Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic

The COVID-19 pandemic has resulted in a massive adaptation in health professions education, with a shift from in-person learning activities to a sudden heavy reliance on internet-mediated education. Some health professions schools will have already had considerable educational technology and cultural infrastructure in place, making such a shift more of a different emphasis in provision. For others, this shift will have been a considerable dislocation for both educators and learners in the provision of education. To aid educators make this shift effectively, this 12 Tips article presents a compendium of key principles and practical recommendations that apply to the modalities that make up online learning. The emphasis is on design features that can be rapidly implemented and optimised for the current pandemic. Where applicable, we have pointed out how these short-term shifts can also be beneficial for the long-term integration of educational technology into the organisations' infrastructure. The need for adaptability on the part of educators and learners is an important over-arching theme. By demonstrating these core values of the health professions school in a time of crisis, the manner in which the shift to online learning is carried out sends its own important message to novice health professionals who are in the process of developing their professional identities as learners and as clinicians

Re-Inventing Health Care Training In The Developing World: The Case For Satellite Applications In Rural Environments

The rapid advance of Information Communication Technology (ICT) in low and middle income countries has created an unprecedented opportunity to change the way that pre-service and in-service education of health care workers is delivered. The virtual ubiquity of satellite delivery, the dramatically increasing accessibility to the Internet, and the ever expanding mobile phone platform means that there is virtually no part of the world that cannot take advantage of ICT to deliver more effective and less costly learning experience to health care practitioners. ICT can play a vital role in training healthcare professionals, across the board - in nursing schools, medical schools, urban settings, and even in rural areas where it is often needed the most, that is, in remote hospitals, health centers and dispensaries that are under-staffed and where the addressable population is scattered. The health care sector can reap the benefits of ICT globalization, and our vision sees the deployment of ICT to deliver world class health education/training seamlessly and reliably to practitioners in the remotest village to cosmopolitan capital cities wherever they be located

Telerehabilitation: State-of-the-Art from an Informatics Perspective

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Telerehabilitation: State-of-the-Art from an Informatics Perspective

Rehabilitation service providers in rural or underserved areas are often challenged in meeting the needs of their complex patients due to limited resources in their geographical area. Recruitment and retention of the rural clinical workforce are beset by the ongoing problems associated with limited continuing education opportunities, professional isolation, and the challenges inherent to coordinating rural community healthcare. People with disabilities who live in rural communities also face challenges accessing healthcare. Traveling long distances to a specialty clinic for necessary expertise is troublesome due to inadequate or unavailable transportation, disability specific limitations, and financial limitations. Distance and lack of access are just two threats to quality of care that now being addressed by the use of videoconferencing, information exchange, and other telecommunication technologies that facilitate telerehabilitation. This white paper illustrates and summarizes clinical and vocational applications of telerehabilitation. We provide definitions related to the fields of telemedicine, telehealth, and telerehabilitation, and consider the impetus for telerehabilitation. We review the telerehabilitation literature for assistive technology applications, pressure ulcer prevention, virtual reality applications, speech-language pathology applications, seating and wheeled mobility applications, vocational rehabilitation applications, and cost-effectiveness. We then discuss external telerehabilitation influencers, such as the positions of professional organizations. Finally, we summarize clinical and policy issues in a limited context appropriate to the scope of this paper. Keywords: Telerehabilitation, Telehealth,Telemedicine, Telepractic

Disease surveillance and patient care in remote regions: an exploratory study of collaboration among healthcare professionals in Amazonia

The development and deployment of information technology, particularly mobile tools, to support collaboration between different groups of healthcare professionals has been viewed as a promising way to improve disease surveillance and patient care in remote regions. The effects of global climate change combined with rapid changes to land cover and use in Amazonia are believed to be contributing to the spread of vector-borne emerging and neglected diseases. This makes empowering and providing support for local healthcare providers all the more important. We investigate the use of information technology in this context to support professionals whose activities range from diagnosing diseases and monitoring their spread to developing policies to deal with outbreaks. An analysis of stakeholders, their roles and requirements, is presented which encompasses results of fieldwork and of a process of design and prototyping complemented by questionnaires and targeted interviews. Findings are analysed with respect to the tasks of diagnosis, training of local healthcare professionals, and gathering, sharing and visualisation of data for purposes of epidemiological research and disease surveillance. Methodological issues regarding the elicitation of cooperation and collaboration requirements are discussed and implications are drawn with respect to the use of technology in tackling emerging and neglected diseases

Clinical Skills Development in the Virtual Learning Environment: Adapting to a New World

The rapid transition to distance learning in response to the unexpected SARS-CoV-2/COVID-19 pandemic led to disruption of clinical skills development, which are typically conducted face-to-face. Consequently, faculty adapted their courses, using a multitude of active learning modalities, to meet student learning objectives in the didactic and experiential settings. Strategies and considerations to implement innovative delivery methods and address potential challenges are elucidated. Furthermore, integration of a layered learning approach may allow for more broad perspectives and allow additional interactions and feedback, which is especially necessary in the virtual environment.https://digitalcommons.chapman.edu/pharmacy_books/1025/thumbnail.jp

Teaching and Assessing College STEM Courses Online During COVID-19: Evidence-based Strategies and Recommendations

Since the devastating COVID-19 pandemic, most schools, colleges, and universities worldwide underwent a paradigm shift by transitioning to digital teaching and learning modalities. This phenomenon was essential to mitigate the contagion; however, the academic institutions needed to quickly come up with ways to ensure that the quality and rigor of education were maintained, especially the active and experiential learning required by undergraduate and graduate courses in science, technology, engineering, and mathematics (STEM). This paper highlights key approaches reported or proposed to effectively conduct college-level, in-person STEM courses online owing to the pandemic. These would range from synchronous versus asynchronous pedagogies to methods of teaching and assessing traditional face-to-face courses remotely, along with the application of cutting-edge technologies to uphold academic integrity. In addition, the analysis would help identify and bridge gaps among college students, faculty, and administrators in integrating instructional and evaluation tools for distance STEM education