scholarly journals O7 SMILE: Sustaining Medical education In a Lockdown Environment Can free online access medical education be effective for the retention of long term knowledge acquisition?

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
John Pascoe ◽  
Paul Foster ◽  
Muntasha Quddus ◽  
Angeliki Kosti ◽  
Francesca Guest ◽  
...  
Keyword(s):  
Medical Education ◽  
Large Scale ◽  
Knowledge Retention ◽  
Complete Knowledge ◽  
Surgical Trainees ◽  
Before And After ◽  
Medical Educators ◽  
Online Access ◽  
Education Platform

Abstract Introduction The 2020 coronavirus lockdown lead to medical educators finding new ways to teach. SMILE is a free online access medical education platform created by UK surgical trainees and a medical student that delivered 200 live lectures to students during lockdown, with up to 1500 students from every UK medical school as well as abroad. This study aims to demonstrate line education is an effective tool for knowledge retention. Method Students were invited to participate in three live sessions covering haematuria, bone infections/tumours and endocrine emergencies, in which students complete knowledge assessment over time . Quiz-based polls using zoom were taken before and after each session. After two weeks and again at one month the same quiz questions were sent out to attendees of the lecture. Results 312 students completed all 4 tests. In all three sessions average scores improved post lecture (haematuria 58%-85%; endocrine emergencies 48%-70%; osteomyelitis/bone tumours 40%-77%). At 2 weeks (H 86%; EE 78%; O/BT 75%) and 4 weeks (H 88%; EE 76%; O/BT 69%) scores remained high. Conclusion This study demonstrates that FOAMed is able to engage audiences in a unique way on a large scale with evidence of long-term knowledge retention.

scholarly journals P112 SMILE: Sustaining Medical Education In a Lockdown Environment.Using social media to develop a free online access medical education platform during lockdown

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
John Pascoe ◽  
Paul Foster ◽  
Muntasha Quddus ◽  
Angeliki Kosti ◽  
Francesca Guest ◽  
...  
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Online Survey ◽  
Cost Effective ◽  
User Comments ◽  
Surgical Trainees ◽  
Social Media Platforms ◽  
Online Access ◽  
Education Platform

Abstract Introduction SMILE is a free online access medical education (FOAMEd) platform created by two UK surgical trainees and a medical student that delivered over 200 medical lectures during lockdown. Method The role of Social Media in the development of SMILE was interrogated using a survey sent to all SMILE participants and by analysing activity on SMILE social media platforms. Results 1306 students responded to the online survey with 57.2% saying they heard of SMILE through Facebook. Engagement using facebook remained highest with 13,819 members, over 800 user comments and >16,000 user reactions. 4% of the students heard of SMILE through Twitter or Instagram. Facebook analytics revealed the highest level of traffic when lectures were most commonly held suggesting students used Facebook to access lectures. Other educators were able to find SMILE on social media, leading to collaborations with other platforms. Throughout the survey many mentioned how social media created and maintained a community of medical students enhancing group-based learning Conclusions We demonstrate that social media platforms provide popular and cost-effective methods to promote, sustain & deliver medical education for students and educators.

scholarly journals P110 SMILE: Sustaining Medical Education In a Lockdown Environment. Facilitator perceptions of a free online access medical education platform as an adjunct to the traditional undergraduate curriculum during lockdown

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
John Pascoe ◽  
Paul Foster ◽  
Muntasha Quddus ◽  
Angeliki Kosti ◽  
Francesca Guest ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Undergraduate Curriculum ◽  
Student Attendance ◽  
Face To Face ◽  
Surgical Trainees ◽  
Large Audience ◽  
Online Access ◽  
The Times ◽  
Education Platform

Abstract Introduction SMILE is a free online access medical education (FOAMed) platform created by UK surgical trainees and a medical student. During lockdown SMILE delivered 200 lectures with student attendance as high as 1400, from both UK and overseas medical schools. We report facilitator perceptions of delivering FOAMEd via SMILE. Method A questionnaire was sent to 77 facilitators covering preconceptions and post-session perceptions of FOAMed. Results 61/77 responses were received from faculty of a range of medical and surgical specialties. Only 38% (23/61) had previously taught online. Engaging a large audience virtually was a common concern and 17% purposely made sessions less interactive than they would have done for face-to-face teaching: 95% (58/61) felt the technology was adequate to deliver sessions. 100% of facilitators appreciated the use of SMILE moderators to help bridge the gap between themselves and the audience 24% (15/61) of facilitators used applications such as mentimeter that they perceived as increasing their connectivity with large audiences. 100% felt that FOAMed would play a central role beyond Covid. Conclusions In the times of Covid, where online medical education is becoming the new normal, we show facilitators feel comfortable with delivering FOAMed. We also discuss how facilitators maximized effectiveness in very large audiences.

scholarly journals COVID-19 Pandemics and Impacts on Medical Educators in China

2021 ◽  
Author(s):  
Meiling Chen ◽  
Shiqian Zou ◽  
Siyi Wang ◽  
Babatunde Akinwunmi ◽  
Wai-Kit Ming
Keyword(s):  
Information Technology ◽  
Medical Education ◽  
Online Teaching ◽  
Descriptive Statistics ◽  
Response Analysis ◽  
Medical Teaching ◽  
Web Based ◽  
Significant Difference ◽  
Before And After ◽  
Medical Educators

Abstract Background: Education informatization is still in the early stage in China. The sudden outbreak of the COVID-19 pandemic led medical educators passively incorporating information technology for remote medical teaching, in which challenges and opportunities have co-existed.Objectives: The objectives of this study were to (1) explore the medical educators' perception and experience of online teaching in medical education before and after emergency remote teaching (ERT) experience during the COVID-19 pandemic; (2) illustrate the medical educators' satisfaction on the contribution of online teaching on medical teaching, and (3) reveal the main challenges medical educators met when they conduct the ERT during the COVID-19 epidemic, and to demonstrate whether the challenges are a different by age or gender including some other factors.Methods: A web-based questionnaire was disseminated to the faculty of medical education departments at higher institutions in China. The collected quantitative data of the questionnaire were analyzed by using the SPSS software package. Descriptive statistics were conducted on demographic data and the perception and experience of medical educators before and after the COVID-19 were shown as the frequencies and percentages, while the teachers' opinions on contribution of online teaching on medical education were analyzed by descriptive statistics with means and standard deviations. Multiple response analysis combined with crosstabulation chi-square test was applied, and a P-value <.05 was considered to be statistically significant to exams the relationship between age as well as gender and difficulties met in online teaching respectively.Results: A total of 26 medical educators (65.38%, n=17 female and 34.62%, n=9 male) were valid participants. Total 57.69% (n=15) of them had used web-based teaching before the COVID-19 pandemic, whereas 43.21% (n=11) had not. The agreement level on the teaching effect of online teaching was medium, with a mean value of 2.55 (range from 1-5). The first two difficulties medical teachers came across in online teaching were the web-based instructional design (27%), and the unfamiliarity with web-based teaching tools (25 %). No significant difference in the types of difficulties encountered by different ages (P=0.969) or gender (P = 0.873) in online teaching.Conclusions: The majority of medical educators are open-minded to incorporating online teaching into their teaching practice in the future. However, medical educators in China commonly faced shared difficulties when they adopted online teaching during the COVID-19 pandemic. Identify these challenges and proposing some relevant suggestions to promote a further increase in the active adoption of information technology in medical education.

scholarly journals The Efficacy of a Virtual Reality Exposure Therapy Treatment for Fear of Flying: A Retrospective Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Amihai Gottlieb ◽  
Glen M. Doniger ◽  
Yara Hussein ◽  
Shlomo Noy ◽  
Meir Plotnik
Keyword(s):  
Virtual Reality ◽  
Treatment Period ◽  
Outcome Measures ◽  
Large Scale ◽  
Exposure Therapy ◽  
Fear Of Flying ◽  
Efficacy Outcome ◽  
Before And After ◽  
Pre Treatment

Background: Fear of flying (FoF) is a phobia with 10–40% prevalence in the industrialized world. FoF is accompanied by severe economic, social, vocational, and emotional consequences. In recent years, virtual reality (VR)-based exposure therapy (VRET) for FoF has been introduced. Positive long-term efficacy of FoF-VRET has been reported by several studies, which, however, were limited by relatively small, non-representative samples and a lack of comparative pre/post functional efficacy outcome measures. Our objective was to evaluate the efficacy of a VRET treatment utilizing a large-scale VR system, experienced by a representative sample of self-referred individuals.Methods: We conducted a retrospective survey. Of 274 individuals who received the treatment (over a period of 3 years), 209 met inclusion/criteria, and 98 agreed to participate. We mainly collected information regarding flight activity before and after treatment relying on evidence such as boarding passes and flight tickets. The primary outcome measures were (1) number of flights per month (FpM) and (2) number of flight hours per month (FHpM). For each participant, these outcomes were computed for the post-treatment period (≥6 months after FoF-VRET) and the corresponding pre-treatment period.Results: FpM (mean ± SD) increased from 0.04 ± 0.06 to 0.16 ± 14 flights (p &lt; 0.0001). FHpM rose from 0.19 ± 0.35 to 0.79 ± 0.87 h per month (p &lt; 0.0001).Conclusion: These results are indicative of FoF-VRET treatment efficacy. Future studies should evaluate long-term maintenance of the treatment effect and thus identify the optimal frequency for delivery of periodic booster treatments.

scholarly journals Collaborative Testing in Medical Education: Student Perceptions and Long-Term Knowledge Retention

2020 ◽  
Vol 30 (2) ◽  
pp. 737-747
Author(s):  
Jennifer L. Eastwood ◽  
Katherine A. Kleinberg ◽  
David W. Rodenbaugh
Keyword(s):  
Medical Education ◽  
Student Perceptions ◽  
Knowledge Retention ◽  
Education Student ◽  
Collaborative Testing

scholarly journals Increasing the Frequency and Timeliness of Pain Assessment and Management in Long-Term Care: Knowledge Transfer and Sustained Implementation

2016 ◽  
Vol 2016 ◽  
pp. 1-13 ◽  
Author(s):  
Thomas Hadjistavropoulos ◽  
Jaime Williams ◽  
Sharon Kaasalainen ◽  
Paulette V. Hunter ◽  
Maryse L. Savoie ◽  
...  
Keyword(s):  
Pain Assessment ◽  
Large Scale ◽  
Management Practices ◽  
Long Term Care ◽  
Future Research ◽  
Clinical Practices ◽  
Term Care ◽  
Staff Members ◽  
Before And After

Background. Although feasible protocols for pain assessment and management in long-term care (LTC) have been developed, these have not been implemented on a large-scale basis.Objective. To implement a program of regular pain assessment in two LTC facilities, using implementation science principles, and to evaluate the process and success of doing so.Methods. The implementation protocol included a pain assessment workshop and the establishment of a nurse Pain Champion. Quality indicators were tracked before and after implementation. Focus groups and interviews with staff were also conducted.Results. The implementation effort was successful in increasing and regularizing pain assessments. This was sustained during the follow-up period. Staff members reported enthusiasm about the protocol at baseline and positive results following its implementation. Despite the success in increasing assessments, we did not identify changes in the percentages of patients reported as having moderate-to-severe pain.Discussion. It is our hope that our feasibility demonstration will encourage more facilities to improve their pain assessment/management practices.Conclusions. It is feasible to implement regular and systematic pain assessment in LTC. Future research should focus on ensuring effective clinical practices in response to assessment results, and determination of longer-term sustainability.

scholarly journals 851 SMILE: Sustaining Medical Education in A Lockdown Environment. Student Perceptions of a Free Online Access Medical Education Platform as An Adjunct to The Traditional Undergraduate Curriculum During Lockdown

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
J Pascoe ◽  
P Foster ◽  
M Quddus ◽  
A Kosti ◽  
F Guest ◽  
...  
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Student Perceptions ◽  
Negative Impact ◽  
Undergraduate Curriculum ◽  
Technical Issues ◽  
Online Access ◽  
Ease Of Access ◽  
Education Platform ◽  
Informal Approach

Abstract Introduction The coronavirus outbreak has had significant impact on medical students worldwide. SMILE is a free online access medical education (FOAMEd) platform. SMILE delivered 200 lectures during lockdown with up to 1400 students per session from UK medical schools and 33 abroad. Here we discuss student perceptions to SMILE during lockdown Method A survey was used to collect information from students who had utilised the platform during lockdown. This examined access to learning, impact on mental health during lockdown and the differences between FOAMed and more traditional based campus lecture-based learning. Results 1306 students responded to the survey. The majority of students were concerned regarding their training during lockdown, with 71% reporting an impact on their stress levels and 44% reporting a negative impact on mental health. On average students attended 4.3hours of teaching put on by their university per week, vs 7.9hours by SMILE. Positives included anonymity, making 80% more likely to both ask and answer questions, the informal approach, ease of access and enthusiastic teachers. Negatives included time differences and technical issues. Conclusions Lockdown provided challenges in medical education, which platforms like SMILE addressed. Our experiences highlighted many positive outcomes of online medical education that may be applicable to other educators.

scholarly journals Long-term shift in coastal fish communities before and after the collapse of Atlantic cod (Gadus morhua)

2015 ◽  
Vol 73 (5) ◽  
pp. 1415-1426 ◽  
Author(s):  
J. Scott P. McCain ◽  
Deneen J. Cull ◽  
David C. Schneider ◽  
Heike K. Lotze
Keyword(s):  
Fish Community ◽  
Large Scale ◽  
Gadus Morhua ◽  
Atlantic Cod ◽  
Substantial Reduction ◽  
Fish Communities ◽  
Coastal Habitat ◽  
Coastal Fish ◽  
Before And After

Abstract The collapse of the Northwest Atlantic cod (Gadus morhua) stocks in the early 1990s led to widespread ecological changes offshore. Changes in coastal fish communities are less known, largely due to the lack of historical records and long-term, standardized research surveys in coastal ecosystems. We aimed to overcome this with a unique dataset known as the Fleming survey. From 1959 to 1964, a systematic beach-seine survey was conducted to examine juvenile cod abundance in 84 bays (42 of which were consistently sampled and therefore analysed) along the east coast of Newfoundland. In addition to cod, all other fish collected in the seines were recorded. These surveys were repeated from 1992 to 1996 after the cod collapse, and document a substantial reduction in a dominant inshore species—juvenile Atlantic cod. We show that total fish abundance declined significantly with the decrease of cod, whereas Shannon diversity and species evenness significantly increased. Species richness increased in some regions but decreased in others. We also found significant changes in the composition of the fish community likely due to a combination of release from predation from fewer large cod feeding in inshore areas as well as a release from competition from fewer juvenile cod occupying the coastal habitat. Region and the presence of vegetated habitats also significantly influenced the fish community. This study shows a strong reorganization of coastal fish communities after a large-scale fisheries collapse with implications for ecosystem-based and cross-ecosystem management.

scholarly journals Scaling Effective Learning Strategies: Retrieval Practice and Long-Term Knowledge Retention in MOOCs

2018 ◽  
Vol 5 (3) ◽  
Author(s):  
Dan Davis ◽  
René Kizilcec ◽  
Claudia Hauff ◽  
Geert-Jan Houben
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Large Scale ◽  
Retrieval Practice ◽  
Learning Strategy ◽  
Scientific Evidence ◽  
Knowledge Retention ◽  
Learning Context ◽  
Effective Learning

Scientific evidence for effective learning strategies is primarily derived from studies conducted in controlled laboratory or classroom settings with homogeneous populations. Large-scale online learning environments such as MOOCs provide an opportunity to evaluate the efficacy of these learning strategies in an informal learning context with a diverse student population. Retrieval practice, a learning strategy focused on actively recalling information, is recognized as one of the most effective learning strategies in the literature. In this study, we evaluate the extent to which retrieval practice facilitates long-term knowledge retention among MOOC learners using an instructional intervention. We conducted a pre-registered randomized encouragement experiment to test how retrieval practice affects learning outcomes in a MOOC. We observed no effect on learning outcomes and high levels of treatment non-compliance. This suggests that even evidence-based strategies may not work "out of the box" in new learning contexts and require context-aware research on effective implementation approaches. We conducted a series of exploratory studies on the extent to which learners recall knowledge gained in MOOCs over the long term. To our surprise, passing and non-passing learners scored similarly on a knowledge post-test, and both retained approximately two-thirds of what they learned over the long term.

scholarly journals P111 SMILE: Sustaining Medical Education In a Lockdown Environment. Student perceptions of a free online access medical education platform as an adjunct to the traditional undergraduate curriculum during lockdown

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
John Pascoe ◽  
Paul Foster ◽  
Muntasha Quddus ◽  
Angeliki Kosti ◽  
Francesca Guest ◽  
...  
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Student Perceptions ◽  
Undergraduate Curriculum ◽  
University Teaching ◽  
Electronic Survey ◽  
Stress Levels ◽  
Online Access ◽  
Ease Of Access ◽  
Education Platform

Abstract Introduction The coronavirus outbreak has had significant impact on medical students worldwide. SMILE is a free online access medical education (FOAMed) platform. SMILE delivered 200 lectures during lockdown with up to 1400 students per session from both UK medical schools and 33 abroad. Here we discuss student perceptions to SMILE during lockdown Method An electronic survey was used to collect information from students who had utilised the platform during lockdown. This examined access to learning, impact on their mental health during lockdown and the differences between FOAMed and more traditional based campus lecture based learning. Results 1306 students responded to the anonymous survey with 94% of students stating SMILE had been “extremely useful” or “very useful” at supplementing learning during covid. 71% of students stated lockdown had affected their stress levels and 44% reported deterioration in their mental health. &gt;80% felt SMILE improved stress levels by adding structure and providing motivation. Students attended 4.3hours/week of university teaching, vs 7.9hours/week by SMILE. Positives included: anonymity, making 80% more likely to both ask and answer questions, the informal approach, ease of access and enthusiastic teachers. Negatives included time differences and technical issues such as poor Internet. 98% stated they would be interested in future SMILE projects post lockdown Conclusions SMILE addressed challenges identified during an unanticipated transition towards the online provision of medical education on an international scale. Students found SMILE lectures effective, accessible and safe, supporting FOAMed as part of the “new normal” post lockdown

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