General infection prevention, mitigation, and control procedures implemented in the university education during the COVID-19 pandemic to achieve classroom attendance: a successful community case study
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ABSTRACT:
SUBMITTER: Monge D
PROVIDER: S-EPMC10915036 | biostudies-literature | 2023 Jan
REPOSITORIES: biostudies-literature
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Project description:The implementation of classroom capture and casting technologies has changed how content can be accessed. Students can access live, streaming, and/or recorded formats of material. Broadening this accessibility has, in turn, introduced flexibility for both the learner and the instructor. This flexibility has impacted the necessity of attendance to access classroom-delivered content. There are many reports that investigate the changing attendance climate as well as the potential impact of attendance on student outcomes. Here we investigated the impact of attending classroom activities on student performance with two common content delivery methods in an undergraduate, pre-clinical cardiology course. Electrocardiography (ECG) interpretation was taught using a flipped classroom format which allowed for the practice of interpretive skills with faculty guidance. Other components of the course related to the diagnosis, treatment, and management of cardiovascular disease were delivered using a lecture-based format. The results demonstrate that attendees outperform their classmates in the ability to interpret ECGs and related content. However, the attending student does not appear to have a performance advantage when content is delivered by lecture. The results provide evidence for students to prioritize their time when making decisions about attendance, based on teaching modality, when given a choice. Further, the information can guide curricular change and help colleges and programs identify curricular activities that have a clear attendance benefit for students.Supplementary informationThe online version contains supplementary material available at 10.1007/s40670-022-01689-5.
| S-EPMC10060492 | biostudies-literature
Project description:Currently, the flipped classroom instruction model has received greater attention for its multifaceted advantages in improving student learning by boosting learning environments. To this end, a flipped classroom model was employed in the current study with the purpose of increasing student engagement across all three dimensions-behavioral, emotional, and cognitive. To look at the improvement observed as a result of this model, this study used a mixed-methods design, mainly a convergent parallel design. In the present study, fifty-five students from two distinct academic departments participated. In addition, the instructors of the courses that were chosen to be taught using a flipped classroom model were also participants in this study. The study employed focus groups, interviews, self-report surveys, and classroom observation strategies to gather the necessary data. The quantitative data were analyzed using descriptive aggregate means and paired sampling t-tests, while the qualitative data were analyzed using a thematic data analysis approach. The findings revealed that a flipped classroom greatly improved each of the three dimensions of student engagement. Moreover, the findings showed that the instruction model improved student engagement by creating learning environments where students could participate actively in class activities, interact more effectively with teachers and other students as well as with learning resources, and acquire the necessary knowledge from the courses. Future research may employ a large sample size with a sufficient time frame to make the findings more applicable to different educational institutions.
| S-EPMC11446460 | biostudies-literature
Project description:Ebola (EBOV) virus causes severe and often lethal hemorrhagic fever in humans and nonhuman primates (NHP), and has been classified as a Category A bioweapon agent. There are currently no approved preventive vaccines or postexposure treatments for EBOV hemorrhagic fever. The mechanisms of EBOV pathogenesis are only partially understood, but the dysregulation of normal host immune responses (including destruction of lymphocytes, increases in levels of circulating proinflammatory cytokines, and development of coagulation abnormalities) is thought to play a major role. Accumulating evidence suggests that much of the observed pathology is not the direct result of virus-induced structural damage but rather is due to the release of soluble immune mediators from EBOV-infected cells. It is therefore essential to understand how the candidate therapeutic may be interrupting the disease process and/or targeting the infectious agent. Identification of effective treatment strategies may greatly benefit based on identification of molecular features of the host response to infection and treatment. In order to identify these gene signatures related to correlates of protection, we used a DNA microarray-based approach to compare the host genome-wide responses of EBOV-infected NHP responding to candidate therapeutics. With this approach, we have identified genes that appear to correlate with survival, including chemokine ligand 8 (CCL8/MCP-2), and revealed a subset of distinctly differently expressed genes that may provide possible targets for future diagnostics or therapeutics. These analyses will assist us in understanding the pathogenic mechanisms of EBOV infection as well as identify improved therapeutic strategies. Transcriptional analysis of global gene expression changes in Zaire Ebola Virus (ZEBOV)-infected rhesus macaques that were treated with either recombinant nematode anticoagulant protein c2 (rNAPc2) or recombinant human activated protein C (rhAPC). Animals were infected with 1000pfu ZEBOV, then subsequently treated with rNAPc2 or rhAPC. Four animals were left untreated for controls. Blood samples were taken at specified days post-infection and PBMCs were isolated from the samples and inactivated in TRIzol reagent. Total RNA was isolated from the samples, then linearly amplified and hybridized to a whole genome long-oligonucleotide microarray in a two color comparative format with a commercially available human reference RNA from Stratagene as a consistent control in dataset comparisons.
2010-11-30 | E-GEOD-24943 | biostudies-arrayexpress
Project description:BACKGROUND:A well-functioning general practice sector that has a strong research component is recognised as a key foundation of any modern health system. General practitioners (GPs) are more likely to collaborate in research if they are part of an established research network. The primary aims of this study are to describe Ireland's newest general practice-based research network and to analyse the perspectives of the network's members on research engagement. METHOD:A survey was sent to all GPs participating in the network in order to document practice characteristics so that this research network's profile could be compared to other national profiles of Irish general practice. In depth interviews were then conducted and analysed thematically to explore the experiences and views of a selection of these GPs on research engagement. RESULTS:All 134 GPs responded to the survey. Practices have similar characteristics to the national profile in terms of location, size, computerisation, type of premises and out of hours arrangements. Twenty-two GPs were interviewed and the resulting data was categorised into subthemes and four related overarching themes: GPs described catalysts for research in their practices, the need for coherence in how research is understood in this context, systems failures, whereby the current health system design is prohibitive of GP participation and aspirations for a better future. CONCLUSION:This study has demonstrated that the research network under examination is representative of current trends in Irish general practice. It has elucidated a better understanding of factors that need to be addressed in order to encourage more GPs to engage in the research process.
| S-EPMC7003418 | biostudies-literature
Project description:This study examined student-teachers’ diversity and attitudes toward classroom participation in a Tanzanian university. A mixed research approach was used to answer three research questions: student-teachers’ attitudes toward classroom participation, attitude differences based on their diversity, and the reasons for their attitudes toward classroom participation. The study involved 701 student-teachers in their second and third years of study. Data were collected through questionnaires and focus group discussions and were analysed using Statistical Package for Social Science and MAXQDA software. Results indicated that student-teachers cooperated with colleagues in groups rather than the whole classroom. The results also indicated diversity in classroom participation by gender, programme, and year of study. Further, it was revealed that student-teachers’ attitudes toward classroom participation were based on prior experiences, cultural aspects, linguistic barriers, lecturer pedagogical practices, and teaching context. It is concluded that the student-teachers’ attitudes toward classroom participation were variably associated with their diversity, and the reasons for the attitudes were mediated internally and externally. Therefore, it is recommended that lectures be conducted by employing apt techniques for fostering active participation to enrich the classroom with student-teachers and lecturers' voices in knowledge construction and sharing. The techniques should be gender, programme, and year of study sensitive while integrating students-teachers’ internal and external mediating factors to create interactive classroom moments that encourage knowledge creation and sharing among the classroom members.
| S-EPMC10238682 | biostudies-literature
Project description:The COVID-19 pandemic has inflicted major economic and health burdens across the world. On the other hand, the potential airborne transmission of SARS-COV-2 via air can deeply undermine the effectiveness of countermeasures against spreading the disease. Therefore, there is an intense focus to look for ways to mitigate the COVID-19 spread within various indoor settings. This work systematically reviewed articles regarding airborne transmission of SARS-COV2 in various indoor settings since the onset of the pandemic. The systematic search was performed in Scopus, Web of Science, and PubMed databases and has returned 19 original articles carefully screened with regard to inclusion and exclusion criteria. The results showed that the facilities, such as dormitories and classrooms, received the most attention followed by office buildings, healthcare facilities, residential buildings, and other potential enclosed spaces such as a metro wagon. Besides, the majority of the studies were conducted experimentally while other studies were done using computer simulations. United States (n = 5), Spain (n = 4) and China (n = 3) were the top three countries based on the number of performed research. Ventilation rate was the most influential parameter in controlling the infection spread. CO2 was the primary reference for viral spread in the buildings. The use of natural ventilation or a combination of mechanical and natural ventilations was found to be highly effective in the studies. The current work helps in furthering research on effective interventions to improve indoor air quality and control the spread of COVID-19 and other respiratory diseases.Supplementary informationThe online version contains supplementary material available at 10.1007/s40201-023-00847-0.
| S-EPMC9968468 | biostudies-literature
Project description:Ebola (EBOV) virus causes severe and often lethal hemorrhagic fever in humans and nonhuman primates (NHP), and has been classified as a Category A bioweapon agent. There are currently no approved preventive vaccines or postexposure treatments for EBOV hemorrhagic fever. The mechanisms of EBOV pathogenesis are only partially understood, but the dysregulation of normal host immune responses (including destruction of lymphocytes, increases in levels of circulating proinflammatory cytokines, and development of coagulation abnormalities) is thought to play a major role. Accumulating evidence suggests that much of the observed pathology is not the direct result of virus-induced structural damage but rather is due to the release of soluble immune mediators from EBOV-infected cells. It is therefore essential to understand how the candidate therapeutic may be interrupting the disease process and/or targeting the infectious agent. Identification of effective treatment strategies may greatly benefit based on identification of molecular features of the host response to infection and treatment. In order to identify these gene signatures related to correlates of protection, we used a DNA microarray-based approach to compare the host genome-wide responses of EBOV-infected NHP responding to candidate therapeutics. With this approach, we have identified genes that appear to correlate with survival, including chemokine ligand 8 (CCL8/MCP-2), and revealed a subset of distinctly differently expressed genes that may provide possible targets for future diagnostics or therapeutics. These analyses will assist us in understanding the pathogenic mechanisms of EBOV infection as well as identify improved therapeutic strategies.
2010-11-30 | GSE24943 | GEO
Project description:ObjectivesTo improve patient education delivered over telemedicine by using a "flipped classroom"-inspired approach.MethodsA "flipped classroom" is an education strategy used to engage active learning by sending students home with lecture material and reserving classroom time for collaborative learning. To adapt this approach for use in radiation oncology patient education, three pieces of written education material were created: introduction to radiation oncology, treatment planning scan, and treatment delivery. An automated system was created to deliver precisely timed emails at three time points ahead of appointments. Appointment time was then used for collaborative learning with our staff. As a primary endpoint, email engagement metrics were tracked via the automated system. Secondarily, enrolled patients were surveyed to assess level of understanding (before vs. after intervention), anxiety (before vs. after intervention), and satisfaction. Additionally, email delivery timing, clarity, relevance, and patient support were evaluated. Data analyses test the impact of active learning against our existing education approaches.ResultsOverall, 77.1% of the emails were opened, and of those, patients accessed 72.2% of the education material. Patients re-read the education material 4.6 times on average. Active learning increased patient understanding regarding the purpose of the treatment planning scan (p = 0.031) and increased patient understanding of what to expect during daily radiation treatments (p = 0.0078). Patients reported reduced anxiety (p = 0.031) and high scores for satisfaction, timing, clarity, relevance, and overall support.ConclusionsPatient engagement with the education material was high, and they continued to access it many times. Active learning enhances patient comprehension of complex treatment information leading to decreased anxiety. Furthermore, this technique can be incorporated into existing telemedicine with basic technology.
| S-EPMC9121034 | biostudies-literature
Project description:Instructors and the teaching practices they employ play a critical role in improving student learning in college science, technology, engineering, and mathematics (STEM) courses. Consequently, there is increasing interest in collecting information on the range and frequency of teaching practices at department-wide and institution-wide scales. To help facilitate this process, we present a new classroom observation protocol known as the Classroom Observation Protocol for Undergraduate STEM or COPUS. This protocol allows STEM faculty, after a short 1.5-hour training period, to reliably characterize how faculty and students are spending their time in the classroom. We present the protocol, discuss how it differs from existing classroom observation protocols, and describe the process by which it was developed and validated. We also discuss how the observation data can be used to guide individual and institutional change.
| S-EPMC3846513 | biostudies-literature
Project description:This study investigates whether introducing simple cognitive interventions that are known to enhance learning in laboratory studies can be transferred to classroom settings. In an introductory psychology class, students were provided with a brief advance quiz on the topic covered in each particular lecture. In case they did not attend class, they still had the opportunity to fill it out at home. The interventions were offered on a voluntary basis and the students were given the opportunity to obtain an extra point towards the final exam by reviewing the key points of each lecture on a regular basis. The results indicate that both advance quizzing and review enhanced the grades on the final examination. Although it is likely that individual differences also contribute to learning outcomes, these effects were specific for the particular course and independent from class attendance. The results indicate that transfer of simple cognitive interventions from laboratory to classroom settings is feasible. They also indicate that these interventions can be effectively implemented into the lectures to boost student learning.
| S-EPMC5605652 | biostudies-literature