Beyond market share: Accounting for doctoral program size in recent rates of anthropology faculty job placement.

Job placement trends in higher education at US institutions are bleak. Within anthropology and other social science disciplines this problem appears to be particularly pronounced. Recent studies focusing on placement in Anthropology using market share analysis have suggested that specific doctoral programs offer a greater chance of placing their graduates in faculty positions. Here we expand on that work, looking beyond market share to the number of graduates placed in positions relative to the total number of program graduates. Our results suggest that while large programs do indeed command the majority of tenure track placements by market share, much of this may be a product of the high numbers of graduates from these programs. Smaller programs can be proportionally as successful at placing their students in tenure track positions. The majority of PhDs in anthropology should anticipate gaining employment outside of a tenure track position. Training students for positions in private industry, government, and other non-faculty opportunities is essential.

Online practical assessment in biochemistry designed on Bloom's taxonomy to assess the student's competency: Prior exposure of the students to online tools beneficial.

Online assessments are needed during the prevailing pandemic situation to continue educational activities while ensuring safety. After conducting the online practical assessment (OPrA) in Biochemistry, we analyzed the students' responses. The blueprint of the OPrA was prepared by the faculty, referring to the various levels and domains of Bloom's taxonomy. Four components were chosen for the online assessment: digital spotters, enumerating the steps of objective structured practical examination, interpretation of quantitative estimation, and case discussion. Each faculty assessed about 12-13 students in separate breakout rooms over 15-20 min on all four components. Feedback on the conduct of the examination was collected from the students and faculty anonymously and analyzed. Out of the 200 students who attended the online assessment, only one scored less than 50%, majority of them scored between 71% and 90%. Under the individual exercises, the average score of students in "Spotters" was 9.8 out of 10; in "OSPE," 8.7 out of 10; in "Quantitative experiments," 15.2 out of 20 and in "Case discussion," 22.4 out of 30. Around 20% had previous experience attending the OPrA. They differed in their opinion from the rest of the students on five aspects; time allotted for the assessment (p value = 0.02, χ2  = 5.07), students using unfair means during the online viva (p value = 0.02, χ2  = 5.57), their computing skills (p value = 0.001, χ2  = 19.82), their performance (p value = 0.001, χ2  = 8.84), and overall conduct of the examination (p value = 0.001, χ2  = 15.55). OPrA tools may be designed referring to Bloom's taxonomy, and prior exposure to the online tools may benefit the students.

Assessment of virtual education during the covid-19 pandemic from the perspective of faculty members and students: a cross-sectional descriptive study in northwest Iran.

BACKGROUND: Since the coronavirus outbreak, many countries have replaced traditional education with virtual education in order to prevent the disease spread, and also avoid stopping education. The aim of the present study was to assess the virtual education status at Khalkhal University of Medical Sciences during the covid-19 pandemic from the perspective of students and faculty members. METHODS: This is a descriptive-cross-sectional study that was conducted between December 2021and February 2022. The study population included faculty members and students who were selected by consensus. Data collection instruments included demographic information form and a virtual education assessment questionnaire. Data analysis was carried out using independent T-test, one sample T-test, Pearson Correlation, and ANOVA test in SPSS software. RESULTS: A total of 231 students and 22 faculty members of Khalkhal University of Medical Sciences participated in the present study. The response rate was 66.57%. The mean and standard deviation of assessment scores of students (3.3 ± 0.72) were lower than those of faculty members (3.94 ± 0.64), which showed a statistically significant difference (p < 0.01). User access to the virtual education system (3.8 ± 0.85) and lesson presentation (4.28 ± 0.71) obtained the highest scores from the perspective of students and faculty members, respectively. There was a statistically significant association between employment status and the assessment score of faculty members (p = 0.01), and the field of study (p < 0.01), the year of university entrance (p = 0.01), and the assessment score of students. CONCLUSION: The results showed a higher than mean assessment score in both groups of faculty members and students. There was a difference between faculty members and students in terms of virtual education scores in the parts that require the creation of better processes and more complete capabilities in the systems, which seems that more detailed planning and reforms will improve the process of virtual education.

Factors affecting the self-efficacy of medical teachers during a health crisis - a qualitative study on the example of the COVID-19 pandemic.

BACKGROUND: The diversity of tasks entrusted to medical teachers with their simultaneous responsibility for the safety of patients and the effective education of future healthcare professionals requires maintaining a skillful balance between their teaching, scientific and clinical activities. Meanwhile, the COVID-19 pandemic disrupted the work of both healthcare facilities and medical universities, forcing already overworked medical teachers to establish a new balance. One's ability to perform effectively in new, ambiguous, or unpredictable situations was described by Albert Bandura as a self-efficacy concept. Consequently, this study aimed to identify factors affecting the self-efficacy of medical teachers and the influence of the COVID-19 pandemic on them. METHODS: Twenty-five semi-structured interviews with medical teachers were conducted using a flexible thematic guide. They were transcribed and analyzed by two independent researchers (researcher triangulation) with phenomenology as the qualitative approach. RESULTS: Identified themes demonstrate a process of the evolvement of clinical teachers' self-efficacy in response to the sudden outbreak of the COVID-19 pandemic, namely the decline of self-efficacy in the first phase of the crisis, followed by building task-specific self-efficacy and the development of general self-efficacy. CONCLUSIONS: The study shows the significance of providing care and support for medical teachers during a health crisis. Crisis management decision-makers at educational and healthcare institutions should consider the different roles of medical teachers and the possibility of overburden associated with the cumulation of the excessive number of patient, didactic, and research duties. Moreover, faculty development initiatives and teamwork should become a vital part of the organizational culture of medical universities. A dedicated tool acknowledging the specificity and context of medical teachers' work seems necessary to quantitatively evaluate their sense of self-efficacy.

Immunological responses and adverse reactions of the heterologous second booster dose of BNT162b2 after two-dose CoronaVac for COVID-19 vaccination in healthcare workers of Faculty of Medicine, Naresuan University.

BACKGROUND: The first COVID-19 vaccination campaign in Thailand began in April 2020, with healthcare workers receiving two doses of inactivated COVID-19 vaccine (CoronaVac). However, the emergence of the delta and omicron variants raised concerns about vaccine effectiveness. The Thai Ministry of Public Health provided the first booster dose (third dose) and second booster dose (fourth dose) of the mRNA vaccine (BNT162b2) for healthcare workers. This study investigated the immunity and adverse reactions elicited by a heterologous second booster dose of BNT162b2 after a two-dose CoronaVac vaccination for COVID-19 in healthcare workers of the Faculty of Medicine, Naresuan University. METHODS: IgG titres against the SARS-CoV-2-spike protein were measured four and 24 weeks after the second booster dose of BNT162b2 in the study participants. Adverse reactions were recorded during the first three days, four weeks and 24 weeks after the second booster dose of BNT162b2. RESULTS: IgG against the SARS-CoV-2-spike protein was positive (>10 U/ml) in 246 of 247 participants (99.6 %) at both four and 24 weeks after the second booster dose of BNT162b2. The median specific IgG titres at four and 24 weeks after the second booster dose of BNT162b2 were 299 U/ml (min: 2, max: 29,161) and 104 U/ml (min: 1, max: 17,920), respectively. The median IgG level declined significantly 24 weeks after the second booster dose of the BNT162b2 vaccine. Of the 247 participants, 179 (72.5 %) experienced adverse reactions in the first three days after the second booster dose of BNT162b2. Myalgia, fever, headache, injection site pain and fatigue were the most common adverse reactions. CONCLUSION: This study demonstrated that a heterologous second booster dose of BNT162b2 after two doses of CoronaVac induced elevated IgG against the SARS-CoV-2-spike protein and caused minor adverse reactions in healthcare workers of the Faculty of Medicine, Naresuan University. This study was registered as Thailand Clinical Trials No. TCTR20221112001.

Association between religion, mental health and social distancing during the Covid-19 pandemic / Associação entre religião, saúde mental e distanciamento social na pandemia de Covid-19 / Asociación entre religión, salud mental y distanciamiento social en la pandemia Covid-19

This cross-sectional study aimed to analyze the association of religiosity with behaviors and perceptions in the context of social distancing measures during the COVID-19 pandemic, as well as mental health outcomes, in a university community in Central-West Brazil. A sample of 1,796 subjects responded to an online form with socio-demographic questions and the DASS-21 and PWBS scales. Religion was associated with the frequency of interactions, perceptions of the duration of the social distancing measures, changes in emotional state and history of psychological illness. The prevalence of symptoms of depression, anxiety and stress was lower among people with religion and their scores in psychological well-being were higher. (AU)

Trata-se de um estudo transversal com o objetivo de analisar a associação entre religiosidade e comportamentos e percepções frente ao distanciamento social decorrente da pandemia de Covid-19 e estado de saúde mental em uma comunidade universitária do Centro-Oeste brasileiro. Participaram do estudo 1796 sujeitos, os quais responderam a um formulário online com questões sociodemográficas e às escalas DASS-21 e EBEP. Observou-se associação entre religião e frequência de interações, percepção sobre a duração do distanciamento social e mudanças no estado emocional e histórico de alterações psicológicas. Constatou-se menor prevalência de sintomas relacionados à depressão, à ansiedade e ao estresse e maiores escores de bem-estar psicológico entre aqueles com religião. (AU)

Se trata de un estudio transversal con el objetivo de analizar la asociación entre religiosidad, comportamientos y percepciones frente al distanciamiento social resultante de la pandemia Covid-19 y el estado de salud mental en una comunidad universitaria de la región Centro-Oeste de Brasil. Participaron en el estudio 1796 sujetos, que respondieron un formulario en línea con preguntas sociodemográficas y las escalas DASS-21 y EBEP. Se observó asociación entre religión y frecuencia de interacciones, la percepción de la duración del aislamiento social y los cambios en el estado emocional y el historial de cambios psicológicos. Se observó una menor prevalencia de síntomas relacionados con la depresión, la ansiedad y el estrés, y puntuaciones más altas de bienestar psicológico entre quienes profesaban una religión. (AU)

COVID struggles: undergraduate teaching assistants balance teaching and learning during a pandemic.

Undergraduate teaching assistants (UTAs) have become valuable collaborators with faculty in large undergraduate first-year classes. Their participation requires them to manage their teaching duties and their own learning. The pandemic posed unusual problems for them. Here, two students, along with their instructor, provide an inside look. Throughout the pandemic, UTAs were found to increase their efforts during tutorials in attempts to help ensure that students were more prepared and engaged through the online learning formats. New strategies were implemented to maintain student attendance and participation in class, which greatly increased the workload for UTAs. Students not turning on their cameras and speaking up in online classes made teaching more tiring and stressful, which was compounded by the already present "Zoom fatigue" during online education. UTAs found real challenges in balancing senior year classes and extracurriculars with preparation for tutorials, especially closer to assignment or exam deadlines when the engagement and questions from students would sharply increase. Despite numerous efforts and adaptations made by UTAs to adjust to the impacts of the pandemic, online learning was an immense challenge to both students and teachers in comparison to the in-person formats.NEW & NOTEWORTHY Undergraduate teaching assistants balance teaching others with their own learning during the recent pandemic. Their struggles provide an inside look into a student's plight.

The Relationship Between Job Satisfaction and Faculty Turnover Among Physician Assistant Educators During the COVID-19 Pandemic.

INTRODUCTION: This research explored the relationship between job satisfaction and intent to leave among physician assistant (PA) educators during the COVID-19 pandemic. Additionally, the study aimed to identify differences in PA educators' job satisfaction within gender and their intention to stay at their current employment. METHODS: A nonexperimental, cross-sectional survey was conducted with 1788 PA educators at 232 accredited programs nationally. A Web-based survey was employed to measure job satisfaction and intent to leave and to collect demographic information. Descriptive statistics were used to describe the study population, and logistic regression was used to analyze the independent variables predicting faculty turnover. RESULTS: PA educators were generally satisfied with their jobs (51.2%, n = 251), with the nature of the work, quality of supervision, and collegial relationships contributing the most to job satisfaction. Males were generally more satisfied with their jobs than females. More than half of the PA educators (52.4%, n = 257) considered leaving academia in the past year. Job satisfaction (odds ratio [OR] = .945, 95% confidence interval [CI] = .936-.956) and individual facets-including the nature of the work (OR = .806, 95% CI = .731-.888); communication (OR = .926, 95% CI = .860-.997); and quality of supervision (OR = .904, 95% CI = .850-.960)-were predictive of intent to leave. Gender was not found to significantly affect the relationship between job satisfaction and intent to leave. DISCUSSION: The findings from the study suggest the need for faculty retention to be prioritized among program and institutional leadership. PA programs need experienced leadership to develop, guide, and mentor faculty. Lastly, program and institutional leadership should create a supportive work environment that communicates clear expectations.

Pandémie de Covid-19: Quel enseignement prégradué/facultaire?

Encourager l'enseignement prégradué des connaissances et compétences néces­saires à la gestion d'une crise systémique.

Impact of COVID-19 on access to laboratories and human participants: exercise science faculty perspectives.

Restrictions due to the coronavirus (COVID-19) pandemic impacted the ability of faculty and students in exercise science to work in lab settings with human participants. The purpose of this study was to determine how exercise science faculty were impacted by COVID-19 restrictions with respect to access and use of exercise science lab and research facilities. Of the 100 surveyed participants categorized as requiring access to people and lab spaces (lab-based faculty), 61% (n = 61) reported decreased research productivity with 87% (n = 53) of those faculty in one or more of the following subdisciplines: exercise physiology, clinical exercise physiology, or biomechanics. Of all lab-based faculty, 40% (n = 40) participants reported having access to students and lab spaces and 55% (n = 55) indicated they were allowed to conduct in-person research. Of tenure-track lab-based faculty, 80% (n = 20) reported a decrease in research productivity, of which 60.0% (n = 12) identified as female. Among faculty with 5 or less years of teaching experience (n = 23), 69.6% (n = 16) reported a decrease in productivity, with 68.8% (n = 11) of those being female. All exercise science faculty surveyed reported issues with safety and social distancing, modified lab and research procedures, faculty workload, and research productivity. This information can be leveraged to create better infrastructure to support faculty and develop and implement strategies to reduce workload inequities.

Design, implementation, and evaluation of Students as Partners interactive feedback model.

In September of 2020, a group of dental students (DDS) and motivated faculty at the University of Western Ontario came together in response to the pandemic and established a real-time feedback model. The goal of this model was to address technical challenges following the quick transition from in-person courses to a fully online format for student learning. This initial offering formed the foundation of the Students as Partners (SaP) program to identify and address technical and curricular issues. We used an action research approach to evaluate and refine the innovation's delivery. Preliminary data from the first cycle suggested that students were unaware of the impact of their feedback and the actionable items from their feedback. Thus, for the second iteration we focused on making the entire process more transparent by using Padlet as a way to streamline posting and responding to feedback. To evaluate the refined system, we distributed surveys to student and faculty participants to obtain feedback on their awareness and satisfaction and effectiveness of the program. For students who utilized the system, the majority indicated that they were informed of changes based on their feedback. Furthermore, students reported that our innovation provided a platform for the student voice. Faculty impressions were generally positive, and the majority of faculty respondents indicated that they implemented changes to their content/curriculum based on feedback. These results demonstrate that the SaP program's real-time feedback system closed the feedback loop and facilitated real-time improvements based on actionable feedback. To our knowledge, this is the first study to design, implement, and evaluate a real-time feedback system for the purpose of modifying how an instructor teaches.NEW & NOTEWORTHY Course feedback surveys at the end of term infrequently result in beneficial change. However, student feedback should be considered to develop meaningful learning. In response to this problem, we report on a novel Students as Partners innovation to address instructional issues in real time with a virtual bulletin board application embedded in the learning management system. Students and instructors valued the system's ability to close the feedback loop and provide transparent, actionable change.

Virtual interviewing in the MedPhys match: Experiences of applicants and programs.

PURPOSE: The purpose of this survey study is to compare the experiences of programs and applicants in the MedPhys Match (MPM) in the 2020-21 match cycle with experiences reported from previous match cycles. The 2020-21 match cycle was unique in that recruitment and interviewing were almost exclusively virtual during the COVID-19 pandemic. METHODS: A survey was sent to all applicants and programs registered for the 2020-21 MPM. Survey questions asked about the pre-interview screening, interview, ranking, and post-match stages of the residency match process. Survey data were analyzed using graphical methods and spreadsheet tools. RESULTS: Advantages and disadvantages to the virtual interviewing experience were reported by applicants and program directors (PDs). The advantages included reduced cost and greater scheduling flexibility with fewer scheduling conflicts, allowing applicants to consider more programs. These advantages greatly outweighed the disadvantages such as the inability to meet faculty/staff and current residents in person and gauge the feel of the program. PDs recognized the advantages of minimal costs and time savings for applicants. Programs reported it was difficult to convey workplace culture and the physical environment and to gauge personality and interpersonal skills of the applicants. CONCLUSION: The virtual interviewing environment for residency recruitment in medical physics is strongly preferred by applicants over required in-person interviews. The advantages identified by applicants outweigh the disadvantages, allowing applicants to feel confident in their ranking decisions and overall satisfied with their match results. PDs acknowledge the greater equity of access to interviews for applicants in the virtual environment, however, they are overall less satisfied with their ability to showcase their program's strengths and to assess the personality of applicants. Caution is urged when considering a hybrid interview model to ensure fair assessments that do not depend on whether an applicant chooses to accept an optional in-person interview or site visit.

The effects of enhanced formaldehyde clearance in a gross anatomy laboratory by floor plan redesign and dissection table adjustment.

Formaldehyde has carcinogenic properties. It is associated with nasopharyngeal cancer and causes irritation of the eyes, nose, throat, and respiratory system. Formaldehyde exposure is a significant health concern for those participating in the gross anatomy laboratory, but no learning method can substitute cadaver dissection. We performed a formaldehyde level study in 2018, which found that most of the breathing zone (S-level) and environment (R-level) formaldehyde levels during laboratory sessions at the Faculty of Medicine Siriraj Hospital exceeded international ceiling standards. In the academic year 2019, we adapted the engineering rationale of the NIOSH hierarchy of controls to facilitate formaldehyde clearance by opening the dissection table covers and increasing the area per dissection table, then measured formaldehyde ceiling levels by formaldehyde detector tube with a gas-piston hand pump during (1) body wall, (2) upper limb, (3) head-neck, (4) thorax, (5) spinal cord removal, (6) lower limb, (7) abdomen, and (8) organs of special senses dissection sessions and comparing the results with the 2018 study. The perineum region data were excluded from analyses due to the laboratory closure in 2019 from the COVID-19 outbreak. There were statistically significant differences between the 2018 and 2019 S-levels (p < 0.001) and R-levels (p < 0.001). The mean S-level decreased by 64.18% from 1.34 ± 0.71 to 0.48 ± 0.26 ppm, and the mean R-level decreased by 70.18% from 0.57 ± 0.27 to 0.17 ± 0.09 ppm. The highest formaldehyde level in 2019 was the S-level in the body wall region (1.04 ± 0.3 ppm), followed by the S-level in the abdomen region (0.56 ± 0.08 ppm) and the spinal cord removal region (0.51 ± 0.29 ppm). All 2019 formaldehyde levels passed the OSHA 15-min STEL standard (2 ppm). The R-level in the special sense region (0.06 ± 0.02 ppm) passed the NIOSH 15-min ceiling limit (0.1 ppm). Three levels for 2019 were very close: the R-level in the head-neck region (0.11 ± 0.08 ppm), the abdomen region (0.11 ± 0.08), the body wall region (0.14 ± 0.12 ppm), and the S-level in the special sense region (0.12 ± 0.04 ppm). In summary, extensive analysis and removal of factors impeding formaldehyde clearance can improve the general ventilation system and achieve the OSHA 15-min STEL standard.

Creation of an asynchronous faculty development curriculum on well-written narrative assessments that avoid bias.

BACKGROUND: The COVID-19 pandemic in parallel with concerns about bias in grading resulted in many medical schools adopting pass/fail clinical grading and relying solely on narrative assessments. However, narratives often contain bias and lack specificity. The purpose of this project was to develop asynchronous faculty development to rapidly educate/re-educate > 2000 clinical faculty spread across geographic sites and clinical disciplines on components of a well-written narrative and methods to minimize bias in the assessment of students. METHODS: We describe creation, implementation, and pilot data outcomes for an asynchronous faculty development curriculum created by a committee of volunteer learners and faculty. After reviewing the literature on the presence and impact of bias in clinical rotations and ways to mitigate bias in written narrative assessments, the committee developed a web-based curriculum using multimedia learning theory and principles of adult learning. Just-in-time supplemental materials accompanied the curriculum. The Dean added completion of the module by 90% of clinical faculty to the department chairperson's annual education metric. Module completion was tracked in a learning management system, including time spent in the module and the answer to a single text entry question about intended changes in behavior. Thematic analysis of the text entry question with grounded theory and inductive processing was used to define themes of how faculty anticipate future teaching and assessment as a result of this curricula. OUTCOMES: Between January 1, 2021, and December 1, 2021, 2166 individuals completed the online module; 1820 spent between 5 and 90 min on the module, with a median time of 17 min and an average time of 20.2 min. 15/16 clinical departments achieved completion by 90% or more faculty. Major themes included: changing the wording of future narratives, changing content in future narratives, and focusing on efforts to change how faculty teach and lead teams, including efforts to minimize bias. CONCLUSIONS: We developed a faculty development curriculum on mitigating bias in written narratives with high rates of faculty participation. Inclusion of this module as part of the chair's education performance metric likely impacted participation. Nevertheless, time spent in the module suggests that faculty engaged with the material. Other institutions could easily adapt this curriculum with provided materials.

Doubling down on best practices: reflecting on teaching physiology during the COVID-19 pandemic.

As we pass the third anniversary of the World Health Organization's declaration of the SARS-CoV-2 global pandemic, it is beneficial to reflect upon how physiology education adapted to the challenges of the pandemic. At the initial stages of the pandemic, many educators were faced with the challenge of quickly transitioning to emergency remote teaching (ERT), requiring shifts in teaching methodology and laboratory structure to adapt to the pandemic normal. In this review, we provide a broad overview of the efforts made by the community of educators associated with the American Physiological Society during the pandemic to encourage best practices in teaching, maintain course and program goals during ERT, and innovate in physiology education. We also highlight diversity, equality, and inclusion work that was produced as the scientific community recommitted to tackling systemic and structural inequalities exacerbated by the pandemic and brought to the forefront by the Black Lives Matter movement. Finally, we examine the potentially long-lasting effects of the pandemic on education from both the student and faculty standpoints and how doubling down on what we learned can be beneficial to the future of physiology education.NEW & NOTEWORTHY This literature review examines and categorizes the repository of publications in physiology education that occurred during and related to the COVID-19 pandemic.

Perception of teachers and students about the experience in the use of the Hyflex model in anatomy / Percepción de docentes y alumnos sobre la experiencia en el uso del modelo Hyflex en anatomía

RESUMEN: La pandemia por COVID-19 obligó a las universidades a impartir de forma abrupta sus asignaturas en un formato en línea o semi presencial. Es así como el uso del modelo educativo Hyflex surgió como alternativa. El objetivo del presente estudio fue conocer la percepción de los alumnos y docentes sobre la experiencia en el uso de Hyflex en anatomía. Estudio descriptivo de tipo mixto con una muestra por conveniencia de 115 alumnos y 7 docentes que participaban en Anatomía Aplicada durante el año 2021 en las Salas de Habilidades del Hospital de Simulación de la Universidad Andrés Bello, sede Viña del Mar, Chile. La recogida de datos fue a través de un cuestionario de auto aplicación con escala tipo Likert de 5 niveles y la realización de focus group con guión de 9 preguntas semi-estructuradas. Los datos cuantitativos fueron analizados con estadística descriptiva y la aplicación del test Mann- White para comparar entre grupos con un P < 0.05. Los datos cualitativos fueron analizados mediante teoría fundamentada para identificar las categorías principales y subcategorías. Tanto los docentes como estudiantes tuvieron una buena percepción sobre el uso de Hyflex. En ambos grupos lo más destacado fue que posibilitaba el acceso a contenidos y actividades en línea que complementaban las actividades presenciales. Sin embargo, ambos grupos coincidieron en que no aprenden más en el formato en línea que presencial. Además, en las entrevistas de focus group emergieron dos categorías principales, la satisfacción (destacando las subcategorías comprensión de contenidos, aspectos administrativos, acceso a la información) y modalidad (calidad de aprendizaje, rendimiento, participación, recepción de la información y aspectos sociales). Hyflex es una alternativa para impartir los contenidos de anatomía, aunque los estudiantes y docentes perciben que la presencialidad es fundamental para brindar una adecuada experiencia de aprendizaje.

SUMMARY: The COVID-19 pandemic forced universities to abruptly teach their subjects in an online or semi-face-to-face format. This is how the use of the Hyflex educational model emerged as an alternative. The objective of this study was to know the perception of students and teachers about the experience in the use of Hyflex in anatomy. Mixed-type descriptive study was carried out, with a convenience sample of 115 students and 7 teachers who participated in Applied Anatomy during the year 2021 in the Skills Rooms of the Simulation Hospital of the Andrés Bello University, Viña del Mar, Chile. Data collection was through a self-application questionnaire with a 5-level Likert-type scale and a focus group with a script of 9 semi-structured questions. The quantitative data were analyzed with descriptive statistics and the application of the Mann-White test to compare between groups with a P < 0.05. Qualitative data were analyzed using grounded theory to identify main categories and subcategories. Both teachers and students had a good perception of the use of Hyflex. In both groups, the highlight was that it enabled access to online content and activities that complemented face-to-face activities. However, both groups agreed that they do not learn more in the online format than in person. In addition, in the focus group interviews two main categories emerged, satisfaction (highlighting the subcategories content understanding, administrative aspects, access to information) and modality (quality of learning, performance, participation, reception of information and social aspects). Hyflex is an alternative to teach anatomy content, although students and teachers perceive that attendance is essential to provide an adequate learning experience.

Social distancing and physical education teaching: strategies, technologies, and new learning / Distanciamento social e o ensino de educação física: estratégias, tecnologias e novos aprendizados / Distanciamiento social y enseñanza de educación física: estrategias, tecnologías y nuevos aprendizajes

Resumo Este dossiê temático reúne uma coletânea de artigos acerca das implicações pedagógicas do ensino de Educação Física (EF) durante a pandemia de COVID-19. A pandemia desafiou professores em todo o mundo a se adaptarem ao distanciamento social e às exigências do ensino remoto. Nosso objetivo nesta edição especial é compartilhar e refletir sobre esses desafios e ver que a questão não se trata apenas do uso de tecnologia, mas também de como professores lidam com as implicações para o ensino de uma disciplina como a EF. As histórias compartilhadas fornecem valiosos insights sobre como os professores se adaptam e aprendem novas estratégias e tecnologias para ensinar EF em tempos de distanciamento social.

Resumen Este dossier temático reúne una colección de artículos sobre las implicaciones pedagógicas de la enseñanza de la Educación Física (EF) durante la pandemia de COVID-19. La pandemia ha desafiado a los profesores de todo el mundo a adaptarse al distanciamiento social y a los requisitos de enseñanza en línea. Nuestro objetivo en esta edición especial es compartir y reflexionar sobre estos desafíos y ver que el problema no se trata solo del uso de la tecnología, sino también de cómo los profesores enfrentan con las implicaciones para enseñar una materia como la EF. Las historias compartidas brindan insights valiosos sobre como los profesores se adaptan y aprenden nuevas estrategias y tecnologías para enseñar EF en tiempos de distanciamiento social.

Abstract This "Focus Section" brings together a collection of papers that consider the pedagogical implications of teaching Physical Education (PE) during the COVID-19 pandemic. The pandemic has challenged teachers around the globe to adapt to social distancing and teaching online requirements. Our goal in this special edition is to share and reflect together on these challenges and see that the issue is not just about the use of technology, but also about how teachers navigate the implications for teaching a subject like PE. The shared stories provide valuable insights into how teachers adapt and learn new strategies and technologies for teaching PE in times of social distancing.

[Practical pharmacotherapy education "pharmacology role-play": expansion and ingenuity in Medical, Dental, Pharmaceutical and Nursing education.]

Active learning in pharmacology education "pharmacology role-play," in which students pretend to be health professionals and patients and explain diseases and drug treatments. Because pharmacology role-play is based on cases presented in advance and active learning through communication, named Case & Communication based approach (C&C approach). Pharmacology role-play was started in 2010 at the University of Miyazaki, it has been shared by 28 schools in 4 faculties of medicine, pharmacy, dentistry, and nursing (23 medical schools, 1 pharmaceutical school, 2 dental schools, and 2 nursing universities) over the 13 years until 2022. Although it is a common program, it is implemented with diversity while devoting various ingenuity according to the characteristics of the University. Pharmacology role-play is effective in (1) understanding of medical treatment, (2) understanding patient's feelings, (3) improvement of mental attitude and motivation as health professionals (4) positive influence upon study attitude, regardless of universities that conducted the pharmacology role-play. Various efforts include combining with Personal Drugs, developing interprofessional education through joint role-playing by medical students and nursing students, and developing Oriental medicine education through the cases including Kampo medicine. In addition, there are online lectures in response to the Covid-19, and a joint implementation of two universities, all of which are highly effective. The advantage of the multi-institution common program is that a lot of information can be obtained at once, and it is easy to quickly reflect successful ideas. The flexibility and high resilience that can flexibly change the implementation method (face-to-face/remote) according to the situation are also great strengths.

Resident Education and Virtual Medicine: A Faculty Development Session to Enhance Trainee Skills in the Realm of Telemedicine.

Introduction: COVID-19 accelerated the use of telemedicine. Subsequently, clinical sites began conducting virtual visits. Academic institutions implemented telemedicine for patient care and simultaneously had to teach residents the logistics and best practices. To meet this need, we developed a training session for faculty focused on telemedicine best practices and teaching telemedicine in the pediatric realm. Methods: We designed this training session based on institutional and society guidelines and faculty experience with telemedicine. Objectives included telemedicine documentation, triage, counseling, and ethical issues in telemedicine. We conducted all sessions in a 60-minute or 90-minute format over a virtual platform for small and large groups using case scenarios with photos, videos, and interactive questions. A novel mnemonic ABLES (awake-background-lighting-exposure-sound) was created to guide providers during the virtual exam. Following the session, participants completed a survey evaluating content and presenter effectiveness. Results: We presented the training sessions between May 2020 and August 2021 to 120 participants. Participants included pediatric fellows and faculty, reaching 75 participants locally and 45 nationally (at Pediatric Academic Society and Association of Pediatric Program Directors meetings). Sixty evaluations (response rate: 50%) showed favorable results for general satisfaction and content. Discussion: This telemedicine training session was well received by pediatric providers and addressed the need for training faculty to teach telemedicine. Future directions include adapting the training session for medical students and developing a longitudinal curriculum that applies telehealth skills learned with patients in real time.

Faculty Perspective Regarding Practical Experience of Adapted Physical Education for Undergraduate Students.

Preparing future physical education professionals to teach adapted physical education (APE) is a responsibility of physical education teacher education (PETE) programs. Furthermore, there is limited literature on practicum and/or field experiences as a part of APE courses from the perspective of faculty members. The purpose of this qualitative study was to explore faculty views in relation to the practical experiences in undergraduate APE courses. Structured interviews were conducted with faculty members of higher education institutions in the U.S. There were five study participants in this study. Thematic analysis was employed for data analysis. The findings included three subthemes: (a) quality of quantity, (b) need for diversity in practical experiences, and (c) practical experience pertaining to APE courses. Practical experience in APE courses is an integral part of professional preparation for undergraduate students in kinesiology programs. There are no exact criteria for requirements across the states; however, students could maximize their learning by engaging in diverse APE practicum settings. The instructor of APE courses should provide clear guidelines and feedback for students. Instructors of APE courses must also consider the institutional and environmental context prior to planning and implementing practical experiences to provide successful learning experiences for students.