges faced during online learning and added the innovative methods that can be included to overcome the obstacles of online learning. During this period of COVID, one must embrace the alternative to classroom learning to keep up with one’s academic development and can consider an integrated approach of learning after the pandemic. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1007/s12070-020-02224-x) contains supplementary material, which is available to authorized users.


id: cord-260907-uuaa9ta2
title: Challenges to Medical Education on Surgical Services During the COVID-19 Pandemic
author: Schaffir, Jonathan
date: 2020-08-28
txt: ./txt/cord-260907-uuaa9ta2.txt
cache: ./cache/cord-260907-uuaa9ta2.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32904384/
doi: 10.1007/s40670-020-01072-2
abstract: nan
summary:
  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


id: cord-263423-ac46njml
title: Telegram as a Tool to Supplement Online Medical Education During COVID-19 Crisis
author: Iqbal, Muhammad Zafar
date: 2020-06-17
txt: ./txt/cord-263423-ac46njml.txt
cache: ./cache/cord-263423-ac46njml.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.5455/aim.2020.28.94-97
doi: 10.5455/aim.2020.28.94-97
summary:
  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.

abstract:
  INTRODUCTION: Instant Messaging Applications are known for their potential to enhance learning. However, to date, there has been little investigation into the implications of the ‘Telegram’ application for online medical education and training. AIM: This study explores the potential benefits and disadvantages of integrating Telegram into undergraduate medical education during the COVID-19 pandemic. METHODS: An exploratory study was conducted between March and May 2020, with 203 undergraduate medical students recruited through purposive sampling. Data was collected through seven open-ended questions, followed by thematic analysis using Atlas.ti. 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. Additionally, the application assisted students to engage with collaborative learning, maintain their wellbeing, and ensure their security. However, they also reported some drawbacks, i.e., a complex interface, information overload, and a tendency to distract them, causing time wastage. CONCLUSION: This study concludes that Telegram provides an effective mobile learning platform for medical students during the current crisis, in particular. Moreover, it offers considerably more functionalities and fewer potential drawbacks than alternative applications.


id: cord-263549-hmdyb7hi
author: DeWitt, Dawn E.
date: 2020-04-07
txt: ./txt/cord-263549-hmdyb7hi.txt
cache: ./cache/cord-263549-hmdyb7hi.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.7326/m20-1262
doi: 10.7326/m20-1262
summary:
  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

title:
  Fighting COVID-19: Enabling Graduating Students to Start Internship Early at Their Own Medical School

abstract:
  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.


id: cord-265726-08k9f732
author: Parker, Elizabeth U
date: 2020-08-20
txt: ./txt/cord-265726-08k9f732.txt
cache: ./cache/cord-265726-08k9f732.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32815530/
doi: 10.1093/ajcp/aqaa154
summary:
  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.

title:
  Remote Anatomic Pathology Medical Student Education in Washington State: An Early COVID-19 Experience

abstract:
  OBJECTIVES: The coronavirus disease 2019 pandemic has halted in-person medical student education in many large academic centers, including the University of Washington. We identified a unique opportunity to bring comprehensive and targeted anatomic pathology training to large numbers of medical students who would not receive it otherwise but also need credited coursework. METHODS: We developed a comprehensive 2-week remote-learning course encompassing lectures, virtual slides, discussion groups, and unique case-based activities. Activities are tailored to the nonpathologist future clinician, emphasizing basic microscopy and pathology terminology. We employ multiple strategies and technologies to increase engagement while distance learning, including screen annotation, “flipped classroom” slide presentations, and repetition of common themes. RESULTS: Given 13 virtual courses to choose between 13% of students enrolled in our course (70 of our 540 rising third- and fourth-year students), a nearly 10-fold increase in average pathology rotators. CONCLUSIONS: This is an unprecedented opportunity to provide tailored anatomic pathology instruction, both helping our medical students continue training during crisis and illuminating the field of pathology for our future colleagues. Preliminary results have been overwhelmingly positive regarding understanding of pathology concepts as well as attitudes toward pathology.


id: cord-265984-fyafd386
title: Decomposing financial inequality across U.S. higher education institutions
author: Cheslock, John J.
date: 2020-10-31
url: https://api.elsevier.com/content/article/pii/S0272775720305215
doi: 10.1016/j.econedurev.2020.102035
abstract:
  Abstract The level of financial inequality among U.S. higher education institutions has important implications for students and society, yet few scholars have examined this topic using established methods for measuring inequality. This paper updates and extends previous work while introducing decompositions that shed light into key trends that we observed for the 2004–2017 period: increasing inequality in total expenditures and decreasing inequality in per-student expenditures. The results of our decomposition highlight how these opposing trends related to rising differences in enrollments and an increasingly positive correlation between an institution's enrollment level and its expenditures per student. Our decomposition results also show that both between-group differences and within-group differences contributed to the observed trends. Further examination of within-group differences reveals that inequality patterns differed meaningfully by institutional type, with doctoral universities and private baccalaureate colleges possessing higher levels of inequality and a more positive correlation between per-student expenditures and enrollments than master's institutions and public associate's colleges.


id: cord-267076-a4ulg4ck
author: Mechili, Enkeleint A.
date: 2020-07-13
url: https://doi.org/10.1111/jpm.12672
doi: 10.1111/jpm.12672
title:
  Is the mental health of young students and their family members affected during the quarantine period? Evidence from the COVID‐19 pandemic in Albania.

abstract:
  INTRODUCTION: The use of quarantine method has a significant impact on mental health status. AIM: This study aimed to assess the levels of depression among bachelor and master university students (nurses/midwives) and their family members’ during the quarantine period of COVID‐19 pandemic. METHOD: A cross‐sectional study was conducted in Vlora University, Albania. Patient Health Questionnaire (PHQ‐9) was used. Institutional e‐mails of all active students were used for their recruitment. RESULTS: In total, 863 students and 249 family members participated in the study. The mean PHQ‐9 score was 6.220 (SD=5.803) and 6.280 (SD=5.857) for students and family members, respectively. Being unsatisfied with COVID‐19 prevention measures, beliefs that COVID‐19 infection and quarantine process can cause problems on their health status were the key factors for students to be screened positive for mental problems in multiple regression analysis. For parents, the last two factors were found to contribute significantly. DISCUSSION: Our findings indicate that quarantine measures have a significant impact on the levels of depression among both university students and their family members. Broader population studies are necessary to safeguard these results. IMPLICATIONS FOR PRACTICE: Provision of mental health services during the quarantine period is of paramount significance. Mental health first aid trainingand support could benefit both students and their parents significantly. Additionally, follow up services after the end of quarantine are recommended.


id: cord-267491-3ry0gguh
title: Semester Course Load and Student Performance
author: Huntington-Klein, Nick
date: 2020-10-18
txt: ./txt/cord-267491-3ry0gguh.txt
cache: ./cache/cord-267491-3ry0gguh.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1007/s11162-020-09614-8
doi: 10.1007/s11162-020-09614-8
summary:
  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) .

abstract:
  Many college students in the United States take longer than four years to complete their bachelor’s degrees. Long time-to-degree can increase higher education costs by billions. Time-to-degree can be reduced if students take more credits each term. While academic momentum theory suggests that additional credits may also improve student performance, and there is a strong positive correlation between course load and student performance, high course load may reduce time investment in each course, giving high course load a negative causal effect on performance. Concern about the negative impact of course load on performance, especially for struggling students, may lead to pushback against policies to reduce time-to-degree by increasing course load. 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. This result is consistent with a model where students substitute time away from non-education activities when their course loads increase.


id: cord-271308-nypkr537
author: Drexler, Richard
date: 2020-08-30
txt: ./txt/cord-271308-nypkr537.txt
cache: ./cache/cord-271308-nypkr537.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.7759/cureus.10147
doi: 10.7759/cureus.10147
summary:
  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).

title:
  Involvement of Medical Students During the Coronavirus Disease 2019 Pandemic: A Cross-Sectional Survey Study

abstract:
  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. The role of medical students in fighting this pandemic is controversial and it is yet to be elucidated how they can best be of service. The aim of this study is to evaluate the working fields of volunteering students and the impact of the pandemic on final year students from a student's perspective. Methods: An anonymous online survey was conducted amongst 219 medical students from Hamburg (Germany), using an institutional online data collection program. Results: A total of 137 questionnaires (63.5%) were completed. Of these, 97 participants were students from academic year three to five (70.8%) and 40 students were in the final year of medical school (29.2%). Of the 97 students from academic year three to five, 68 students (70.1%) signed up for voluntary duties during the pandemic. Interestingly, only 25.0% of the students were called for voluntary work in hospitals or health authorities. 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. Using a 5-Point Likert Scale, the students who volunteered self-assessed their work as more useful and received more gratitude than final year students (p<0.01). Conclusions: The majority of medical students are willing to make a significant contribution in the response to COVID-19 and do not wish to be overlooked. Furthermore, the current pandemic offers novel educational opportunities for medical students.


id: cord-272026-2zb7btjd
title: Gender bias in the Erasmus network of universities
author: Benedictis, Luca De
date: 2020-09-15
txt: ./txt/cord-272026-2zb7btjd.txt
cache: ./cache/cord-272026-2zb7btjd.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32953976/
doi: 10.1007/s41109-020-00297-9
summary:
  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.

abstract:
  The Erasmus Program (EuRopean community Action Scheme for the Mobility of University Students), the most important student exchange program in the world, financed by the European Union and started in 1987, is characterized by a strong gender bias. Female students participate to the program more than male students. This work quantifies the gender bias in the Erasmus program between 2008 and 2013, using novel data at the university level. It describes the structure of the program in great detail, carrying out the analysis across fields of study, and identifies key universities as senders and receivers. In addition, it tests the difference in the degree distribution of the Erasmus network along time and between genders, giving evidence of a greater density in the female Erasmus network with respect to the one of the male Erasmus network.


id: cord-272218-6vpu59xq
author: Wu, Anette
date: 2020-08-05
url: https://doi.org/10.1007/s40670-020-01034-8
doi: 10.1007/s40670-020-01034-8
title:
  Internationalization of Medical Education—a Scoping Review of the Current Status in the United States

abstract:
  This article explores the current status of internationalization of medical education in the United States. Dominant themes of articles published from 2000 to 2018 indicate that common formats are institutional partnerships, international learning at home, and student mobility programs. Critical analysis on the basis of internationalization of higher education, recommendations, and future perspective is given.


id: cord-272311-91xjkv6m
author: Martin, Anastasia
date: 2020-09-02
txt: ./txt/cord-272311-91xjkv6m.txt
cache: ./cache/cord-272311-91xjkv6m.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32873349/
doi: 10.1017/dmp.2020.315
summary:
  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.

title:
  A Rapid Systematic Review Exploring the Involvement of Medical Students in Pandemics and Other Global Health Emergencies

abstract:
  OBJECTIVES: The role of medical students in the current coronavirus disease 2019 (COVID-19) pandemic is rapidly evolving. The aim of this review is to explore the involvement of medical students in past global health emergencies, to help inform current and future scenarios. 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, appraised and written up as a narrative synthesis. This study was registered with PROSPERO (CRD42020177231). RESULTS: Twenty-eight articles were included. Medical students played a wide variety of clinical and nonclinical roles including education and logistics, although medical assistance was the most commonly reported role. Challenges included a lack of preparedness and negative mental health impacts. A total of 91.7% of included articles about willingness found medical students were more willing to be involved than not. CONCLUSIONS: This review shows medical students are capable and willing to be involved in global health emergencies. However, there should be clear protocols for the roles that they play, taking into account the appropriateness. As a rapid review, there were study limitations and more research is required regarding the impact of these roles on medical students and the system.


id: cord-272792-gmsm0lv0
author: Ripoll, Vanessa
date: 2020-11-11
url: https://api.elsevier.com/content/article/pii/S174977282030052X
doi: 10.1016/j.ece.2020.11.001
title:
  Teaching Chemical Engineering to Biotechnology students in the time of COVID-19: assessment of the adaptation to digitalization

abstract:
  With the global outbreak of COVID-19 in March 2020, there was an immediate shutdown of face-to-face classes and a sudden shift to on-line learning. Confinement required finding innovative approaches to teaching and student assessment. This paper aims to share the experience of adapting the course in Biochemical Engineering, part of the Biotechnology program at Francisco de Vitoria University (Madrid, Spain), to remote learning. A sequence of collaborative learning activities, with active student participation, was designed to replace the traditional mid-term exam. Activities were carefully implemented, considering the range of learning styles. Engineering skills, transversal competences and higher-order thinking skills were fostered through these activities. The analysis of the teaching/learning experience was based on teacher observations, academic performance and student surveys. All indicators showed that the adopted methodology had a positive impact of student performance. Student participation, especially among those repeating the course, also improved. Furthermore, students gained a more accurate and positive perception of the link between Chemical Engineering and Biotechnology, which may have a favourable impact on the teaching of Bioreactors in the coming academic year.


id: cord-273005-kab6f157
author: Longhurst, Georga J.
date: 2020-05-09
url: https://doi.org/10.1002/ase.1967
doi: 10.1002/ase.1967
title:
  Strength, Weakness, Opportunity, Threat (SWOT) Analysis of the Adaptations to Anatomical Education in the United Kingdom and Republic of Ireland in Response to the Covid‐19 Pandemic

abstract:
  The Covid‐19 pandemic has driven the fastest changes to higher education across the globe, necessitated by social distancing measures preventing face‐to‐face teaching. This has led to an almost immediate switch to distance learning by higher education institutions. Anatomy faces some unique challenges. Intrinsically, anatomy is a three‐dimensional subject that requires a sound understanding of the relationships between structures, often achieved by the study of human cadaveric material, models, and virtual resources. This study sought to identify the approaches taken in the United Kingdom and Republic of Ireland to deliver anatomical education through online means. Data were collected from 14 different universities in the United Kingdom and Republic of Ireland and compared adopting a thematic analysis approach. Once themes were generated, they were collectively brought together using a strength, weakness, opportunity, threat (SWOT) analysis. Key themes included the opportunity to develop new online resources and the chance to engage in new academic collaborations. Academics frequently mentioned the challenge that time constrains could place on the quality and effectiveness of these resources; especially as in many cases the aim of these resources was to compensate for a lack of exposure to cadaveric exposure. Comparisons of the actions taken by multiple higher education institutions reveal the ways that academics have tried to balance this demand. Discussions will facilitate decisions being made by higher education institutions regarding adapting the curriculum and assessment methods in anatomy.


id: cord-274544-mxkputbd
title: 2019-nCoV pandemic: A disruptive and stressful atmosphere for Indian academic fraternity
author: Gautam, Ritu
date: 2020-04-11
txt: ./txt/cord-274544-mxkputbd.txt
cache: ./cache/cord-274544-mxkputbd.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32289366/
doi: 10.1016/j.bbi.2020.04.025
abstract: nan
summary:
  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.


id: cord-274774-klystgj4
author: Huang, Naizhu
date: 2020-05-06
txt: ./txt/cord-274774-klystgj4.txt
cache: ./cache/cord-274774-klystgj4.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32384724/
doi: 10.3390/ijerph17093237
summary:
  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.

title:
  How Incivility and Academic Stress Influence Psychological Health among College Students: The Moderating Role of Gratitude

abstract:
  Many students suffer from academic stress and uncivil behaviors at colleges and there is a need to identify to what extent these negative phenomena might impact students’ mental health. 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. The study design of this research is cross-sectional. The final sample consisted of 895 university students in China; The Statistical Package for the Social Sciences (SPSS) version 22 was utilized to conduct statistical analysis. Sample t-tests were used to examine whether there were gender differences in terms of four continuous variables: incivility, stress, gratitude, and psychological wellbeing. We also used multiple hierarchical linear regression analysis to test the relationships between the aforementioned four variables and the moderating effect of gratitude. The results of our study indicate that academic stress and incivility are positively associated with psychological distress, and gratitude moderates the relationship between incivility and psychological distress. However, no significant moderating effect of gratitude was found in the relationship between academic stress and psychological distress.


id: cord-276204-ibmnuj5u
title: Covid-19 and entrepreneurship education: Implications for advancing research and practice
author: Ratten, Vanessa
date: 2020-10-20
txt: ./txt/cord-276204-ibmnuj5u.txt
cache: ./cache/cord-276204-ibmnuj5u.txt
extension: .txt
mime: text/plain
url: https://www.sciencedirect.com/science/article/pii/S1472811720303992?v=s5
doi: 10.1016/j.ijme.2020.100432
summary:
  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.

abstract:
  This article aims at critically examining the linkage between entrepreneurship education and COVID-19 in order to help understand future research and practice paths. Due to the large global impact COVID-19 has had on society, new entrepreneurial education management practices are required to deal with the change. To do this, this article discusses why COVID-19 can be a transformational opportunity for entrepreneurship education research due to the new thought processes raised by the pandemic. The article suggests several assumptions that have changed as a result of COVID-19 and how entrepreneurship education is required in order to help solve the pandemic. By doing this, the article suggests that more entrepreneurship education research embedding a COVID-19 context is required to breakthrough new frontiers and reset the research agenda. By taking an entrepreneurial stakeholder perspective that looks at entrepreneurship education as a holistic process, an enhanced analysis of how response mechanisms including recovery and change are conducted can be made. This enables a way to view the COVID-19 crisis as an opportunity for more attention placed on the importance of entrepreneurship education for society.


id: cord-276976-ybsk1r79
title: Factors Influencing Life Satisfaction of International Students in Mainland China
author: Jiang, Qinxu
date: 2020-08-04
txt: ./txt/cord-276976-ybsk1r79.txt
cache: ./cache/cord-276976-ybsk1r79.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32836578/
doi: 10.1007/s10447-020-09409-7
summary:
  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.

abstract:
  China is advancing in its bid to internationalize higher education, but little is known to date about the life satisfaction of overseas students in that country. Life satisfaction can be understood as the extent to which individuals’ experiences in a host country help them achieve their personal goals and satisfy their expectations regarding acculturation. This paper examines past research, especially international literature, to provide an overview of factors that may influence the life satisfaction of international students in countries other than their own, and looks particularly at those matters that may also affect overseas students in China. Comparisons are made between variables identified in general and those in Asia, and specifically China. The findings have implications for policy-makers and university practitioners seeking to improve educational quality and counseling support services for international students.


id: cord-280449-7tfvmwyi
title: Perceptions of an evidence-based empathy mobile app in post-secondary education
author: Hoplock, Lisa B.
date: 2020-08-25
txt: ./txt/cord-280449-7tfvmwyi.txt
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extension: .txt
mime: text/plain
url: https://doi.org/10.1007/s10639-020-10311-3
doi: 10.1007/s10639-020-10311-3
summary:
  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).

abstract:
  Cognitive empathy (also known as perspective-taking) is an important, teachable, skill. As part of a knowledge translation project, we identified a) interest in an evidence-based cognitive empathy mobile app and b) which faculties believe that cognitive empathy is important for their profession. Students (n = 638) and instructors/professors (n = 38) completed a university-wide survey. Participants in Education, Social Work, and the Health Sciences were among those most interested in the app. The majority of participants said that they would prefer for the app to be free or less than $3 for students. Most participants preferred a one-time payment option. Across 17 faculties, all but one had 60% or more of its sampled members say that cognitive empathy is important for their profession. Results illuminate perceptions of cognitive empathy instruction and technology. Results also provide insight into issues to consider when developing and implementing an educational communication app.


id: cord-280760-jmmvcaey
title: Medical education engagement during the COVID-19 era – A student parents perspective
author: Arowoshola, Lola
date: 2020-07-01
url: https://www.ncbi.nlm.nih.gov/pubmed/32608339/
doi: 10.1080/10872981.2020.1788799
abstract:
  The COVID-19 pandemic has affected the delivery of medical education and has limited the ability of student parents to fully engage with their studies. Student parents have been faced with additional challenges such as increased childcare roles and home-schooling responsibilities, splitting their focus. Identifying the issues student parents face and adopting workable solutions at all levels, will ensure the best outcomes for these students and better preparedness for the future.


id: cord-281745-jkscwdjh
title: “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19
author: Adarkwah, Michael Agyemang
date: 2020-09-16
txt: ./txt/cord-281745-jkscwdjh.txt
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extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32952435/
doi: 10.1007/s10639-020-10331-z
summary:
  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.

abstract:
  Globally, Information and Communication Technology (ICT) is regarded as a dependable vehicle for facilitating educational reform and development, a platform for communication, and as a means to achieve the Sustainable Development Goal Four (SDG 4). Since the enactment of the No Child Left Behind Act (NCLB) and declaration of the SDG 4, many countries have opted to embrace the lifelong education for all by integrating ICT in teaching and learning at all school levels. The Ghanaian Government’s initiative to ensure “education anytime anywhere for everyone” by revolutionizing teaching and learning through ICT has faced a lot of challenges and criticisms. The main mission of the Ghana ICT for Accelerated Development (ICT4AD) in 2003 was to transform Ghana into an information and technology-driven high-income economy through education, but this goal is yet to be realized. In the wake of the COVID-19 which has forced many countries and educational sectors to adopt online learning, there is a need to discuss the effectiveness of online learning and barriers to online learning in the developing contexts, and how to successfully integrate ICT in schools for online learning, especially rural schools where students’ educational careers are in jeopardy because they benefit less from online learning. The paper identifies critical factors that affect online learning, recommends post COVID-19 strategies to promote e-learning for policymakers in education and the government, and concludes with a conceptual model for emergency transition to e-learning.


id: cord-283477-6clp5nz7
title: Proposed Changes to the 2021 Residency Application Process in the Wake of COVID-19
author: Gabrielson, Andrew T.
date: 2020-06-01
txt: ./txt/cord-283477-6clp5nz7.txt
cache: ./cache/cord-283477-6clp5nz7.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1097/acm.0000000000003520
doi: 10.1097/acm.0000000000003520
summary:
  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.

abstract:
  The COVID-19 pandemic has brought unique challenges to the delivery of undergraduate medical education, particularly for current third-year medical students who are preparing to apply to residency. In mid-March, medical schools suspended all clinical rotations for the remainder of the 2019–2020 academic year. As such, third-year medical students may not be able to complete sufficient clinical experiences to make important career choices before they have to submit their residency applications. While the decision to suspend clinical rotations was necessary to protect students, specialty organizations and residency programs must mitigate the deficits in students’ clinical education caused by the COVID-19 pandemic. In this Perspective, the authors identify potential challenges for third-year medical students and advocate for solutions to improve the residency application process for students and programs. 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. Second, the authors recommend a restriction on the number of visiting rotations that students are expected to complete to allow for a more equitable distribution of these important experiences. Third, they suggest that program directors from each specialty agree on a maximum number of applications per applicant (based on historical data) to curb an upsurge in applications that may stem from the unique circumstances created by COVID-19 without causing applicants undue stress. Lastly, the authors advocate that residency programs develop infrastructure to conduct video-based interviews and engage students through virtual networking events. Amidst the unique environment created by COVID-19, the authors urge governing bodies, specialty organizations, and residency programs to consider these recommendations to improve the efficiency and reduce the stress surrounding the 2021 Match.


id: cord-284985-q3eiyp7e
author: O’Connell, Mary Beth
date: 2020-06-09
url: https://doi.org/10.3390/pharmacy8020099
doi: 10.3390/pharmacy8020099
title:
  Attitudes of Michigan Female College Students about Pharmacists Prescribing Birth Control in a Community Pharmacy

abstract:
  In the United States, the overall unintended pregnancy rate is about 45%. Women between 20–24 years old account for 59% of the unintended pregnancies. Continuous birth control use is related to decreasing unintended pregnancies. Therefore, we assessed female college students’ opinions about pharmacists prescribing birth control in a community pharmacy using an intersectionality framework. A survey with 49 items about provider attributes, pharmacy services use and evaluation, advantages and barriers of pharmacists prescribing birth control, sexual and reproductive history, and demographics was distributed by survey link and QR code. Recruitment was done by investigators and students (snowballing technique) via emails, social media posts, and direct student contact. Respondents (n = 859) were 23.0 ± 4.9 years old, 83% white, 64% healthcare students, 32% student pharmacists, 69% sexually active, 68% with at least one episode of unprotected intercourse within a year, and 29% never using condoms. Forty-six percent of students were extremely likely and 26% moderately likely to get birth control from a pharmacist because it would be easier to adhere to birth control, could prevent unintended pregnancies, would be more convenient, and require less time. Concerns included the lack of Pap screenings and prescriptions written for the wrong birth control. Within most student characteristics or attitudes assessed, at least 70% of the students would use this service. Based on student opinions, female college students would use pharmacists prescribing birth control services.


id: cord-285244-2suwmika
author: Blau, Ina
date: 2020-07-22
txt: ./txt/cord-285244-2suwmika.txt
cache: ./cache/cord-285244-2suwmika.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32837125/
doi: 10.1007/s12528-020-09260-0
summary:
  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.

title:
  Violation of digital and analog academic integrity through the eyes of faculty members and students: Do institutional role and technology change ethical perspectives?

abstract:
  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. The study explored differences in perceptions regarding students’ VAI and penalties for VAI among 1482 students and 42 faculty members. Furthermore, we explored the impact of socio-demographic characteristics (ethnic majority vs. minority students), gender, and academic degree on the perceived severity of VAI. Presented with a battery of scenarios, participants assessed the severity of penalties imposed by a university disciplinary committee. Furthermore, participants selected the penalties they deemed appropriate for violations engaged in by students, including: reprimanding, financial, academic, and accessibility penalties. All participants tended to suggest more severe penalties for VAI conducted in traditional analog environments than for the same offenses in digital settings. Students perceived all four types of penalties imposed by the disciplinary committee to be significantly more severe than faculty members. Moreover, findings demonstrated a significant difference between faculty and students in both perceptions of the severity of VAI and in relation to suggested punishments. Consistent with the Self-Concept Maintenance Model (Mazar et al. in J Mark Res 45(6):633–644, 2008) and Neutralizing Effect (Brimble, in: Bretag (ed) Handbook of academic integrity, SpringerNature, Singapore, pp 365–382, 2016), ethnic minority students estimated cheating, plagiarism, and facilitation violations as more severe than majority students. The theoretical and practical implications of the findings are discussed.


id: cord-286267-pr481uep
title: Preparation for the United States Medical Licensing Examinations in the Face of COVID-19
author: Borsheim, Brianna
date: 2020-06-16
url: https://doi.org/10.1007/s40670-020-01011-1
doi: 10.1007/s40670-020-01011-1
abstract:
  The COVID-19 pandemic has led to the canceling and rescheduling of the United States Medical Licensing Examination (USMLE) examinations due to the nationwide closure of the Prometric testing centers, which poses a significant challenge to medical students. The rescheduling of a high-stakes board examination leads to significant stress and potential burnout. Students may need guidance to decrease anxiety and reframe their study plan while maintaining their knowledge. Here, we combined board examination coaching tips with specific worked examples to describe how to prevent burnout, give recommendations for scheduling, and suggest practical approaches to USMLE and other high-stakes examinations.


id: cord-287470-otsts5c9
author: Kim, So Mi
date: 2020-08-25
url: https://doi.org/10.1080/10872981.2020.1809929
doi: 10.1080/10872981.2020.1809929
title:
  Perception and attitudes of medical students on clinical clerkship in the era of the Coronavirus Disease 2019 pandemic

abstract:
  BACKGROUND: The Coronavirus Disease 2019 (COVID-19) has been placing severe strain on global healthcare systems and medical education programs, leading to growing demands for medical students to assume the role of preliminary healthcare providers. OBJECTIVES: To assess the perception and attitudes of medical students about clinical clerkship training during the COVID-19 pandemic. DESIGN: A cross-sectional survey with web-based 3-fields/14-items questionnaire was conducted, from April 7 to 14, 2020, to evaluate their self-assessed perception and attitudes on clerkship training of hospital practice under the COVID-19 outbreak and spread among 161 (78 on pre-clerkship course, 83 on clinical clerkship course) medical students at Dankook University College of Medicine, Cheonan, Republic of Korea. RESULTS: Of the 151 medical students who completed the survey, 81 students (53.7%) considered themselves familiar with COVID-19. Although the students were concerned about the spread of the virus during clinical clerkship training, 118 (78.1%) students preferred the clerkship training in a hospital practice. The students in the clinical clerkship program preferred this over those in the pre-clerkship program (85.7% vs. 70.2%, P = 0.03), primarily because a clinical clerkship could not be replaced by an online class during the COVID-19 pandemic. In addition, their responses indicated, in order of significance, fear of not completing the clerkship course on time, willingness to participate as a preliminary healthcare provider in pandemic, the potential waste of tuition, and belief that a hospital is rather safe. The change in the academic calendar had not a positive impact on the lifestyles of many students. CONCLUSIONS: In circumstances such as the COVID-19 pandemic, educational strategies to clinical clerkship training for medical students should be developed to provide them with the opportunity to be actively involved in hospital practice under strict safety guidance focused on preventing virus infection and transmission.


id: cord-288933-q3b0r5ig
title: Evaluation of Vaccination Training in Pharmacy Curriculum: Preparing Students for Workforce Needs
author: Bushell, Mary
date: 2020-08-20
url: https://www.ncbi.nlm.nih.gov/pubmed/32825470/
doi: 10.3390/pharmacy8030151
abstract:
  Background: To introduce and evaluate a university vaccination training program, preparing final year Bachelor of Pharmacy (BPharm) and Master of Pharmacy (MPharm) students to administer vaccinations to children and adults in community pharmacy and offsite (mobile and outreach) settings. Methods: Final year BPharm and MPharm students were trained to administer intramuscular vaccinations to adults and children. The education program embedded in pharmacy degree curriculum was congruent with the requirements of the Australian National Immunisation Education Framework. The training used a mix of pedagogies including online learning; interactive lectures; and simulation, which included augmented reality and role play. All pharmacy students completing the program in 2019 were required to carry out pre- and post-knowledge assessments. Student skill of vaccination was assessed using an objective structured clinical assessment rubric. Students were invited to complete pre and post questionnaires on confidence. The post questionnaire incorporated student evaluation of learning experience questions. Results: In both cohorts, student vaccination knowledge increased significantly after the completion of the vaccination training program; pre-intervention and post-intervention mean knowledge score (SD) of BPharm and MPharm were (14.3 ± 2.7 vs. 22.7 ± 3.3; p < 0.001) and (15.7 ± 2.9 vs. 21.4 ± 3.2; p < 0.001) respectively. There was no difference between the BPharm and MPharm in the overall knowledge test scores, (p = 0.81; p = 0.95) pre and post scores respectively. Using the OSCA rubric, all students (n = 52) were identified as competent in the skill of injection and could administer an IM deltoid injection to a child and adult mannequin. Students agreed that the training increased their self-confidence to administer injections to both children and adults. Students found value in the use of mixed reality to enhance student understanding of the anatomy of injection sites. Conclusion: The developed vaccination training program improved both student knowledge and confidence. Pharmacy students who complete such training should be able to administer vaccinations to children and adults, improving workforce capability. Mixed reality in the education of pharmacy students can be used to improve student satisfaction and enhance learning.


id: cord-289451-yjrh5l4u
author: Xiao, Huidi
date: 2020-07-14
url: https://doi.org/10.3390/ijerph17145047
doi: 10.3390/ijerph17145047
title:
  Social Distancing among Medical Students during the 2019 Coronavirus Disease Pandemic in China: Disease Awareness, Anxiety Disorder, Depression, and Behavioral Activities

abstract:
  Background: During the coronavirus disease (COVID-19) pandemic, harsh social distancing measures were taken in China to contain viral spread. We examined their impact on the lives of medical students. Methods: A nation-wide cross-sectional survey of college students was conducted from 4–12 February 2020. We enrolled medical students studying public health in Beijing and Wuhan to assess their COVID-19 awareness and to evaluate their mental health status/behaviors using a self-administered questionnaire. We used the Patient Generalized Anxiety Disorder-7 and Health Questionnaire-9 to measure anxiety disorders and depression. We used multivariable logistic regression and path analysis to assess the associations between covariates and anxiety disorder/depression. Results: Of 933 students, 898 (96.2%) reported wearing masks frequently when going out, 723 (77.5%) reported daily handwashing with soap, 676 (72.5%) washed hands immediately after arriving home, and 914 (98.0%) reported staying home as much as possible. Prevalence of anxiety disorder was 17.1% and depression was 25.3%. Multivariable logistic regression showed anxiety to be associated with graduate student status (odds ratio (aOR) = 2.0; 95% confidence interval (CI): 1.2–3.5), negative thoughts or actions (aOR = 1.6; 95% CI: 1.4–1.7), and feeling depressed (aOR = 6.8; 95% CI: 4.0–11.7). Beijing students were significantly less likely to have anxiety than those in the Wuhan epicenter (aOR = 0.9; 95% CI: 0.8–1.0), but depression did not differ. Depression was associated with female students (aOR = 2.0; 95% CI: 1.2–3.3), negative thoughts or actions (aOR = 1.7; 95% CI: 1.5–1.9), and anxiety disorder (aOR = 5.8; 95% CI: 3.4–9.9). Path analysis validated these same predictors. Conclusions: Despite medical students’ knowledge of disease control and prevention, their lives were greatly affected by social distancing, especially in the Wuhan epicenter. Even well-informed students needed psychological support during these extraordinarily stressful times.


id: cord-291525-yjhgj438
author: Nic Dhonncha, E.
date: 2020-07-03
url: https://www.ncbi.nlm.nih.gov/pubmed/32619319/
doi: 10.1111/ced.14364
title:
  Learning New Ways of Teaching and Assessment – The Impact of Covid‐19 on Undergraduate Dermatology Education

abstract:
  Covid‐19 has resulted in unprecedented global disruption. As this global pandemic persists with no end in sight, we must not ignore its impact on undergraduate medical education. Dermatology undergraduate exposure is variable, limited and often suboptimal. It has been shown that medical students and qualified doctors are not adequately confident in their ability to assess and manage skin conditions, and many feel that their undergraduate dermatology teaching was not satisfactory.


id: cord-291526-aau0hnwx
author: Ge, Fenfen
date: 2020-09-17
txt: ./txt/cord-291526-aau0hnwx.txt
cache: ./cache/cord-291526-aau0hnwx.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32982249/
doi: 10.2147/ndt.s262004
summary:
  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).

title:
  Predicting Psychological State Among Chinese Undergraduate Students in the COVID-19 Epidemic: A Longitudinal Study Using a Machine Learning

abstract:
  BACKGROUND: The outbreak of the 2019 novel coronavirus disease (COVID-19) not only caused physical abnormalities, but also caused psychological distress, especially for undergraduate students who are facing the pressure of academic study and work. 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. METHODS: The baseline data (T1) were collected from freshmen who underwent psychological evaluation at two months after entering the university. At T2 stage (February 10th to 13th, 2020), we used a convenience cluster sampling to assess psychological state (probable anxiety was assessed by general anxiety disorder-7 and probable insomnia was assessed by insomnia severity index-7) based on a web survey. We integrated information attained at T1 stage to predict probable anxiety and probable insomnia at T2 stage using a machine learning algorithm (XGBoost). RESULTS: Finally, we included 2009 students (response rate: 80.36%). The prevalence rate of probable anxiety and probable insomnia was 12.49% and 16.87%, respectively. The XGBoost algorithm predicted 1954 out of 2009 students (translated into 97.3% accuracy) and 1932 out of 2009 students (translated into 96.2% accuracy) who suffered anxiety and insomnia symptoms, respectively. The most relevant variables in predicting probable anxiety included romantic relationship, suicidal ideation, sleep symptoms, and a history of anxiety symptoms. The most relevant variables in predicting probable insomnia included aggression, psychotic experiences, suicidal ideation, and romantic relationship. CONCLUSION: Risks for probable anxiety and probable insomnia among undergraduate students can be identified at an individual level by baseline data. Thus, timely psychological intervention for anxiety and insomnia symptoms among undergraduate students is needed considering the above factors.


id: cord-291943-7y11bd9w
author: Abram, Marissa D.
date: 2020-10-21
txt: ./txt/cord-291943-7y11bd9w.txt
cache: ./cache/cord-291943-7y11bd9w.txt
extension: .txt
mime: text/plain
url: https://www.sciencedirect.com/science/article/pii/S0883941720305641?v=s5
doi: 10.1016/j.apnu.2020.10.008
summary:
  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.

title:
  Resilience and Burnout in Healthcare Students and Inpatient Psychiatric Nurses: A Between-Groups Study of Two Populations

abstract:
  Background Stressful environments can have significant effects on an individual and lead to burnout. Psychological consequences of burnout include trauma reactions, depression, anxiety and substance use disorders. Resilience, a protective mechanism can mitigate the negative impact of burnout. Method This study utilizes an exploratory correlational design to determine whether or not there is 1) a similar correlation between resilience and burnout between psychiatric nurses working in a high stress environment and students who are naive to the high stress academic environment and 2) a higher level of resilience in the psychiatric nurses compared to the healthcare students. Results A significant inverse relationship was observed with respect to resilience and burnout in both the professional nurse and student groups. However, the inpatient psychiatric nurse group was not found to have a higher level of resilience than the student group, when controlling for age. Conclusion: This suggests that resilience to burnout is not related to the work environment but life experience (age) was found to be a factor related resilience in this sample.


id: cord-292976-qctfl6r8
author: Monday, Lea M
date: 2020-06-11
url: https://doi.org/10.7759/cureus.8558
doi: 10.7759/cureus.8558
title:
  Outcomes of an Online Virtual Boot Camp to Prepare Fourth-Year Medical Students for a Successful Transition to Internship

abstract:
  Introduction Changes in medical education and health care delivery have limited the ability of fourth-year medical students to perform the role of an intern prior to graduating from medical school. To address this issue, many schools have instituted residency preparation courses (sometimes referred to as boot camps) particularly for students entering surgical fields. Courses for students entering nonprocedural fields are less common and most assess increases in self-reported confidence without providing objective evidence of a gain in knowledge or skills improvement. Materials and Methods We used a Plan, Do, Study, Act (PDSA) model to develop and pilot cycle 1 of a nonprocedural internship preparation elective in 2019. Feedback was used to refine the course and map sessions to core competencies outlined by the Accreditation Council of Graduate Medical Education (ACGME) for PDSA cycle 2. The curriculum was adapted for remote synchronous delivery due to the coronavirus pandemic in spring 2020 using a combination of didactic lectures containing embedded polls and case-based role play responses using a chat box. Students completed anonymous surveys assessing self-perceived levels of confidence, as well as an objective comprehensive assessment after course completion. Results A total of 89 students participated in the course. Pre-session confidence was lowest for transfusion medicine, handling pages from nursing while on call, and knowledge of the role of a chief resident. A statistically significant increase in median scores for self-reported knowledge or confidence was seen in all sessions. The percentage of students reporting that they were either confident or extremely confident also increased significantly after each session (p<0.001 for all). All sessions analyzed were rated as useful or extremely useful by more than half of the students, and 94% of the students scored 70% or higher on the comprehensive course assessment. Conclusions An online virtual synchronous boot camp increased students’ confidence in handling common topics encountered during residency and demonstrated an appropriate gain in knowledge using a comprehensive assessment. We were able to adapt our curriculum to a remote model and will likely keep several sessions in an online format in the future.


id: cord-294832-i831swu4
title: ‘It benefits patient care’: the value of practice-based IPE in healthcare curriculums
author: O’Leary, Noreen
date: 2020-11-12
txt: ./txt/cord-294832-i831swu4.txt
cache: ./cache/cord-294832-i831swu4.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1186/s12909-020-02356-2
doi: 10.1186/s12909-020-02356-2
summary:
  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.

abstract:
  BACKGROUND: Practice-based interprofessional education (IPE) is essential to prepare students for collaborative working. Pockets of practice-based IPE are integrated into healthcare curriculums in some regions. Yet practice-based IPE is not globally valued as a key element of healthcare curriculums. 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. Their experiential knowledge generated important insights into how practice-based IPE is perceived. This learning can be applied, both locally and further afield, by those seeking to embed practice-based IPE in their placement curriculums. METHODS: A qualitative case study was conducted at a school of allied health and partner placement sites in Ireland. Data collection comprised two participant observations, 13 interviews and 12 document analyses. Inductive thematic analysis and deductive framework analysis, underpinned by activity theory and Hofstede’s cultural dimensions, informed data analysis and interpretations. RESULTS: Participants are grappling to establish the value of practice-based IPE, illustrated in three themes: clarifying the concept of practice-based IPE, mapping IPE activities and diversifying interprofessionalism. First, ambiguous conceptualisation of why and how to implement practice-based IPE was identified. Highlighting how practice-based IPE improved patient care and safety created a clear rationale for implementation. It was also helpful to demonstrate how adaptations to existing practice education models, rather than entirely new models, could achieve high-quality practice-based IPE. Second, the positioning of practice-base IPE in the placement curriculum was unclear. Overt mapping of practice-based IPE activities onto learning outcomes within assessment tools enhanced its value within practice education. Third, varying levels of professional engagement were noted, perpetuating stereotypes. Creating diverse educator networks and embedding practice-based IPE in organisational strategy may incentivise engagement across a greater range of professions. CONCLUSIONS: Implementing these recommendations could enhance the value of practice-based IPE and optimise student preparation for collaborative working. Practice-based IPE remains a complex model and the trajectory of embedding in healthcare curriculums will differ globally. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-020-02356-2.


id: cord-295240-76ee00i0
author: Kruchten, Anne E.
date: 2020-09-10
txt: ./txt/cord-295240-76ee00i0.txt
cache: ./cache/cord-295240-76ee00i0.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/33013816/
doi: 10.3389/fmicb.2020.578600
summary:
  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.

title:
  A Curricular Bioinformatics Approach to Teaching Undergraduates to Analyze Metagenomic Datasets Using R

abstract:
  Biologists with bioinformatic skills will be better prepared for the job market, but relatively few biology programs require bioinformatics courses. Inclusion in the curriculum may be hindered by several barriers, including lack of faculty expertise, student resistance to computational work, and few examples in the pedagogical literature. An 8-week wet-lab and in silico research experience for undergraduates was implemented. Students performed DNA purification and metagenomics analysis to compare the diversity and abundance of microbes in two samples. Students sampled snow from sites in northern Minnesota and purified genomic DNA from the microbes, followed by metagenomic analysis. Students used an existing metagenomic dataset to practice analysis skills, including comparing the use of Excel versus R for analysis and visualization of a large dataset. Upon receipt of the snow data, students applied their recently acquired skills to their new dataset and reported their results via a poster. Several outcomes were achieved as a result of this module. First, YouTube videos demonstrating hands-on metagenomics and R techniques were used as professional development for faculty, leading to broadened research capabilities and comfort with bioinformatics. Second, students were introduced to computational skills in a manner that was intentional, with time for both introduction and reinforcement of skills. Finally, the module was effectively included in a biology curriculum because it could function as either a stand-alone course or a module within another course such as microbiology. This module, developed with Course-based Undergraduate Research Experience guidelines in mind, introduces students and faculty to bioinformatics in biology research.


id: cord-297129-vpg1sfsk
author: Pather, Nalini
date: 2020-05-10
txt: ./txt/cord-297129-vpg1sfsk.txt
cache: ./cache/cord-297129-vpg1sfsk.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32306555/
doi: 10.1002/ase.1968
summary:
  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) .

title:
  Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid‐19 Pandemic

abstract:
  Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid‐19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government‐imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid‐19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands‐on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand.


id: cord-297384-0urbjy5p
title: The Balance of Roles: Graduate Student Perspectives during the COVID-19 Pandemic
author: Bal, Irene A.
date: 2020-08-09
url: https://www.ncbi.nlm.nih.gov/pubmed/32838404/
doi: 10.1007/s11528-020-00534-z
abstract:
  The COVID-19 pandemic has impacted personal and professional lives. Graduate students juggle a variety of roles and had to quickly adjust. In this article, six graduate students share their reflections regarding the influence of the pandemic on respective stages in their doctoral program. They provide unique personal and professional perspectives that depict their abrupt shift to remote working and remote learning. The intention of this article is to garner an understanding of graduate students’ challenges during the pandemic, capture their strategies for success, and provide a space for further conversation and support about how the pandemic has impacted graduate students.


id: cord-297842-hkr1wm3k
author: Tilley, Kimberly
date: 2020-10-15
url: https://www.sciencedirect.com/science/article/pii/S1054139X2030522X
doi: 10.1016/j.jadohealth.2020.09.001
title:
  A Cross-Sectional Study Examining the Seroprevalence of Severe Acute Respiratory Syndrome Coronavirus 2 Antibodies in a University Student Population

abstract:
  PURPOSE: The aim of the study was to determine the prevalence of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) antibodies in a university student population. METHODS: This was a cross-sectional survey study based on the World Health Organization population-based seroepidemiological investigational protocol for SARS-CoV-2 conducted between April 29, 2020, and May 8, 2020, examining SARS-CoV-2 antibody prevalence among 790 university students in Los Angeles, CA. Participants completed a questionnaire on potential risk factors before blood sampling. Samples were analyzed using the EUROIMMUN Anti-SARS-CoV-2 ELISA (IgG) for the qualitative detection of IgG class antibodies to SARS-CoV-2 in human serum or plasma. RESULTS: The estimated prevalence of SARS-CoV-2 antibody was 4.0% (3.0%, 5.1%). Factors associated with having a positive test included history of anosmia and/or loss of taste (95% CI: 1.4–9.6). A history of respiratory symptoms, with or without fever, was not associated with a positive antibody test. CONCLUSIONS: Prevalence of SARS-CoV-2 antibodies in the undergraduate and graduate student university population was similar to community prevalence.


id: cord-298778-wnbqqzot
title: Cross-Sectional Study on Awareness and Knowledge of COVID-19 Among Senior pharmacy Students
author: Hamza, Marwa S.
date: 2020-06-15
url: https://www.ncbi.nlm.nih.gov/pubmed/32542552/
doi: 10.1007/s10900-020-00859-z
abstract:
  Extraordinary actions have been implemented in an effort to control the rapid spread of the ongoing COVID-19 epidemic in Egypt. People’s adherence to control measures is influenced by their knowledge, attitudes and practices towards the disease. Therefore, in the present study we assessed pharmacy senior students’ knowledge, attitudes and practices towards the COVID-19 pandemic. An online questionnaire was created and it consisted of 12 questions testing their knowledge about COVID-19 clinical characteristics, transmission routes and prevention and control steps. Among senior pharmacy students (n = 238), 70% were females and 63% were living in greater Cairo. Their main source of information included social media (70%), published articles (48%) and television (48%). The overall correct knowledge score was 83%. Most of the students displayed a good COVID-19 knowledge level (72.5% of the students). The students were least informed when trying to answer questions about hyper-coagulation, as a major cause for death in patients with severe COVID-19, and about the timings on the necessity to wear masks. Assessment of students’ attitudes and practices towards COVID-19 reflected that 87% of them were confident that health care teams and scientists could win the fight against the virus. In addition, 72% of students agreed that COVID-19 will be controlled successfully. The greater the students’ knowledge, the more confident they felt that COVID-19 will be controlled successfully (OR 2.2, 95% confidence interval [CI] 1.03–4.72). Good behavioral practice towards COVID-19 control was confirmed when 87% of students answered that they didn’t go out to any crowded place. Females were 3.6 times (95% confidence interval [CI] 1.03–3.11) more likely to avoid going out than males. Bad behavioral practice became evident when approximately 50% of students admitted that they did not wear masks when they left their house. Therefore, more efforts should be taken to protect future pharmacists from this pandemic.


id: cord-299261-ew99nraq
title: IMPACT OF UNIVERSITY RE-OPENING ON TOTAL COMMUNITY COVID-19 BURDEN
author: Cipriano, L. E.
date: 2020-09-18
txt: ./txt/cord-299261-ew99nraq.txt
cache: ./cache/cord-299261-ew99nraq.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1101/2020.09.18.20197467
doi: 10.1101/2020.09.18.20197467
summary:
  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.

abstract:
  Purpose: Post-secondary students have higher than average contacts than the general population due to congregate living, use of public transit, high-density academic and social activities, and employment in the services sector. We evaluated the impact of a large student population returning to a mid-sized city currently experiencing a low rate of COVID-19 on community health outcomes. We consider whether targeted routine or one-time screening in this population can mitigate community COVID-19 impacts. Methods: We developed a dynamic transmission model of COVID-19 subdivided into three interacting populations: general population, university students, and long-term care residents. We parameterized the model using the medical literature and expert opinion. We calibrated the model to the observed outcomes in a mid-sized Canadian city between March 1 and August 15, 2020 prior to the arrival of a relatively large post-secondary student population. We evaluated the impact of the student population (20,000 people arriving on September 1) on cumulative COVID-19 infections over the fall semester, the timing of peak infections, the timing and peak level of critical care occupancy, and the timing of re-engaged social and economic restrictions. We consider multiple scenarios with different student and general population COVID-19 prevention behaviours as well as different COVID-19 screening strategies in students. Results: In a city with low levels of COVID-19 activity, the return of a relatively large student population substantially increases the total number of COVID-19 infections in the community. 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. Scenarios in which students have an initial, short-term increase in contacts with other students before engaging in contact reduction behaviours can increase infections in the community by 150% or more. In such scenarios, screening asymptomatic students every 5 days reduces the number of infections attributable to the introduction of the university student population by 42% and delays the re-engagement of social and economic restrictions by 1 week. Compared to screening every 5 days, one-time mass screening of students prevents fewer infections, but is highly efficient in terms of infections prevented per screening test performed. Discussion: University students are highly inter-connected with the city communities in which they live and go to school, and they have a higher number of contacts than the general population. High density living environments, enthusiasm for the new school year, and relatively high rates of asymptomatic presentation may decrease their self-protective behaviours and contribute to increased community transmission of COVID-19 affecting at-risk members of the city community. Screening targeted at this population provides significant public health benefits to the community through averted infections, critical care admissions, and COVID-19 deaths.


id: cord-299547-9i8kv8p8
title: The Impact of COVID-19 on Student Experiences and Expectations: Evidence from a Survey
author: Aucejo, Esteban M.
date: 2020-08-27
txt: ./txt/cord-299547-9i8kv8p8.txt
cache: ./cache/cord-299547-9i8kv8p8.txt
extension: .txt
mime: text/plain
url: https://www.sciencedirect.com/science/article/pii/S0047272720301353?v=s5
doi: 10.1016/j.jpubeco.2020.104271
summary:
  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.

abstract:
  In order to understand the impact of the COVID-19 pandemic on higher education, we surveyed approximately 1,500 students at one of the largest public institutions in the United States using an instrument designed to recover the causal impact of the pandemic on students’ current and expected outcomes. Results show large negative effects across many dimensions. Due to COVID-19: 13% of students have delayed graduation, 40% have lost a job, internship, or job offer, and 29% expect to earn less at age 35. Moreover, these effects have been highly heterogeneous. One quarter of students increased their study time by more than 4 hours per week due to COVID-19, while another quarter decreased their study time by more than 5 hours per week. This heterogeneity often followed existing socioeconomic divides; lower-income students are 55% more likely than their higher-income peers to have delayed graduation due to COVID-19. Finally, we show that the economic and health related shocks induced by COVID-19 vary systematically by socioeconomic factors and constitute key mediators in explaining the large (and heterogeneous) effects of the pandemic.


id: cord-301171-1lpd8dh9
title: The Transformative Potential of Disruptions: A Viewpoint
author: Davison, Robert M.
date: 2020-05-19
txt: ./txt/cord-301171-1lpd8dh9.txt
cache: ./cache/cord-301171-1lpd8dh9.txt
extension: .txt
mime: text/plain
url: https://www.sciencedirect.com/science/article/pii/S0268401220307933?v=s5
doi: 10.1016/j.ijinfomgt.2020.102149
summary:
  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.

abstract:
  I engage with the impact of disruptions on my work life, and consider the transformative potential that these disruptions offer. I focus on four parts of my life: as a researcher, teacher, administrator and editor. In each, I examine the nature of the disruption and the way I deal with it. 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. Rather than lamenting the inconvenience of a crisis, I prefer to celebrate the opportunity to do better.


id: cord-302305-xr067v2n
title: Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses
author: van Aalst, Jan
date: 2009-06-20
txt: ./txt/cord-302305-xr067v2n.txt
cache: ./cache/cord-302305-xr067v2n.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1007/s11412-009-9069-5
doi: 10.1007/s11412-009-9069-5
summary:
  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) .

abstract:
  The study reported here sought to obtain the clear articulation of asynchronous computer-mediated discourse needed for Carl Bereiter and Marlene Scardamalia’s knowledge-creation model. Distinctions were set up between three modes of discourse: knowledge sharing, knowledge construction, and knowledge creation. These were applied to the asynchronous online discourses of four groups of secondary school students (40 students in total) who studied aspects of an outbreak of Severe Acute Respiratory Syndrome (SARS) and related topics. The participants completed a pretest of relevant knowledge and a collaborative summary note in Knowledge Forum, in which they self-assessed their collective knowledge advances. A coding scheme was then developed and applied to the group discourses to obtain a possible explanation of the between-group differences in the performance of the summary notes and examine the discourses as examples of the three modes. The findings indicate that the group with the best summary note was involved in a threshold knowledge-creation discourse. Of the other groups, one engaged in a knowledge-sharing discourse and the discourses of other two groups were hybrids of all three modes. Several strategies for cultivating knowledge-creation discourse are proposed.


id: cord-303182-k7j4iwhp
title: Online clinical training in the COVID‐19 pandemic
author: Chan, Maggie Mee Kie
date: 2020-07-09
txt: ./txt/cord-303182-k7j4iwhp.txt
cache: ./cache/cord-303182-k7j4iwhp.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32643184/
doi: 10.1111/tct.13218
abstract: nan
summary:
  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.


id: cord-303569-nsh9sv34
title: Engaging My Gen Z Class: Teaching with Memes
author: Mendez-Reguera, Aniela
date: 2020-09-09
txt: ./txt/cord-303569-nsh9sv34.txt
cache: ./cache/cord-303569-nsh9sv34.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1007/s40670-020-01078-w
doi: 10.1007/s40670-020-01078-w
summary:
  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.

abstract:
  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.


id: cord-304619-tpv76833
title: Teaching Immunology as a Liberal Art
author: Chatterjea, Devavani
date: 2020-07-14
txt: ./txt/cord-304619-tpv76833.txt
cache: ./cache/cord-304619-tpv76833.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.3389/fimmu.2020.01462
doi: 10.3389/fimmu.2020.01462
summary:
  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.

abstract:
  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.


id: cord-304678-fcdhnabw
title: The Development of an Academic Engagement Intervention for Academically Dismissed Students
author: Beasley, Samuel T.
date: 2020-05-25
txt: ./txt/cord-304678-fcdhnabw.txt
cache: ./cache/cord-304678-fcdhnabw.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1007/s10755-020-09510-0
doi: 10.1007/s10755-020-09510-0
summary:
  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.

abstract:
  “Reclaim the W” is an academic recovery program at a medium-sized midwestern university that offers undergraduates who have been academically dismissed a chance to reenroll at the institution. In this article we describe the Reclaim the W program and its target population of academically at-risk undergraduates. We then outline the first two phases of the process we used to develop an intervention for students in the Reclaim the W program, which we call Engage to Excel (E(2)). In the first phase we collected data from focus groups with academically at-risk students and professional staff who serve these students. This qualitative data informed the creation of the E(2) intervention for students in the Reclaim the W program. In the second phase we identified key components of the quasi-experimental E(2) intervention and outlined the student outcomes that will be evaluated during the intervention. Finally, we highlight research and practice implications of the E(2) intervention.


id: cord-305736-g0jgfngc
title: Medical education during pandemics: a UK perspective
author: Mian, Areeb
date: 2020-04-09
txt: ./txt/cord-305736-g0jgfngc.txt
cache: ./cache/cord-305736-g0jgfngc.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32268900/
doi: 10.1186/s12916-020-01577-y
abstract: nan
summary:
  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


id: cord-306415-n8klypke
title: To capture the research landscape of lecture capture in university education
author: Banerjee, Snehasish
date: 2020-09-30
url: https://www.sciencedirect.com/science/article/pii/S036013152030230X?v=s5
doi: 10.1016/j.compedu.2020.104032
abstract:
  The use of lecture capture has been burgeoning in the higher education sector. Scholarly interest on the topic is also on an upward trajectory. Hence, the goal of this paper is to clarify the literature on the use of lecture capture in higher education through a systematic review, which involved 71 articles that came from Scopus and Education Resources Information Center (ERIC). The systematic review revealed that most research focused on university education in the US, the UK and Australia. The most studied Science, Technology, Engineering and Mathematics (STEM) subject area in the sample is Biological Sciences. In contrast, the most studied non-STEM subject area is Business/Economics/Management. In terms of methods, descriptive and exploratory research dominates the research landscape while causative evidence is relatively limited. The literature includes two overarching research streams: While one focuses on the benefits of lecture capture, the other focuses on its drawbacks. Apparently, the assumption among most students is that lecture capture is helpful for learning, and among staff is that it takes a toll on attendance. Future research needs to reconcile students’ perception of lecture capture, instructors’ perception of lecture capture, and the reality of lecture capture. On the practical front, students should be explicitly told about the benefits and the drawbacks of lecture capture. This would ensure that they make the most of the technology. Educators are urged to reflect on why students should be attending the face-to-face sessions, and thereafter also watch the recorded lectures.


id: cord-309201-c1awh48y
author: Elzainy, Ahmed
date: 2020-10-22
txt: ./txt/cord-309201-c1awh48y.txt
cache: ./cache/cord-309201-c1awh48y.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1016/j.jtumed.2020.09.005
doi: 10.1016/j.jtumed.2020.09.005
summary:
  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.

title:
  Experience of e-learning and online assessment during the COVID-19 pandemic at the College of Medicine, Qassim University

abstract:
  OBJECTIVES: During the COVID-19 pandemic, academic institutions are promptly shifting all educational activities to the e-learning format. The present work describes concurrent procedures for online teaching and assessment performed at the College of Medicine, Qassim University, KSA. We also explored the impact of e-learning and assessment on the performance of students and faculty, and the challenges to their sustainability. METHODS: In this descriptive cross-sectional study, we recorded the number and duration of different online educational activities during the COVID-19 pandemic. Training sessions for various procedures of virtual classrooms and online assessments were organised for teachers and students. A newly established e-assessment committee arranged different online assessments. A comparison between the mean problem-based learning (PBL) grades of the same students was conducted either face-to-face or online. A student satisfaction survey and online staff focus group about the online learning experiences were conducted, and weekly staff perception reports were prepared. The results obtained were then analysed. RESULTS: A total of 620 virtual classrooms were successfully implemented over 994 h including theoretical lectures, PBL sessions, seminars, and tutorials. A significant increase in the mean PBL grades was observed for female students during the online sessions. Out of the basic year students and staff, 58.82% reflected their high satisfaction towards virtual classrooms, online assessment, and online workshops. CONCLUSION: The present study elaborates on the benefits of e-learning and assessment. We observed higher student achievements and promising staff perceptions with obvious improvement in their technological skills. These findings support the shift towards future implementation of more online medical courses.


id: cord-310553-qsk42zf7
title: Digitalization plan in medical education during COVID-19 lockdown
author: Alkhowailed, Mohammad S.
date: 2020-09-17
txt: ./txt/cord-310553-qsk42zf7.txt
cache: ./cache/cord-310553-qsk42zf7.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1016/j.imu.2020.100432
doi: 10.1016/j.imu.2020.100432
summary:
  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.

abstract:
  BACKGROUND: The COVID-19 pandemic has enhanced the adoption of virtual learning after the urgent suspension of traditional teaching. Different online learning strategies were established to face this learning crisis. 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. METHODS: The switch into distance-based learning was managed by the digitalization committee. Multiple online workshops were conducted to the staff and students about the value and procedures of such a shift. New procedures for online problem-based learning (PBL) sessions were designed. Students’ satisfaction was recorded regarding the efficiency of live streaming educational activities and online assessment. RESULTS: The students were satisfied with the overall shift into this collaborative e-learning environment and the new successful procedures of virtual PBL sessions. The digital learning tools facilitated the performance of the students and their peer sharing of knowledge. The role of informatics computer technologies was evident in promoting the students, research skills, and technical competencies. CONCLUSIONS: The present work elaborated on the procedures and privileges of the transformation into digitalized learning, particularly the PBL sessions, which were appreciated by the students and staff. It recommended the adoption of future online theoretical courses as well as the development of informatics computer technologies.


id: cord-311403-rbia88vf
title: Embracing uncertainty: COVID‐19 exploration in real time
author: Crawford, Andrew
date: 2020-09-20
txt: ./txt/cord-311403-rbia88vf.txt
cache: ./cache/cord-311403-rbia88vf.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1111/medu.14320
doi: 10.1111/medu.14320
abstract: nan
summary:
  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.


id: cord-311910-2m67822c
title: Medical Student Education Roadblock due to COVID-19: Virtual Radiology Core Clerkship to the Rescue
author: Durfee, Sara M.
date: 2020-07-24
txt: ./txt/cord-311910-2m67822c.txt
cache: ./cache/cord-311910-2m67822c.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32747181/
doi: 10.1016/j.acra.2020.07.020
summary:
  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.

abstract:
  RATIONALE AND OBJECTIVES: Medical schools were upended by the COVID-19 pandemic, resulting in suspension of all in-person educational activities, and leaving clinical clerkships on hold indefinitely. A virtual curriculum and novel teaching methods were needed to fulfill curricular requirements. We developed a comprehensive virtual Radiology Clerkship and evaluated the efficacy of this novel method of teaching. MATERIALS AND METHODS: A four-week virtual radiology clerkship was designed to accommodate medical students who had not yet completed the required clerkship. The design included online flipped classroom modules, large group didactic lectures, and small group homeroom activities. Student performance was assessed via a standardized online final exam. Feedback from students was collected using online surveys. Student performance was compared with the in-person radiology clerkship. RESULTS: One hundred and eleven medical students were enrolled in the virtual Radiology Clerkship. Final exam scores were similar to the in-person clerkship. Students indicated that small group homeroom activities had the highest overall satisfaction. Students recognized enthusiastic teachers regardless of class format. Exceptional course content and organization were also noted. 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. A small group learning environment is most successful for student engagement. Personal connections between faculty and students can be challenging in a virtual course.


id: cord-313140-8043wvpa
title: Telemedicine implementation in family medicine: Undergraduate clerkship during COVID‐19 pandemic
author: Cain, Robert
date: 2020-09-22
txt: ./txt/cord-313140-8043wvpa.txt
cache: ./cache/cord-313140-8043wvpa.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1111/medu.14313
doi: 10.1111/medu.14313
abstract: nan
summary:
  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


id: cord-314605-bnsp4xfj
title: Nursing education in a pandemic: Academic challenges in response to COVID-19
author: Dewart, Georgia
date: 2020-05-28
txt: ./txt/cord-314605-bnsp4xfj.txt
cache: ./cache/cord-314605-bnsp4xfj.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1016/j.nedt.2020.104471
doi: 10.1016/j.nedt.2020.104471
abstract: nan
summary:
  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.


id: cord-316047-d9cpe9yl
title: Influence of COVID-19 confinement on students’ performance in higher education
author: Gonzalez, T.
date: 2020-10-09
txt: ./txt/cord-316047-d9cpe9yl.txt
cache: ./cache/cord-316047-d9cpe9yl.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1371/journal.pone.0239490
doi: 10.1371/journal.pone.0239490
summary:
  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.

abstract:
  This study analyzes the effects of COVID-19 confinement on the autonomous learning performance of students in higher education. Using a field experiment with 458 students from three different subjects at Universidad Autónoma de Madrid (Spain), we study the differences in assessments by dividing students into two groups. The first group (control) corresponds to academic years 2017/2018 and 2018/2019. The second group (experimental) corresponds to students from 2019/2020, which is the group of students that had their face-to-face activities interrupted because of the confinement. The results show that there is a significant positive effect of the COVID-19 confinement on students’ performance. This effect is also significant in activities that did not change their format when performed after the confinement. We find that this effect is significant both in subjects that increased the number of assessment activities and subjects that did not change the student workload. Additionally, an analysis of students’ learning strategies before confinement shows that students did not study on a continuous basis. Based on these results, we conclude that COVID-19 confinement changed students’ learning strategies to a more continuous habit, improving their efficiency. For these reasons, better scores in students’ assessment are expected due to COVID-19 confinement that can be explained by an improvement in their learning performance.


id: cord-316222-cm4k04wv
author: Cozzolino, Mauro
date: 2020-07-30
txt: ./txt/cord-316222-cm4k04wv.txt
cache: ./cache/cord-316222-cm4k04wv.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32751650/
doi: 10.3390/bs10080124
summary:
  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] .

title:
  The Evaluation of a Mind-Body Intervention (MBT-T) for Stress Reduction in Academic Settings: A Pilot Study

abstract:
  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 intervention was aimed at reducing the perceived level of stress in two non-clinical groups of students with different educational levels and different expertise in the domain of well-being. Whereas participants from the first group were first-year university students, participants from the second group were students attending a post-graduate program in psychotherapy. All participants (n = 159) were exposed to a single session of MBT-T, each group in a separate session. The results of two paired-samples t-tests, conducted separately on the two samples, showed that there was a statistically significant reduction in the participants’ perceived level of stress between pre- and post-intervention states in both samples (t(88) = 5.39, p < 0.001; t(53) = 4.56, p < 0.001 respectively). 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.


id: cord-316879-nbkvd0le
author: Ashcroft, James
date: 2020-06-09
txt: ./txt/cord-316879-nbkvd0le.txt
cache: ./cache/cord-316879-nbkvd0le.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1136/postgradmedj-2020-137906
doi: 10.1136/postgradmedj-2020-137906
summary:
  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.

title:
  Preparing medical students for a pandemic: a systematic review of student disaster training programmes

abstract:
  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. To suggest a training approach that can be used to train medical students for the current COVID-19 pandemic. 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. No studies assessed clinical improvement. The length of studies ranged from 1 day to 28 days, and the median length of training was 2 days (IQR=1–14). Overall, medical student disaster training programmes improved student disaster and pandemic preparedness and resulted in improved attitude, knowledge and skills. 18 studies used pretest and post-test measures which demonstrated an improvement in all outcomes from all studies. CONCLUSIONS: Implementing disaster training programmes for medical students improves preparedness, knowledge and skills that are important for medical students during times of pandemic. If medical students are recruited to assist in the COVID-19 pandemic, there needs to be a specific training programme for them. This review demonstrates that medical students undergoing appropriate training could play an essential role in pandemic management and suggests a course and assessment structure for medical student COVID-19 training. REGISTRATION: The search strategy was not registered on PROSPERO—the international prospective register of systematic reviews—to prevent unnecessary delay.


id: cord-318102-jrd09hia
title: Going Digital to Address the School Psychologist Shortage
author: McCleary, Daniel F.
date: 2020-11-02
txt: ./txt/cord-318102-jrd09hia.txt
cache: ./cache/cord-318102-jrd09hia.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/33163288/
doi: 10.1007/s40688-020-00327-4
summary:
  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.

abstract:
  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). Despite many school psychology students and faculty holding negative perceptions of DE methods, the use of DE is expanding within the field of school psychology. This article provides an overview of existing DE programs and existing DE research, specific to school psychology, followed by a brief history of a DE option at Stephen F. Austin State University that began in Fall 2018. Solutions to common issues encountered with DE are also presented.


id: cord-318528-yc0jw3s1
author: Romero-Blanco, Cristina
date: 2020-09-09
txt: ./txt/cord-318528-yc0jw3s1.txt
cache: ./cache/cord-318528-yc0jw3s1.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.3390/ijerph17186567
doi: 10.3390/ijerph17186567
summary:
  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.

title:
  Physical Activity and Sedentary Lifestyle in University Students: Changes during Confinement Due to the COVID-19 Pandemic

abstract:
  Regular physical activity is related to many factors in a university student’s environment. The coronavirus pandemic and the resulting lockdown have restricted many elements of our environment. The aim of this study was to evaluate students’ physical activity and sedentary behaviour at two points in time: before and during the coronavirus lockdown. As a secondary aim, we also wanted to look at changes resulting from other factors (alcohol, tobacco, diet, stages of change, symptoms of anxiety/depression and sociodemographic characteristics). We conducted an observational, cross-sectional, pre-post study with two cut-off points. Two hundred and thirteen students took part in the study. The main dependent variables were physical activity and sitting time, measured using the International Physical Activity Questionnaire—Short Form (IPAQ-SF). Parametric and non-parametric tests were used for paired and unpaired data, as well as group-stratified analysis. During lockdown, both weekly physical activity (MD: −159.87; CI: −100.44, −219.31) and weekly sitting time increased (MD: −106.76; CI: −71.85, −141.67). 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. The results showed an increase in both physical activity and sitting time globally and by group.


id: cord-318722-9nhrd81x
title: Implications of COVID-19 on the General Surgery Match
author: Sell, Naomi M.
date: 2020-05-20
txt: ./txt/cord-318722-9nhrd81x.txt
cache: ./cache/cord-318722-9nhrd81x.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32433297/
doi: 10.1097/sla.0000000000004032
abstract: nan
summary:
  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.


id: cord-318817-95tw84z8
author: Hubner, C. v. K.
date: 2020-06-20
txt: ./txt/cord-318817-95tw84z8.txt
cache: ./cache/cord-318817-95tw84z8.txt
extension: .txt
mime: text/plain
url: http://medrxiv.org/cgi/content/short/2020.06.19.20135251v1?rss=1
doi: 10.1101/2020.06.19.20135251
summary:
  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.

title:
  Distress among Brazilian university students due to the Covid-19 pandemic: survey results and reflections

abstract:
  The first case of infection with the new coronavirus was identified in December 2019 in Wuhan, China. In March, the World Health Organization (WHO) defined the disease epidemic as a pandemic. Thus, a quarantine was imposed by many governments. As a consequence, and given that epidemiological outbreaks of infectious diseases, such as Covid-19, are associated with psychological disorders and symptoms of mental illness, researchers at the Shanghai Mental Health Center have created the Covid-19 Peritraumatic Distress Index (CPDI), in which the results are obtained: normal, mild/moderate distress and severe distress. 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 research is based on a cross-sectional observational study, in which we applied, using Google FormsR, the questions contained in CPDI, among with demographic data: age, sex, educational institution, undergraduate course and school year. The Index was applied online for seven days in which a total of 654 valid responses were obtained: 501 (76.6%) female and 149 (22.8%) male. Regarding age, 333 students (50.91%) were 17-20 years old, 279 (42.66%) between 21-25, 30 (4.59%) between 26-30 and 12 (1.84%) between 31-50. The results indicate that the participants reported significant psychological distress, according to the CPDI score. Practically 90% (87.92%) of the students experienced suffering, while only 12.08% did not suffer. The study provides the first empirical evidence on the level of psychological distress in Brazilian university students during the Covid-19 pandemic. Also, it suggests support and monitoring of university students during and after the pandemic, with effective and efficient intervention in their mental health.


id: cord-319221-x834qscq
title: Numerical investigation of aerosol transport in a classroom with relevance to COVID-19
author: Abuhegazy, Mohamed
date: 2020-10-01
txt: ./txt/cord-319221-x834qscq.txt
cache: ./cache/cord-319221-x834qscq.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1063/5.0029118
doi: 10.1063/5.0029118
summary:
  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.

abstract:
  The present study investigates aerosol transport and surface deposition in a realistic classroom environment using computational fluid-particle dynamics simulations. Effects of particle size, aerosol source location, glass barriers, and windows are explored. While aerosol transport in air exhibits some stochasticity, it is found that a significant fraction (24%–50%) of particles smaller than 15 µm exit the system within 15 min through the air conditioning system. Particles larger than 20 µm almost entirely deposit on the ground, desks, and nearby surfaces in the room. Source location strongly influences the trajectory and deposition distribution of the exhaled aerosol particles and affects the effectiveness of mitigation measures such as glass barriers. Glass barriers are found to reduce the aerosol transmission of 1 µm particles from the source individual to others separated by at least 2.4 m by ∼92%. By opening windows, the particle exit fraction can be increased by ∼38% compared to the case with closed windows and reduces aerosol deposition on people in the room. On average, ∼69% of 1 µm particles exit the system when the windows are open.


id: cord-320361-lld2oib2
title: Crisis and continuity: Rural health care students respond to the COVID-19 outbreak
author: Jackman, Deirdre
date: 2020-09-22
txt: ./txt/cord-320361-lld2oib2.txt
cache: ./cache/cord-320361-lld2oib2.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1016/j.nepr.2020.102892
doi: 10.1016/j.nepr.2020.102892
summary:
  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 ).

abstract:
  The COVID-19 outbreak in Winter (2020) has caused widespread disruption for health sciences students undergoing clinical placements—vital periods of experiential learning that cannot be substituted with distance alternatives. For students placed in rural areas, already coping with isolation, precarious supply chains and shortages of essential personnel, the effects of the COVID-19 outbreak may have far-reaching implications for psychosocial wellness, self-efficacy and clinical judgment. Four nursing and eight medical students (n = 12) supplied photographs and commentary documenting the experience of withdrawing suddenly from clinical sites in rural Alberta. Collaborative, thematic analysis revealed continuities between pre- and post-outbreak life, both for the students and their rural hosts. Social determinants of health such as seclusion, environmental hazards, and health-seeking behaviors carried over and compounded the effects of the outbreak on the placement communities and clinical sites. Other continuities included the reliance on technology for clinical and social connectivity, and capitalizing on natural settings to cope with isolation and confinement. Prolonged liminality, lack of closure, and the loss of team identity were the greatest stressors brought on by the suspension of clinical activities. However, the participants felt well equipped to deal with these circumstances through the resilience, adaptability, and community ethos acquired during their placements.


id: cord-320542-ihsr7bhp
title: The impacts of the COVID‐19 pandemic on the teaching of dentistry in Brazil
author: Spanemberg, Juliana Cassol
date: 2020-08-19
txt: ./txt/cord-320542-ihsr7bhp.txt
cache: ./cache/cord-320542-ihsr7bhp.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32813876/
doi: 10.1002/jdd.12364
summary:
  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

abstract:
  A new disease called coronavirus disease 2019 (COVID‐19), caused by the severe acute respiratory syndrome coronavirus‐2 (SARS‐COV‐2) virus, was discovered in the city of Wuhan in China in December 2019, and has reached, quickly and progressively, several countries on different continents. Even before the World Health Organization recognized the COVID‐19 epidemic as a pandemic, the Brazilian Ministry of Health had already declared COVID‐19 a national public health emergency due to the confirmation of cases in Brazil. In this scenario, the educational sector was one of the first to suffer the effects of the pandemic soon after the announcement of social distancing as a way to prevent the collapse of the Unified Health System. The aim of this paper is to report how Brazilians dental schools are leading with the new coronavirus pandemic.


id: cord-322135-qbqjh6jh
title: Flipped classroom as a reform-oriented approach to teaching mathematics
author: Cevikbas, Mustafa
date: 2020-10-07
txt: ./txt/cord-322135-qbqjh6jh.txt
cache: ./cache/cord-322135-qbqjh6jh.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/33042289/
doi: 10.1007/s11858-020-01191-5
summary:
  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) .

abstract:
  Innovative methods can change the paradigm of teaching mathematics and inspire teachers to espouse new ideas and gain new experiences. The flipped classroom (FC) is currently an innovative pedagogical approach that has high potential to transform the teaching of mathematics. 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. The study indicates that although teaching mathematics in FCs created some difficulties for teaching, well-designed FCs offered a great opportunity to promote students’ mathematical thinking and understanding. Overall, the results highlight that through FC, teachers can develop students’ mathematical potential with FCs.


id: cord-322168-bi6rw2df
author: Taylor, Ruth
date: 2020-07-12
txt: ./txt/cord-322168-bi6rw2df.txt
cache: ./cache/cord-322168-bi6rw2df.txt
extension: .txt
mime: text/plain
url: https://api.elsevier.com/content/article/pii/S0260691720306687
doi: 10.1016/j.nedt.2020.104524
abstract: nan
summary:
  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.

title:
  Teaching empathy and resilience to undergraduate nursing students: A call to action in the context of Covid-19


id: cord-323621-cw54dfos
author: Reuben, Jayne S.
date: 2020-09-25
txt: ./txt/cord-323621-cw54dfos.txt
cache: ./cache/cord-323621-cw54dfos.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1007/s40670-020-01087-9
doi: 10.1007/s40670-020-01087-9
abstract: nan
summary:
  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.

title:
  IAMSE Meeting Report: Student Plenary at the 24th Annual Conference of the International Association of Medical Science Educators


id: cord-325732-hva5dasd
author: Krawiec, Conrad
date: 2020-06-20
txt: ./txt/cord-325732-hva5dasd.txt
cache: ./cache/cord-325732-hva5dasd.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.7759/cureus.8726
doi: 10.7759/cureus.8726
summary:
  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.

title:
  Remote Assessment of Video-Recorded Oral Presentations Centered on a Virtual Case-Based Module: A COVID-19 Feasibility Study

abstract:
  Introduction The coronavirus disease 2019 (COVID-19) pandemic has resulted in the suspension of our pediatric clerkship, which may result in medical student skill erosion due to lack of patient contact. Our clerkship has developed and assessed the feasibility of implementing a video-recorded oral presentation assignment and formative assessment centered on virtual case-based modules. 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). Descriptive statistics were used to assess the video length and assessment scores of the oral presentations. Results Twelve subjects were included in this study. Overall median assessment score [median score, (25th, 75th percentile)] was 5 (4,6), described as “mostly on target” per the patient presentation rating tool. Conclusion Patient-related activities during the pediatric clerkship were halted during the COVID-19 pandemic. This study demonstrated the possibility of remotely assessing oral presentation skills centered on virtual case-based modules using a patient presentation tool intended for non-virtual patients. This may prepare students for their clinical experiences when COVID-19 restrictions are lifted. Future studies are needed to determine if suspended clerkships should consider this approach.


id: cord-326372-pjmk4eru
title: Medical education and COVID-19: a personal view
author: Oliver, David
date: 2020-06-17
txt: ./txt/cord-326372-pjmk4eru.txt
cache: ./cache/cord-326372-pjmk4eru.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32643336/
doi: 10.3325/cmj.2020.61.213
abstract: nan
summary:
  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.


id: cord-327207-bwuag9ek
title: Strategies to Encourage Medical Student Interest in Urology
author: Matloubieh, Jubin E.
date: 2020-08-07
txt: ./txt/cord-327207-bwuag9ek.txt
cache: ./cache/cord-327207-bwuag9ek.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32767185/
doi: 10.1007/s11934-020-00984-1
summary:
  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.

abstract:
  PURPOSE OF REVIEW: Urology residency positions have steadily increased but applications have remained stagnant. This is an alarming trend given the aging general population and thus increased need for urologists. The purpose of this review is to describe barriers and suggest strategies to encourage medical students to pursue urology. 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. Steps the urological community can take include increasing involvement in medical school curricula, increasing faculty mentor availability, and broadening students’ range of urological experiences. SUMMARY: Strategies to encourage interest in urology fall into three categories: creating interest, supporting interest, and removing barriers for students considering urology. Ultimately, the goal is to garner excellent residents in a field that must expand to meet the needs of a growing and aging population.


id: cord-327502-za6x4reh
title: Inward international students in China and their contributions to global common goods
author: Tian, Lin
date: 2020-03-11
txt: ./txt/cord-327502-za6x4reh.txt
cache: ./cache/cord-327502-za6x4reh.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1007/s10734-020-00522-5
doi: 10.1007/s10734-020-00522-5
summary:
  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.

abstract:
  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. Most importantly, it develops a new framework for interpreting inward student mobility through the lens of (global) common goods, with benefit, influence, and balance as the three key elements. The findings of this study indicate that inward international students contribute to global common goods in the aspects of cultural diversity, global talents, improved policies, and practices, etc. (benefit). Key policies related to inward international students are generally supportive, and meanwhile compatible with these global common goods to a large extent (influence). Though some problems and tensions are observed in this study, constructive solutions have already been proposed by both the Chinese government and HEIs (balance).


id: cord-327721-y39751g4
author: Zhang, Yan
date: 2020-07-19
txt: ./txt/cord-327721-y39751g4.txt
cache: ./cache/cord-327721-y39751g4.txt
extension: .txt
mime: text/plain
url: https://api.elsevier.com/content/article/pii/S0165032720325428
doi: 10.1016/j.jad.2020.07.097
summary:
  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.

title:
  Emotional “inflection point” in public health emergencies with the 2019 New Coronavirus Pneumonia (NCP) in China

abstract:
  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. The outbreak will cause bad emotions such as tension, anxiety, fear, and so on. College students who have returned home from school face infection, isolation, and delay in starting school, and thus, their emotional stress should be observed. 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). This survey used online questionnaire (www.wjx.cn) to investigate the emotion information of college students. RESULTS: In the T1 survey, the "Typhoon Eye Effect" appeared. College students in Hubei are calmer than those outside Hubei in T1. However, in T2, an emotional "infection point" appeared, there was an "Exposure Effect", the negative emotions of students in Hubei largely increased and became higher than students outside Hubei. CONCLUSION: This survey found that there is an emotional "infection point" in February among college students, especially in the Hubei area. College students in Hubei are calmer than those outside Hubei in T1. In contrast, college students in Hubei were more nervous and scared than those outside Hubei in T2. This epidemic has caused the students to experience significant pressure and negative emotions. Therefore, universities and society should pay attention to their emotional adjustment, there are some suggestions such as establish the mental health organizations, test students' emotion status regularly.


id: cord-329224-t45bedot
title: Effect of the COVID-19 pandemic on medical student career perceptions: a national survey study
author: Byrnes, Yasmeen M.
date: 2020-07-24
txt: ./txt/cord-329224-t45bedot.txt
cache: ./cache/cord-329224-t45bedot.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1080/10872981.2020.1798088
doi: 10.1080/10872981.2020.1798088
summary:
  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.

abstract:
  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. DESIGN: This cross-sectional survey study collected responses from 13 April 2020 until 30 April 2020. Students at US allopathic medical schools completed the survey online. RESULTS: 1,668 responses were analyzed. A total of 337 (20.2%) respondents thought the pandemic would affect their choice of specialty, with differences across class years: 15.2% (53) of first-years (MS1s), 26.4% (92) of second-years (MS2s), 23.7% (162) of third-years (MS3s), and 9.7% (22) of fourth-years (MS4s) (p < 0.0001). Among all classes, the most common reason chosen was inability to explore specialties of interest (244, 72.4%), and the second was inability to bolster their residency application (162, 48.1%). Out of the MS3s who chose the latter, the majority were concerned about recommendation letters (68, 81.0%) and away rotations (62, 73.8%). As high as 17.4% (119) of MS3s said they were more likely to take an extra year during medical school as a result of the pandemic. Region of the US, number of local COVID cases, and number of local COVID deaths had no effect on whether respondents thought the pandemic would affect their specialty choice. 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. With prolonged suspension of clinical rotations, targeted efforts by medical schools to address these concerns through enhanced virtual curriculum development and advising strategies will become increasingly important. Further study is needed to explore whether these cross-sectional student perspectives will manifest as changes in upcoming National Residency Matching Program data.


id: cord-330318-2v2exya7
author: Chua, Amelia ZE
date: 2015-12-23
txt: ./txt/cord-330318-2v2exya7.txt
cache: ./cache/cord-330318-2v2exya7.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/26698562/
doi: 10.1186/s12909-015-0509-9
summary:
  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.

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

abstract:
  BACKGROUND: In recent years, increasing emphasis has been placed on the importance of collaboration within multi-disciplinary healthcare teams, so as to facilitate holistic patient care and thus allow improved treatment outcomes. There is hence an urgent need to educate healthcare undergraduates early in their professional careers on the importance of and complexities involved in cooperating with counterparts from other allied healthcare professions. In conjunction with this, a milestone student-led conference for undergraduate students, the 9th Student Medical-Nursing Education Conference (SMEC), was organised in 2013 to provide a unique opportunity for shared learning among the entire cohort of undergraduate medical and nursing students in Singapore matriculating in that year. 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). A 19-point Readiness for Inter-Professional Learning Scale (RIPLS) questionnaire comprising three subscales was administered to participants both before and after the conference. 352 responses were collected, giving a response rate of 75.1 %. Results were analysed using paired-samples t-tests with statistical significance set at p = 0.05. RESULTS: Improvements in overall scores for both medical and nursing students were reported for all three RIPLS subscales. Examining the RIPLS items individually, significant improvement in scores for both medical and nursing students was obtained in all 19 items. Prior exposure to IPE activities was not a predictor of improvement in IPE attitudes. CONCLUSION: The authors propose that student-led jointly-organised conference experiences are effective in improving healthcare students’ attitudes towards IPE. This study provides valuable insights to facilitate the development of further IPE programs to allow for the rapid and effective promotion of cooperation and collaboration between students across various healthcare disciplines.


id: cord-330860-zxms4nel
title: Global pandemic and the rise of teledentistry
author: Patel, Shalizeh A.
date: 2020-08-08
txt: ./txt/cord-330860-zxms4nel.txt
cache: ./cache/cord-330860-zxms4nel.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32738828/
doi: 10.1002/jdd.12355
abstract: nan
summary:
  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.


id: cord-331135-4u99yxw2
author: Arsandaux, J.
date: 2020-11-05
txt: ./txt/cord-331135-4u99yxw2.txt
cache: ./cache/cord-331135-4u99yxw2.txt
extension: .txt
mime: text/plain
url: http://medrxiv.org/cgi/content/short/2020.11.04.20225706v1?rss=1
doi: 10.1101/2020.11.04.20225706
summary:
  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.

title:
  Higher risk of mental health deterioration during the Covid-19 lockdown among students rather than non-students. The French Confins study

abstract:
  Background: Covid-19 pandemic and its consequences have raised fears of its psychological impact. The objective of this study was to estimate the effect of student status on mental health conditions during Covid-19 general lockdown among adults in France. 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. Stratified models for college students and non-students were performed to identify associated population-specific factors. Results: Among the 2260 included participants, students represented 59% (n=1335 vs 925 non-students) and 78% of the total sample were female. Student status was more frequently associated with depressive symptoms (adjusted OR(aOR)=1.58; 95%CI 1.17;2.14), anxiety symptoms (aOR=1.51; 95%CI 1.10;2.07), perceived stress (n=1919, aOR=1.70, 95%CI 1.26;2.29) and frequent suicidal thoughts (n=1919, aOR=1.57, 95%CI 0.97;2.53). Lockdown conditions that could be potentially aggravating on mental health like isolation had a higher impact on students than non-students. Limitations: Participants were volunteers, which could limit generalisation of the findings. The cross-sectional design did not allow determining if lockdown impacted directly mental health or if there is another cause. However, we adjusted analyses with the history of psychiatric disorders, and factors related to lockdown conditions were associated with mental health disturbances. Conclusions: College student's mental health is of great importance in the context of the general lockdown set up during the pandemic. Follow-up and interventions should be implemented especially for those at high-risk (younger people and those with history of psychiatric disorders).


id: cord-331410-mcee0wr4
title: Medical students perceptions and motivations in time of COVID-19 pandemic
author: Tempski, P.
date: 2020-05-30
txt: ./txt/cord-331410-mcee0wr4.txt
cache: ./cache/cord-331410-mcee0wr4.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1101/2020.05.28.20115956
doi: 10.1101/2020.05.28.20115956
summary:
  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 ).

abstract:
  Background: There has been a rapid increase in the number of cases of COVID19 in Latin America, Africa and Asia, in many countries that have an insufficient number of physicians and other health care personnel, and the need for the inclusion of medical students as part of the health teams is a very important issue. It has been recommended that medical students work as volunteers, have appropriate training, do not undertake any activity beyond their level of competence, have continuous supervision and adequate personal protective equipment. However, motivation of medical students must be evaluated in order to make volunteering a more evidence-based initiative. The aim of our study was to evaluate motivation of medical students to be part of the health team to help in the COVID19 pandemic. Methods and Findings: We developed a questionnaire specifically to evaluate medical students perceptions about participating in care of patients with suspected infection due to coronavirus during the COVID19 pandemic. The questionnaire had two parts: a) individual characteristics, year and geographic location of medical school; b) twenty eight statements responded on a 5 point Likert scale (totally agree, agree, neither agree nor disagree, disagree and totally disagree). To develop the questionnaire, we performed consensus meetings of a group of faculty and medical students. The questionnaire was sent to student organizations of 257 medical schools in Brazil and answered by 10,433 students. We used multinomial logistic regression models to analyse the data. 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). Males had higher odds ratios than females (1.36 [95% CI: 1.24 to 1.49] to 1.68 [95% CI: 1.47 to 1.91]). Conclusions: Medical students are motivated by sense of purpose or duty, altruism, perception of good performance and values of professionalism more than their interest in learning. These results have implications in the developing of programs of volunteering and in the design of health force policies in the present pandemic and in future health emergencies.


id: cord-332290-tyr9n64g
title: Enhancing workplace learning at the transition into practice. Lessons from a pandemic
author: Gillespie, Hannah
date: 2020-05-16
txt: ./txt/cord-332290-tyr9n64g.txt
cache: ./cache/cord-332290-tyr9n64g.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32418238/
doi: 10.1111/medu.14240
summary:
  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.

abstract:
  Taking responsibility for prescribing is one of newly qualified doctors’ greatest stressors.(1) Despite being a routine task, prescribing insulin is particularly stress‐inducing. The global pandemic has made it more important to minimise transitioning students’ stress; yet there are fewer clinicians to support their accelerated transitions. We had planned an intervention during 9‐week ‘Clinical Assistantships’ immediately before qualifying. 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.


id: cord-332305-8qhytz72
title: Impact of Bhagavad Gita Course on College Students: A Study Based on Students Feedback
author: Lolla, Aruna
date: 2020-08-14
txt: ./txt/cord-332305-8qhytz72.txt
cache: ./cache/cord-332305-8qhytz72.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32803655/
doi: 10.1007/s10943-020-01073-w
summary:
  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.

abstract:
  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. I have been teaching Gita in Birla Institute of Technology and Science, Hyderabad campus (BPHC) since 2012. This paper presents some feedback given by the students revealing the impact of the course on them and possible improvements in its pedagogy. Twelve batches of students (a little over 2000) have studied this course between January 2012 and May 2019. From these, 300 students volunteered in giving individual written feedback. In this elaborate write-up, they shared their experience of the course and possible improvements that they would suggest in its teaching. This includes 28 alumni, who came back to meet the author. An analysis of the student input reveals that the impact is at various levels which are broadly placed under three categories here: (1) an immediate effect of sanctity and strengthening of faith, (2) improved clarity of the mind, better focus, calm and content disposition in general and (3) long-term effect on personality traits like development of leadership and problem-solving abilities. They have also suggested a combination of traditional and modern methods of teaching for better comprehension and participation.


id: cord-332497-f1lbnpwi
author: Santos, Justin J.
date: 2020
txt: ./txt/cord-332497-f1lbnpwi.txt
cache: ./cache/cord-332497-f1lbnpwi.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32612467/
doi: 10.31486/toj.20.0065
abstract: nan
summary:
  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.

title:
  Answering the Call: Medical Students Reinforce Health System Frontlines Through Ochsner COVID-19 Hotline


id: cord-332573-pltz5viz
author: Lieberman, Joshua A
date: 2020-09-02
txt: ./txt/cord-332573-pltz5viz.txt
cache: ./cache/cord-332573-pltz5viz.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1093/ajcp/aqaa152
doi: 10.1093/ajcp/aqaa152
summary:
  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.

title:
  Coping With COVID-19: Emerging Medical Student Clinical Pathology Education in the Pacific Northwest in the Face of a Global Pandemic

abstract:
  OBJECTIVES: The first coronavirus disease 2019 (COVID-19) case in the United States was reported in Washington State. The pandemic caused drastic disruptions to medical institutions, including medical education. The Department of Laboratory Medicine at the University of Washington responded by rapidly implementing substantial changes to medical student clerkships. METHODS: In real time, we converted one ongoing case- and didactic-based course, LabM 685, to remote learning. RESULTS: Fifteen of 17 scheduled sessions proceeded as planned, including two sessions for student presentations. Two didactics were canceled as the functions of the teleconferencing platform were not sufficient to proceed. One grand rounds speaker canceled due to COVID-19 precautions. Elements of an immersive clinical laboratory clerkship, LabM 680, were repurposed to accommodate 40 medical students per class via remote learning, highlighting clinical laboratory activities that continue throughout the outbreak. A new remote clerkship, MedSci 585C, was developed incorporating distance learning and guided small-group sessions. This coincided with parallel efforts to make resident and fellow service work, conferences, and didactics available remotely to comply with social distancing. CONCLUSIONS: The changes in medical education described reflect the dynamic interplay of current events affecting the world of clinical pathology. Throughout this, technology—while with some limitations—has provided the platform for innovative learning.


id: cord-332583-5enha3g9
title: Agent-Based Modeling and Simulation in Mathematics and Biology Education
author: Bodine, Erin N.
date: 2020-07-28
txt: ./txt/cord-332583-5enha3g9.txt
cache: ./cache/cord-332583-5enha3g9.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1007/s11538-020-00778-z
doi: 10.1007/s11538-020-00778-z
summary:
  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.

abstract:
  With advances in computing, agent-based models (ABMs) have become a feasible and appealing tool to study biological systems. 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.


id: cord-332682-c6iql84p
author: Liesman, Daniel R
date: 2020-07-13
txt: ./txt/cord-332682-c6iql84p.txt
cache: ./cache/cord-332682-c6iql84p.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1177/2382120520940659
doi: 10.1177/2382120520940659
summary:
  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.

title:
  Perspectives From Rising Fourth Year Medical Students Regarding Strategies to Counteract the Effects of COVID-19 on Medical Education

abstract:
  The COVID-19 pandemic has put those who oversee medical education in a challenging position. Medical school administrators, students, and national governing bodies have been forced to make difficult decision as a result of public health concerns and government-enforced restrictions. We, as rising fourth-year medical students, would like to shed light upon the hard work that many of those in leadership positions have done as well as lay out some concerns that medical students who are preparing to apply to residency have. Additionally, we would like to suggest several potential approaches that attempt to address some of the problems arising from the pandemic. Continuing to balance education with the hurdles presented by COVID-19 will require a multi-faceted and coordinated approach. 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.


id: cord-332859-j10n38ah
title: Dear Dermatoethicist: Medical Student Dermatology Rotations in the Context of COVID-19
author: Muzumdar, Sonal
date: 2020-06-24
txt: ./txt/cord-332859-j10n38ah.txt
cache: ./cache/cord-332859-j10n38ah.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32592884/
doi: 10.1016/j.jaad.2020.06.070
abstract: nan
summary:
  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


id: cord-334498-w34wwfhi
title: COVID‐19 and anatomy: Stimulus and initial response
author: Brassett, Cecilia
date: 2020-07-06
txt: ./txt/cord-334498-w34wwfhi.txt
cache: ./cache/cord-334498-w34wwfhi.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32628795/
doi: 10.1111/joa.13274
summary:
  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.

abstract:
  The outbreak of COVID‐19, resulting from widespread transmission of the SARS‐CoV‐2 virus, represents one of the foremost current challenges to societies across the globe, with few areas of life remaining untouched. Here, we detail the immediate impact that COVID‐19 has had on the teaching and practice of anatomy, providing specific examples of the varied responses from several UK, Irish and German universities and medical schools. 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]


id: cord-335582-30rws724
title: The impact of lockdown on the learning gap: family and school divisions in times of crisis
author: Bonal, Xavier
date: 2020-09-15
txt: ./txt/cord-335582-30rws724.txt
cache: ./cache/cord-335582-30rws724.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32952208/
doi: 10.1007/s11159-020-09860-z
summary:
  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.

abstract:
  The lockdown of schools in Spain to confront the effects of COVID-19 caused an enormous impact at both societal and educational levels. Schools and families had to react rapidly to a new teaching and learning scenario without the benefit of previous planning or government guidelines. In this context, some schools were better able to adapt to the new circumstances than others. Likewise, the structure and size of families’ economic, social and cultural capital produced significant differences in the learning opportunities for children from different backgrounds. This article assesses the impact of the school lockdown on the learning gap between children from different social backgrounds in Catalonia. Based on 35,419 responses to an online survey administered between 26 and 30 March 2020 to families with children aged between 3 and 18, the authors’ analysis shows that learning opportunities varied significantly. 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). Results differed by type of school (public/private) where students were enrolled, family economic, social and cultural capital, and family living conditions. In the final part of the article, the authors highlight the importance of the role of the school in ensuring learning opportunities for children from low socioeconomic backgrounds, and they discuss some policy implications of their findings.


id: cord-337060-jkzbyqtm
author: Alqurshi, Abdulmalik
date: 2020-08-03
txt: ./txt/cord-337060-jkzbyqtm.txt
cache: ./cache/cord-337060-jkzbyqtm.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1016/j.jsps.2020.07.008
doi: 10.1016/j.jsps.2020.07.008
summary:
  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).

title:
  Investigating the impact of COVID-19 lockdown on pharmaceutical education in Saudi Arabia – A call for a remote teaching contingency strategy

abstract:
  BACKGROUND: COVID-19 lockdown has forced pharmacy education to be conducted remotely for approximately half of the second semester in the year 2019/2020. This sudden shift to distance learning has put the pharmacy education system through an extraordinary experience that may impact its future. OBJECTIVE: To investigate the effect emergency remote teaching has had on pharmacy education in Saudi Arabia, and to provide recommendations that may help set in place a contingency strategy. 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. Furthermore, phone interviews were conducted with teachers and students to discuss results from both questionnaires for further clarity on teacher and student views. RESULTS: Over 700 pharmacy students, from 19 different local colleges, and 74 faculty members from 10 different local colleges have participated in this study. While it was challenging for the majority of teachers (>60%) to delivery complex scientific concepts over virtual classrooms, >35% of students and 60% of teachers have expressed concerns on the lack of student–student and student–teacher interactions. A factor that has shown a significantly negative correlation with student overall satisfaction (p < 0.01). Emergency remote teaching has forced teachers to alternative assessment methods, which the majority (70%) believe had a positive effect on students' overall skills. Almost half of students (45%) were concerned by the lack of guidance accompanied by unfamiliar methods of assessments. CONCLUSIONS: Based on statistically analysed results from cross sectional Likert-scale questionnaires aimed at stakeholders of pharmaceutical education, this study concludes with a number of recommendations that may help pharmacy colleges seize this unique opportunity to further enhance the quality of pharmacy education in Saudi Arabia.


id: cord-337076-fslggn9b
title: Transforming graduate nursing education during an era of social distancing: Tools from the field()
author: de Tantillo, Lila
date: 2020-05-29
txt: ./txt/cord-337076-fslggn9b.txt
cache: ./cache/cord-337076-fslggn9b.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1016/j.nedt.2020.104472
doi: 10.1016/j.nedt.2020.104472
abstract: nan
summary:
  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.


id: cord-337350-ysy7vru2
title: Social media in sport management education: Introducing LinkedIn
author: López-Carril, Samuel
date: 2020-08-15
txt: ./txt/cord-337350-ysy7vru2.txt
cache: ./cache/cord-337350-ysy7vru2.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1016/j.jhlste.2020.100262
doi: 10.1016/j.jhlste.2020.100262
summary:
  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) .

abstract:
  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. LinkedIn, a social media tool that focuses on professional networking and career development, has become the most popular professional social network, used by all stakeholders of the sport industry, and can therefore be used by students to stay in touch with experts and the latest trends in the sports industry. The purpose of this article is to define the main features and functionalities of LinkedIn from a sport management perspective and share guidelines to embrace and introduce it effectively into sport management courses.


id: cord-337581-3rmrkq1k
author: Ramos-Morcillo, Antonio Jesús
date: 2020-07-30
txt: ./txt/cord-337581-3rmrkq1k.txt
cache: ./cache/cord-337581-3rmrkq1k.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.3390/ijerph17155519
doi: 10.3390/ijerph17155519
summary:
  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.

title:
  Experiences of Nursing Students during the Abrupt Change from Face-to-Face to e-Learning Education during the First Month of Confinement Due to COVID-19 in Spain

abstract:
  The current state of alarm due to the COVID-19 pandemic has led to the urgent change in the education of nursing students from traditional to distance learning. 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. Qualitative study was conducted during the first month of the state of alarm in Spain (from 25 March–20 April 2020). Semi-structured interviews were given to students enrolled in every academic year of the Nursing Degree, and nurses who were enrolled in the Master’s programs at two public universities. A maximum variation sampling was performed, and an inductive thematic analysis was conducted. The study was reported according with COREQ checklist. Thirty-two students aged from 18 to 50 years old participated in the study. The interviews lasted from 17 to 51 min. Six major themes were defined: (1) practicing care; (2) uncertainty; (3) time; (4) teaching methodologies; (5) context of confinement and added difficulties; (6) face-to-face win. The imposition of e-learning sets limitations for older students, those who live in rural areas, with work and family responsibilities and with limited electronic resources. Online education goes beyond a continuation of the face-to-face classes. Work should be done about this for the next academic year as we face an uncertain future in the short-term control of COVID-19.


id: cord-338298-83htflfj
author: Franchi, Thomas
date: 2020-05-05
txt: ./txt/cord-338298-83htflfj.txt
cache: ./cache/cord-338298-83htflfj.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1002/ase.1966
doi: 10.1002/ase.1966
summary:
  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.

title:
  The Impact of the Covid‐19 Pandemic on Current Anatomy Education and Future Careers: A Student’s Perspective

abstract:
  As both an anatomy student and anatomy demonstrator, Anatomical Sciences Education has become my go-to journal to further my knowledge of the latest developments in anatomy education, innovations in pedagogical practice, and indeed perspectives on current affairs in the field.


id: cord-338976-eyerdt16
author: Nguyen, Jeffers K.
date: 2020-07-07
txt: ./txt/cord-338976-eyerdt16.txt
cache: ./cache/cord-338976-eyerdt16.txt
extension: .txt
mime: text/plain
url: https://www.sciencedirect.com/science/article/pii/S1076633220303986?v=s5
doi: 10.1016/j.acra.2020.06.023
abstract: nan
summary:
  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.

title:
  COVID-19 and the Radiology Match: A Residency Program''s Survival Guide to the Virtual Interview Season


id: cord-339440-qu913a8q
title: New methods and technologies for enhancing usability and accessibility of educational data
author: Fonseca, David
date: 2020-10-26
txt: ./txt/cord-339440-qu913a8q.txt
cache: ./cache/cord-339440-qu913a8q.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/33132798/
doi: 10.1007/s10209-020-00765-0
abstract: nan
summary:
  • 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] .


id: cord-340994-m7vazpq9
title: ‘Vaccine hesitancy’ among university students in Italy during the COVID-19 pandemic
author: Barello, Serena
date: 2020-08-06
txt: ./txt/cord-340994-m7vazpq9.txt
cache: ./cache/cord-340994-m7vazpq9.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32761440/
doi: 10.1007/s10654-020-00670-z
summary:
  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.

abstract:
  The debate around vaccines has been in the spotlight over the last few years in Europe, both within the scientific community and the general public debate. In this regard, the case of the Italian vaccination debate is particularly worrying given that Italy has been one of the European countries with the highest number of measles cases in the recent past. According to this scenario, we conducted a cross-sectional study on a convenience sample of Italian university students aimed at: (1) exploring their attitudes towards a future vaccine to prevent COVID-19 and; (2) evaluating the impact of the university curricula (healthcare vs. non-healthcare curricula) on the intention to vaccinate. Descriptive analysis on the 735 students that answered to the question on the intention to vaccinate showed that 633 (86.1%) students reported that they would choose to have a vaccination for the COVID-19 coronavirus; on the other side, 102 (13.9%) students reported that they would not or be not sure to vaccine (low intention to vaccinate). This means that in our sample more than one student out of 10 shows low intention to vaccinate (vaccine hesitancy). Furthermore, when running analysis comparing healthcare students versus non-healthcare students we found no significant differences in responses’ percentage distribution (p = .097). 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.


id: cord-341038-lomaz6pc
author: Odriozola-González, Paula
date: 2020-05-19
txt: ./txt/cord-341038-lomaz6pc.txt
cache: ./cache/cord-341038-lomaz6pc.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32450409/
doi: 10.1016/j.psychres.2020.113108
summary:
  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.

title:
  Psychological effects of the COVID-19 outbreak and lockdown among students and workers of a Spanish university

abstract:
  The aim of this study was to analyze the psychological impact of COVID-19 in the university community during the first weeks of confinement. A cross-sectional study was conducted. The Depression Anxiety Stress Scale (DASS-21) was employed to assess symptoms of depression, anxiety and stress. The emotional impact of the situation was analyzed using the Impact of Event Scale. An online survey was fulfilled by 2530 members of the University of Valladolid, in Spain. Moderate to extremely severe scores of anxiety, depression, and stress were reported by 21.34%, 34.19% and 28.14% of the respondents, respectively. A total of 50.43% of respondents presented moderate to severe impact of the outbreak. 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. 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. In order to provide timely crisis-oriented psychological services and to take preventive measures in future pandemic situations, mental health in university students should be carefully monitored.


id: cord-341709-nzvon5hc
title: Inclusion and equity in education: Current policy reform in Nova Scotia, Canada
author: Whitley, Jess
date: 2020-09-09
txt: ./txt/cord-341709-nzvon5hc.txt
cache: ./cache/cord-341709-nzvon5hc.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32921822/
doi: 10.1007/s11125-020-09503-z
summary:
  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.

abstract:
  This article aims to explore the context of inclusive education policy in Canada, and to highlight the particular case of inclusive education policy reform in the province of Nova Scotia. 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. The article reflects on the first phase of the developmental evaluation process which took place prior to full implementation of the policy. Four interconnected key themes emerge: 1) the shifting roles and identities for educators and specialized staff; 2) the changing roles of classroom teachers; 3) the importance of support to ensure effective universal and differentiated classroom practices; and 4) the professional learning of school staff. Although situated within the Nova Scotian and the national Canadian context, the discussion and implications can readily be applied to international systems engaged in developing and implementing broad inclusive education policy.


id: cord-342496-4na1e2de
title: Anxiety and coping strategies among nursing students during the covid-19 pandemic
author: Savitsky, Bella
date: 2020-06-02
txt: ./txt/cord-342496-4na1e2de.txt
cache: ./cache/cord-342496-4na1e2de.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32679465/
doi: 10.1016/j.nepr.2020.102809
summary:
  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) .

abstract:
  Anxiety is highly prevalent among nursing students even in normal circumstances. 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. A cross-sectional study was conducted among all 244 students in the nursing department during the third week of a national lockdown. Anxiety level was assessed using the Generalized Anxiety Disorder 7-Item Scale with a cut-off point of 10 for moderate and of 15 for severe anxiety. Factor analysis was used to identify coping components. The prevalence of moderate and severe anxiety was 42.8% and 18.1% respectively. Gender, lack of PPE, parental status, and fear of infection were significantly associated with a higher anxiety score. Stronger self-esteem and usage of humor were associated with significantly lower anxiety levels, while mental disengagement with higher anxiety levels. The nursing department's staff may contribute in lowering student anxiety by staying in contact with students and encouraging and supporting them through this challenging period.


id: cord-343764-xan5g88w
author: Butler-Henderson, Kerryn
date: 2020-09-22
txt: ./txt/cord-343764-xan5g88w.txt
cache: ./cache/cord-343764-xan5g88w.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1016/j.compedu.2020.104024
doi: 10.1016/j.compedu.2020.104024
summary:
  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) .

title:
  A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity

abstract:
  Digitization and automation across all industries has resulted in improvements in efficiencies and effectiveness to systems and process, and the higher education sector is not immune. Online learning, e-learning, electronic teaching tools, and digital assessments are not innovations. However, there has been limited implementation of online invigilated examinations in many countries. This paper provides a brief background on online examinations, followed by the results of a systematic review on the topic to explore the challenges and opportunities. 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. While the literature on online examinations is growing, there is still a dearth of discussion at the pedagogical and governance levels.


id: cord-344113-tjvxslok
title: Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic
author: Fatani, Tarah H.
date: 2020-10-31
txt: ./txt/cord-344113-tjvxslok.txt
cache: ./cache/cord-344113-tjvxslok.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/33129295/
doi: 10.1186/s12909-020-02310-2
summary:
  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.

abstract:
  BACKGROUND: The coronavirus disease 2019 pandemic prompted the pediatric department at King Abdulaziz University to continue students’ educational activities by offering courses online that utilized web video conferencing (WVC). Given the uncertainties of WVC educational quality and the challenge of shifting to an online environment, this study aimed to evaluate student satisfaction with the teaching quality of case-based discussion (CBD) sessions conducted through WVC. METHODS: One hundred sixty-two undergraduate medical students in pediatrics completed the reduced Students’ Evaluation of Educational Quality (SEEQ) survey with a five-point Likert scale over 5 weeks. The WVC CBD sessions were facilitated by 50 faculty members. RESULTS: 82% of respondents were highly satisfied with the WVC CBD session’s teaching quality. The majority agreed that the sessions were intellectually challenging, that the instructors were dynamic, and encouraged students to participate. No statistically significant correlation was found between student satisfaction and technical issues (r = 0.037, p = 0.003). CONCLUSIONS: WVC teaching had an overall positive outcome on student satisfaction, and teaching quality relied on teaching, cognitive, and social presence rather than technology. However, technology remains an important platform that supports teachers’ educational activities. Thus, implementing a blended pediatric course to augment future course delivery is optimal.


id: cord-346843-z82ikuqc
title: Parasitology education before and after the COVID-19 pandemic
author: Jabbar, Abdul
date: 2020-10-23
txt: ./txt/cord-346843-z82ikuqc.txt
cache: ./cache/cord-346843-z82ikuqc.txt
extension: .txt
mime: text/plain
url: https://api.elsevier.com/content/article/pii/S1471492220302944
doi: 10.1016/j.pt.2020.10.009
summary:
  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] .

abstract:
  The COVID-19 pandemic has disrupted parasitology curricula worldwide, which is expected to lead to the reshaping of parasitology education. Here, we share our experiences of remote teaching and learning of veterinary parasitology and discuss opportunities offered by remote teaching during COVID-19 lockdowns, enabling the development of interactive online parasitology courses.


id: cord-347645-xj4p68ba
title: The impacts of the COVID‐19 pandemic on medical students in Australia
author: Savage, Nicholas
date: 2020-06-14
txt: ./txt/cord-347645-xj4p68ba.txt
cache: ./cache/cord-347645-xj4p68ba.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1111/ans.16103
doi: 10.1111/ans.16103
abstract: nan
summary:
  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.


id: cord-349014-zkm2mph9
title: COVID-19: novel pandemic, novel generation of medical students
author: Wang, Jessie J.
date: 2020-06-02
txt: ./txt/cord-349014-zkm2mph9.txt
cache: ./cache/cord-349014-zkm2mph9.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1016/j.bja.2020.05.025
doi: 10.1016/j.bja.2020.05.025
abstract: nan
summary:
  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.


id: cord-352431-yu7kxnab
author: Langbeheim, Elon
date: 2020-08-25
txt: ./txt/cord-352431-yu7kxnab.txt
cache: ./cache/cord-352431-yu7kxnab.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1007/s10956-020-09855-3
doi: 10.1007/s10956-020-09855-3
summary:
  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:

title:
  Science Teachers’ Attitudes towards Computational Modeling in the Context of an Inquiry-Based Learning Module

abstract:
  This study focuses on science teachers’ first encounter with computational modeling in professional development workshops. It examines the factors shaping the teachers’ self-efficacy and attitudes towards integrating computational modeling within inquiry-based learning modules for 9th grade physics. The learning modules introduce phenomena, the analysis of measurement data, and offer a method for coordinating the experimental findings with a theory-based computational model. Teachers’ attitudes and self-efficacy were studied using survey questions and workshop activity transcripts. As expected, prior experience in physics teaching was related to teachers’ self-efficacy in teaching physics in 9th grade. Also, teachers’ prior experience with programming was strongly related to their self-efficacy regarding the programming component of model construction. 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. Qualitative data provides additional insights into teachers’ predispositions towards the integration of computational modeling into the physics teaching. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1007/s10956-020-09855-3) contains supplementary material, which is available to authorized users.


id: cord-353886-wvxohfum
author: Sevilla Vallejo, Santiago
date: 2020-12-31
txt: ./txt/cord-353886-wvxohfum.txt
cache: ./cache/cord-353886-wvxohfum.txt
extension: .txt
mime: text/plain
url: https://www.sciencedirect.com/science/article/pii/S2590291120300280
doi: 10.1016/j.ssaho.2020.100039
summary:
  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.

title:
  Theoretical and applied study of the psychological and educational effects of lockdown in primary school students in Argentina

abstract:
  Abstract Emotions are complex states, which have a fundamental role for children’s mental health and learning. The proper self-regulation of emotions allows to tolerate frustrations, improves social skills and healthy bonds with peers and adults in the environment (Bisquerra, 2003, p. 12). The lack of regulation causes discomfort that leads to a decrease in academic performance (Graziano, Reavis, Keanes & Calkins, 2006) and particularly in reading comprehension, because this competence requires motivation and cognitive processes that will allow to process the linguistic code, interpret it and represent it symbolically (Alonso-Tapia, 2005, p. 64). In this work, we show the essential relationship between emotional regulation and reading comprehension in primary school students. After that, we study the effect of lockdown on these two processes. The aim is to have preliminary information about the challenges and effects of the current situation. To do this, a semi-structured survey has been conducted of parents and teachers in order to assess the psychological and educational effects of the current health situation. The results of 40 semi-structured telephone surveys are analyzed, 20 of parents of children with learning disorders and 20 of their classroom teachers in Traslasierra, Córdoba-Argentina. The results inform that the students and their parents have difficulties to regulate their emotions and this emotional struggle has a negative impact on comprehension of texts. The problems that previously presented in these two areas have increased due to the lack of adaptation of activities by teachers, the lack of knowledge of their parents to help them and the difficulty in accessing digital technologies. Both parents and teachers express that lockdown affects learning processes, although parents are also concerned about the effects on social life.


id: cord-354270-445lhfdc
author: Chen, Rong-ning
date: 2020-08-15
txt: ./txt/cord-354270-445lhfdc.txt
cache: ./cache/cord-354270-445lhfdc.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/32862063/
doi: 10.1016/j.jpsychores.2020.110219
summary:
  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] .

title:
  Mental health status and change in living rhythms among college students in China during the COVID-19 pandemic: A large-scale survey

abstract:
  • 7.7% of college students showed depressive symptoms during the COVID-19 pandemic. • College students with depressive symptoms had low regulatory emotional self-efficacy. • Browsing COVID-19 information over 3 h per day was related to depressive symptoms. • Unfavorable living rhythms were associated with depressive symptoms. • Pay attention to college students' mental health during the COVID-19 pandemic.


id: cord-354959-0iwdqbu6
author: Saddik, B.
date: 2020-05-13
txt: ./txt/cord-354959-0iwdqbu6.txt
cache: ./cache/cord-354959-0iwdqbu6.txt
extension: .txt
mime: text/plain
url: https://doi.org/10.1101/2020.05.10.20096933
doi: 10.1101/2020.05.10.20096933
summary:
  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.

title:
  Increased levels of anxiety among medical and non-medical university students during the COVID-19 pandemic in the United Arab Emirates.

abstract:
  Introduction: The COVID-19 pandemic is likely to increase anxiety levels within the community and in particular medical students who are already considered psychologically vulnerable groups. Since the COVID-19 outbreak, no study has yet estimated the effect of this pandemic on university students in the UAE or its impact on the psychological well-being of medical students. Methods: In this study, we surveyed 1485 medical (comprising medical and dental) and non-medical university students across 4 emirates within the UAE. We used an online platform to assess knowledge, sources of information, changes in hygienic behavior, perceptions of fear and worry and anxiety levels using the generalized anxiety disorder 7 (GAD-7) scale. The GAD-7 score was measured at three time points; during hospital visits for medical/dental students, before the introduction of online learning and after online learning for all students. Results: The majority of students demonstrated high levels of knowledge and utilized reliable sources of information. Non-medical students exercised higher compliance with social restrictions, while medical students practiced better hand hygiene. Almost half of students reported anxiety levels ranging from mild to severe with females reporting higher anxiety scores during hospital visits (OR=2.02, 95% CI,1.41 to 2.91) and medical students reporting lower anxiety levels in comparison to dental students (OR=0.61, 95% CI,0.45 to 0.84). Medical students reported higher levels of anxiety during their clinical rotations which decreased with the introduction of online learning, yet, non-medical student's anxiety levels increased with online learning. Conclusions: This is the first study to provide important information on the initial response and anxiety levels in university students across the UAE during the COVID-19 pandemic. 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.


id: cord-355657-r7exrtlm
title: Student pharmacists’ role in enhancing ambulatory care pharmacy practice
author: Pamulapati, Lauren G.
date: 2020-09-07
txt: ./txt/cord-355657-r7exrtlm.txt
cache: ./cache/cord-355657-r7exrtlm.txt
extension: .txt
mime: text/plain
url: https://www.ncbi.nlm.nih.gov/pubmed/33005261/
doi: 10.18549/pharmpract.2020.3.2150
summary:
  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.

abstract:
  With a primary care physician shortage, utilization of pharmacists in the ambulatory care setting has proven to have positive economic and clinical outcomes for the practice and for patients. To extend the reach of the pharmacists, students may assist with patient care activities, such as medication reconciliation, point-of-care testing, and counseling. Evidence has shown that students benefit in building confidence, as well as improved perceptions of interprofessional care, while positive patient outcomes are maintained. There are many methods for schools to integrate these experiences early into their curriculum, as well as for students to explore opportunities on their own.


