Early Neurosurgical Education in the Era of Distant Learning: Incorporating Virtual Reality and Cadaveric Specimen Demonstrations.

BACKGROUND: Virtual reality (VR) has emerged as a powerful tool for neuroanatomy education of post-graduated medical trainees. However, its use in early training, such as of undergraduate, medical and physician assistant students, in neurosurgery has not been evaluated. We also have limited insight into how VR may be integrated with traditional teaching methods. METHODS: We created the first of its kind elective course on neuroanatomy for medical students incorporating lecture-style didactics, case-based VR activities and cadaveric dissections. The course ran entirely remotely with each student tuning into class with their own VR headset. We asked the students to self-report their level of confidence with the material and complete knowledge quizzes, which were compared in aggregate between pre- vs post-course, and pre- vs post- each session. RESULTS: 66.6% of students rated teaching quality of the course as excellent, and 33.3% as satisfactory. Most students (77.7-88.8%) also described the course as having a positive impact on their training. On aggregate analysis, the cohort reported increased levels of confidence in their understanding of neuroanatomy (mean 2.75 vs 5.4, p=0.02), neurosurgical approaches (mean 1.25 vs 5.7, p<0.0001) and the use of VR in neurosurgery (mean 1.5 vs 6.1, p<0.0001). Objectively, the cohort also performed better on post-session assessments, a difference which was statistically significant at p<0.05, in all but the first assessment. CONCLUSIONS: Integration of VR with traditional pedagogical tactics is well received by the learners and contributes to measurable learning outcomes. Our experience informs the future use of VR tools in medical education.

Exploring the impact of digital concept mapping methods on nurse students' learning anxiety, learning motivation.

In involuntary distance education, like during epidemics and wars, students often feel heightened learning anxiety, impacting outcomes. Despite innovative teaching methods, many face hurdles in distance learning. We want to propose specific strategies to solve learning difficulties in distance education. AIM: This study explored whether using digital concept maps (DCM) in physiology courses can reduce learning anxiety among nursing students. DESIGN: The study was quasi-experimental, including a pre-and post-test control group. METHODS: 71 nursing students aged 16-18 enrolled in a physiology course were recruited in the study. DCM was the intervention as a tool for in-person learning (first 12 weeks) and distant learning (final six weeks). Each student was required to complete the assignments independently to compare learning outcomes. Questionnaires were administered, and an assignment evaluation was completed before and after the course's different formats. RESULTS: DCM using software using mobile vehicles (mobile, notebook, pad) is digital learning to help nursing students learn difficult subjects. DCM improved the students' learning motivation and effectiveness more in distance learning than in-person learning, decreasing learning anxiety in both face-to-face and distance learning. CONCLUSIONS: DCM promoted students' self-regulated learning and positively affected learning outcomes by increasing motivation and reducing stress. This study offers a tailored teaching framework for international settings to reduce student anxiety and improve learning effectiveness.

Nursing institutions' professors' perception and distant education experience during COVID-19 pandemic lockdown.

BACKGROUND: The nursing profession represents a demanding and challenging profession with a purpose to keep up with the evolving health-care demands of the population. AIMS: The purpose of this study is to assess nursing institutions' professors' previous experience about information and communication technologies (ICTs) and their perception of distant education during the pandemic lockdown. MATERIALS AND METHODS: This present is a cross-sectional study among participants n = 249 recruited from all academic staff (N = 694) of 23 higher institutes of nursing professions and health techniques in Morocco. The Chi-square test for independence (χ2) and adjusted Z scores were used as a data analysis method to assess the association between the professors' education levels and ICT experience. RESULTS: A significant association [χ2 (1, n = 249) = 19.510, P < 0.001] was revealed between professors' education level and taken training related to ICT in education; significant few professors (16; 9.3%) reported that taken training session [χ2 (1, n = 249) = 8.940, P = 0.003] belonged to the bachelor degree group. In matters of perception, a few proportion (10%) reported that using technology effectively belonged to the bachelor and low education background group. CONCLUSIONS: The findings showed that having previous experience in teaching remotely and training related to the ICT was significantly associated with a higher education background. Moreover, professors with higher degrees agreed that distant education could be an alternative to face-to-face course during quarantine.

Impact of online learning on physical activity during COVID-19 lockdown period among female undergraduate students in Saudi Arabia: a cross-sectional study.

Background: During early 2020, because of the COVID-19 pandemic and related lockdown, most education systems-including universities-shifted from face-to-face classes to online learning. In Saudi Arabia, this might have contributed to a decreased level of physical activity (PA) and a concurrent increase in sedentary behaviour among young adults. This study aimed to investigate the impact of online learning on PA during the COVID-19 lockdown period among female undergraduate students in Saudi Arabia. Methods: Data were collected through an online survey administered to participants. It consisted of three sections including demographic information, participants' perception towards online learning and PA, and PA level using the self-reported active-questionnaire survey tool. The association between online learning and PA was measured using linear regression. The statistical significance was set at P < 0.05. Results: A total of 197 female undergraduate students were included; 95.4% of them were aged 18-24 years old, and 59.9% were in the normal body mass index range (18.5-24.9 kg/m2). In terms of PA level, 55.3% were highly active, 33.5% were moderately active and 10.1% were low-active. In terms of students' perception of engaging in PA, 53.3% of students reported that engaging in PA definitely affected their psychological status. Moreover, compared with those attending <25 hours/week of online learning, those who attended >30 hours/week had lower PA (r =  - 363.24; 95% confidence interval (CI) -593.97, -132.50), followed by those attending 25-30 hours/week (r =  - 277.66; 95% CI -484.65, -70.66). Conclusion: Online learning has negatively affected the PA level of female undergraduate students in Saudi Arabia during the COVID-19 lockdown period, in a dose-dependent manner. Moreover, this might affect their phycological status. Nevertheless, future studies are warranted to further investigate the relationship between PA level and psychological status.

Telehealth Diabetes Prevention Program for Adults With Prediabetes in an Academic Medical Center Setting: Protocol for a Hybrid Type III Trial.

BACKGROUND: Diabetes is a costly epidemic in the United States associated with both health and economic consequences. These consequences can be mitigated by participation in structured lifestyle change programs such as the National Diabetes Prevention Program (DPP) led by the Centers for Disease Control and Prevention. Mississippi consistently has among the highest rates of diabetes and prediabetes nationally. Implementing the National DPP through large health care systems can increase reach and accessibility for populations at the highest risk for diabetes. Translational research on the National DPP in Mississippi has not been studied. OBJECTIVE: This study aims to evaluate the implementation and impact of the National DPP delivered using telehealth modalities at the University of Mississippi Medical Center in Jackson, Mississippi. METHODS: An effectiveness-implementation hybrid type III research design is proposed. The study design is guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework and the Practical, Robust Implementation and Sustainability Model. Participants are being recruited via provider referral, and the DPP is being delivered by trained lifestyle coaches. Study participants include adult (≥18 years) patients eligible for the DPP with at least 1 encounter at 1 of 3 ambulatory clinic specialties (lifestyle medicine, family medicine, and internal medicine) between January 2019 and December 2023. The National DPP eligibility criteria include a BMI ≥25 kg/m2 and hemoglobin A1c between 5.7% and 6.4%. The University of Mississippi Medical Center criteria include Medicare or Medicaid beneficiaries. The University of Mississippi Medical Center's a priori implementation plan was developed using the Consolidated Framework for Implementation Research and includes 23 discrete strategies. The primary aim will use an embedded mixed method process analysis to identify and mitigate challenges to implementation. The secondary aim will use a nonrandomized quasi-experimental design to assess the comparative effectiveness of the DPP on health care expenditures. A propensity score matching method will be implemented to compare case subjects to control subjects. The primary outcomes include patient referrals, participant enrollment, retention, engagement, the incidence of diabetes, and health care resource use and costs. RESULTS: At baseline, of the 26,151 patients across 3 ambulatory clinic specialties, 1010 (3.9%) had prediabetes and were eligible for the National DPP. Of the 1010 patients, more than half (n=562, 55.6%) were aged 65 years or older, 79.5% (n=803) were Medicare beneficiaries, 65.9% (n=666) were female, and 70.8% (n=715) were obese. CONCLUSIONS: This is the first translational study of the National DPP in Mississippi. The findings will inform implementation strategies impacting the uptake and sustainability of the National DPP delivered in an academic medical setting using distance learning and telehealth modalities. TRIAL REGISTRATION: ClinicalTrials.gov NCT04822480; https://clinicaltrials.gov/study/NCT03622580. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): DERR1-10.2196/50183.

Distant learning and primary school teacher burnout: Assessing the effect during coronavirus disease (COVID-19) in Jeddah, Saudi Arabia, 2021.

BACKGROUND: Teaching is indeed a very stressful occupation. Owing to the novel coronavirus SARS-CoV-2, certain changes were made in education in Saudi Arabia. A switch to a 100% distant learning in some courses was implemented, thereby increasing the burden on teachers. The aim of this study was to assess the level of burnout and the impact of distant learning on burnout in primary school teachers during the pandemic. MATERIALS AND METHODS: This cross-sectional study recruited 295 primary school teachers in Jeddah City, Saudi Arabia. Data were collected using self-administered questionnaire having two parts: the first part included questions on sociodemographic charecteristics and the second part included questions related to distant learning and the Arabic version of the Maslach Burnout Inventory. Chi-square test was used to assess association between burnout and various factors. For comparison of mean scores by various factors, analysis of variance (ANOVA) was performed. RESULTS: A high level of burnout was perceived by 48.4% of the teachers in the dimension of emotional exhaustion, 26.4% in the depersonalization dimension, and 60% in the reduced personal accomplishment dimension. Teachers in the public school showed a higher burnout score than teachers in the private schools. The teachers in 40-50 age group had higher scores than the teachers with other age groups. There were no significant differences in terms of gender and years of experience. A higher proportion of teachers working in private schools had higher personal accomplishment than teachers working in Government schools (P = 0.01). Regarding personal accomplishment and depersonalization subscales, there were differences between the different types of schools. The teachers who believed "distance/E-learning was difficult" had lower personal accomplishment score. CONCLUSION: According to the study, primary teachers in Jeddah suffer from burnout. More programs should be implemented to deal with teacher burnout and more research focusing on these groups should be done.

Teaching Medical Microbiology With a Web-Based Course During the COVID-19 Pandemic: Retrospective Before-and-After Study.

BACKGROUND: The COVID-19 pandemic has imposed unprecedented hurdles on health care systems and medical faculties alike. Lecturers of practical courses at medical schools have been confronted with the challenge of transferring knowledge remotely. OBJECTIVE: We sought to evaluate the effects of a web-based medical microbiology course on learning outcomes and student perceptions. METHODS: During the summer term of 2020, medical students at Saarland University, Germany, participated in a web-based medical microbiology course. Teaching content comprised clinical scenarios, theoretical knowledge, and instructive videos on microbiological techniques. Test performance, failure rate, and student evaluations, which included open-response items, for the web-based course were compared to those of the on-site course from the summer term of 2019. RESULTS: Student performance was comparable between both the online-only group and the on-site comparator for both the written exam (n=100 and n=131, respectively; average grade: mean 7.6, SD 1.7 vs mean 7.3, SD 1.8; P=.20) and the oral exam (n=86 and n=139, respectively; average grade: mean 33.6, SD 4.9 vs mean 33.4, SD 4.8; P=.78). Failure rate did not significantly differ between the online-only group and the comparator group (2/84, 2.4% vs 4/120, 3.3%). While lecturer expertise was rated similarly as high by students in both groups (mean 1.47, SD 0.62 vs mean 1.27, SD 0.55; P=.08), students who took the web-based course provided lower scores for interdisciplinarity (mean 1.7, SD 0.73 vs mean 2.53, SD 1.19; P<.001), opportunities for interaction (mean 1.46, SD 0.67 vs mean 2.91, SD 1.03; P<.001), and the extent to which the educational objectives were defined (mean 1.61, SD 0.76 vs mean 3.41, SD 0.95; P<.001). Main critiques formulated within the open-response items concerned organizational deficits. CONCLUSIONS: Web-based courses in medical microbiology are a feasible teaching option, especially in the setting of a pandemic, leading to similar test performances in comparison to on-site courses. The lack of interaction and the sustainability of acquired manual skills warrant further research.

Impacts of university lockdown during the coronavirus pandemic on college students' academic achievement and critical thinking: A longitudinal study.

The outbreak of the coronavirus disease 2019 (COVID-19) has resulted in widespread university lockdown. However, impacts of the university lockdown on the learning and academic development of university students have not been thoroughly investigated. The current study examined college students' changes of learning outcomes during the COVID-19 lockdown period and clarified what might explain individual differences in students' learning outcomes after they had learned from home for a whole semester when universities were physically closed due to the COVID-19 pandemic. Data were derived from a longitudinal study examining the development of college students including students' academic achievement and critical thinking (including both skills and dispositions) before and after the university lockdown. We observed significant decreases in critical thinking skills and dispositions from pre- to post-lockdown. Both perceived academic achievement and critical thinking exhibited greater variability after the lockdown. In addition, students' readiness for online learning, especially their self-management skills, consistently predicted post-lockdown learning outcomes after controlling for pre-lockdown outcomes and family socioeconomic status (SES). Those who have assumed more responsibilities at home, or who were more vulnerable to emotional distress during the pandemic, performed less well in post-lockdown learning outcomes. These findings call for better management of student learning and development when major changes are required in higher education practices for responding to the ongoing COVID-19 crisis as well as other potential situations.

THE PROBLEM OF ANXIETY AMONG UKRAINIAN STUDENTS ON REMOTE LEARNING DURING COVID-19 PANDEMIC.

OBJECTIVE: The aim: To explore the students' mental health in general and their anxiety in particular on remote learning during COVID-19 pandemic. PATIENTS AND METHODS: Materials and methods: The study is based on the material of 112 respondents (85 females and 27 males), interviewed using The Depression, Anxiety and Stress scale-21 (DASS-21) and SAN - the test for emotional state. RESULTS: Results: There are statistically significant differences between the samples of 1st and 2nd year students in terms of "depression" and "stress". The latter are more typical for second-year students. The article argues that, given the COVID-19 pandemic situation and the disruption of normal face-to-face learning, the true causes that determine the indicated trends deserve more extensive and comprehensive research. CONCLUSION: Conclusions: It has been identified that the situation as a whole significantly affected the students' mental health in general and their anxiety level in particular.

Using Rogers' diffusion of innovation theory to conceptualize the mobile-learning adoption process in teacher education in the COVID-19 era.

Using mobile learning (ML) has become exceedingly relevant in times of distant teaching. Although much is known about the factors affecting ML usage, less is known about the ML adoption process under constraints such as the COVID-19 pandemic. The aim of this exploratory case study was to gain insight into the ML adoption process using the lens of Rogers' Diffusion of Innovation Theory. Participants were in-service (32) and preservice (29) teachers who attended ML training. Data were collected using semi-structured interviews (20), focus groups (6), and participants' reflections (183) at three time points. Data underwent multilevel analysis (content and linguistic analysis), revealing 12 themes that denote the ML adoption process and demonstrated intergroup similarities and differences. The study provides theoretical insight into the ML adoption process under crisis and highlights the features that must be addressed to promote optimal ML adoption in teacher education in both routine and emergency conditions.

E-Learning Satisfaction and Barriers in Unprepared and Resource-Limited Systems During the COVID-19 Pandemic.

Background The sudden and quick propagation of coronavirus-19 disease (COVID-19) has disrupted face-to-face lectures and practical sessions at Iraqi universities. E-learning has surfaced in most countries as an alternative way to continue educational programs. This study aimed to determine the degree of satisfaction and perceived barriers among college students with E-learning. Methods Students of two Iraqi universities studying through an online platform participated in this cross-sectional study. An online survey questionnaire was used to assess student perceptions of the level of satisfaction with and barriers to E-learning. Participants' non-identifying demographics were also collected. Results The majority of students (70.9%) were females, and more than half (57.9%) were from the Faculty of Science. About 64.8% of the students were not satisfied with the E-learning experience. Only 35.5% of the students attended synchronous electronic classes while the rest used asynchronous learning activities. Students' level of satisfaction was poor, as only 6.4% of students strongly believed that tutoring was informative and that technology and educational technology were adequate. On the contrary, 69% of students strongly agreed that E-learning saved them time and money. Barriers that were perceived by the student were slow internet speed, power interruption, and the lack of face-to-face interaction. Conclusions E-learning has significant barriers that require investment in infrastructures and teaching skills development to make students learning satisfactory.

Distant education in Moroccan medical schools following COVID-19 outbreak at the early phase of lockdown: Were the students really engaged?

The Coronavirus pandemic outbreak has induced many urgent adaptation measures in Morocco including medical education that had to abruptly adopt an exclusive distant education approach, without former sufficient preparation. The present study aimed to assess medical students' engagement in their acutely implemented distant learning and to identify factors that could be associated to the students' studying engagement levels. Medical students from 1st to 5th years of medical studies, enrolled in all Moroccan public medical faculties were invited to fill-in an anonymous online questionnaire. 3174 medical students took part in the study, with a mean age of 20.4 +/- 1.8 years old, and 65.4% of them were women. 90% of the participants reported moderate to drastic change of their sleeping habits and 65% suffered depression symptoms. 20.7% of students didn't engage at all in their learning, 26% studied for less than one hour daily, and only 53.3% studied for one hour or more daily. Only 46.4% of the participants had access to multimedia studying resources and only 20.9% were offered online interactive sessions with their teachers. 41.8% of the participants were unsatisfied from their distant learning experience. Lower studying engagement rates were significantly associated with older age, male gender, change of sleeping patterns, depression symptoms, and also with lack of access to multimedia studying resources and poor general satisfaction from the distant learning experience. Distant Education needs to include more interactive activities and more multimedia studying resources to engage students more efficiently in their self-regulated learning.

Developing an e-learning course on the use of PRO measures in oncological practice: health care professionals' preferences for learning content and methods.

PURPOSE: Implementation of patient-reported outcome measures (PROMs) in clinical routine requires knowledge and competences regarding their use. In order to facilitate implementation, an e-learning course for health care professionals (HCPs) on the utilisation of European Organisation for Research and Treatment of Cancer (EORTC) PROMs in oncological clinical practice is being developed. This study aimed to explore future users' educational needs regarding content and learning methods. METHODS: The sequential mixed methods approach was applied. A scoping literature review informed the guideline for qualitative interviews with HCPs with diverse professional backgrounds in oncology and cancer advocates recruited using a purposive sampling strategy. An international online survey was conducted to validate the qualitative findings. RESULTS: Between December 2019 and May 2020, 73 interviews were conducted in 9 countries resulting in 8 topic areas (Basic information on PROs in clinical routine, Benefits of PRO assessments in clinical practice, Implementation of PRO assessments in clinical routine, Setup of PRO assessments for clinical application, Interpretation of PRO data, Integration of PROs into the communication with patients, Use of PROs in clinical practice, Self-management recommendations for patients based on PROs) subsequently presented in the online survey. The online survey (open between 3 June and 19 July 2020) was completed by 233 HCPs from 33 countries. The highest preference was indicated for content on interpretation of PRO data (97%), clinical benefits of assessing PRO data (95.3%) and implementation of routine PRO data assessment (94.8%). Regarding learning methods, participants indicated a high preference for practical examples that use a mixed approach of presentation (written, audio, video and interactive). CONCLUSION: Educational needs for an integration of PROs in communication in clinical care and coherent implementation strategies became evident. These results inform the development of an e-learning course to support HCPs in the clinical use of EORTC PRO measures.

On the syndemic nature of crises: A Freeman perspective.

In this paper we draw a parallel between the insights developed within the framework of the current COVID-19 health crisis and the views and insights developed with respect to the long term environmental crisis, the implications for science, technology and innovation (STI) policy, Christopher Freeman analyzed already in the early 90's. With at the time of writing, the COVID-19 pandemic entering in many countries a third wave with a very differentiated implementation path of vaccination across rich and poor countries, drawing such a parallel remains of course a relatively speculative exercise. Nevertheless, based on the available evidence of the first wave of the pandemic, we feel confident that some lessons from the current health crisis and its parallels with the long-term environmental crisis can be drawn. The COVID-19 pandemic has also been described as a " syndemic ": a term popular in medical anthropology which marries the concept of 'synergy' with 'epidemic' and provides conceptually an interesting background for these posthumous Freeman reflections on crises. The COVID-19 crisis affects citizens in very different and disproportionate ways. It results not only in rising structural inequalities among social groups and classes, but also among generations. In the paper, we focus on the growing inequality within two particular groups: youngsters and the impact of COVID-19 on learning and the organization of education; and as mirror picture, the elderly many of whom witnessed despite strict confinement in long-term care facilities, high mortality following the COVID-19 outbreak. From a Freeman perspective, these inequality consequences of the current COVID-19 health crisis call for new social STI policies: for a new "corona version" of inclusion versus exclusion.

Gaps identification in Saudi anesthesia residency training during early time of pandemic: Trainee view.

BACKGROUND: COVID-19 pandemic was declared a worldwide crisis, as a response the community established new protocols and clinical pathways to prepare the health system in adapting to the expected surge of cases. OBJECTIVES: In this study, we aim to assess the effect of the pandemic on the anesthesia training program residents from their own view. Identification of gaps in training programs will help to overcome the challenge like pandemic in order to have competent anesthesia practitioners. METHODS: We deployed an online survey in early May 2020 targeting the anesthesia residents in Saudi Arabia. We used mixed methods, containing both quantitative and qualitative questions. Our survey had 3 main sections: demographics, pandemic effect on the training, and pandemic effect on the trainees. RESULTS: Our survey showed that in the first 2 months of the pandemic there was a vast decrease in educational activities and clinical activities. However, after that both the Saudi Commission for Health Speciality (SCFHS) and local hospitals employed alternative education methods like electronic learning and simulation to adopt these changes. We also found the average stress level among residents was 6.5 out of 10 with number one stressor is transmitting Covid-19 to family or self. Finally, Wellbeing resources were available to residents however were not used sufficiently by residents. CONCLUSION: During times of pandemic, assessment and gap identification in postgraduate training programs are necessary to help overcome challenges of training anesthesiologists. Other than the clinical competency residents' wellbeing needs to be monitored and make available resources easy to reach for the residents.

Encouraging communication and cooperation in e-learning: solving and creating new interdisciplinary case histories.

Background: An increasing number of patients to treat combined with a rapidly growing amount of knowledge to integrate, is challenging for future doctors. To take the medical history and diagnose effectively, to send the patient to an expert, to create a relevant expert to expert communication, to discuss with the patient, the time needed for a decision, should be as short as possible. Investigating medical students' cognitive processes while solving a patient's case leads to the conclusion that educators should help and facilitate these reasoning and communication processes. Developments in information technology offer a large variety of tools for educators. Method: Practicing repeated memory retrieval in clinically relevant virtual settings leads to more durable storage of theoretical knowledge, especially when applying the theoretical knowledge to meaningful cases. The cases in the present e-learning tool are only solvable when knowledge is coherent, communicated and well-organized, as they demand combination of different interdisciplinary knowledge-fields. Thus, by practicing in the virtual environment, prospective memory (i.e. the ability to remember to do something in the future) is changed and the intention and attention in learning processes is shaped and adapted to the core requirements of clinical practice. Conclusion: Case-based learning can be a promising approach to teach students how to investigate and ask for important information. This paper focuses on undergraduate education and provides an outlook on possible concepts that can be used in different health care sectors.

Gaining insight into the implementation of an e-learning smoking cessation course in Latin American countries.

Continuous medical education focused on health problems emerging in low- and middle-income countries (LMICs) is scarce. Although tobacco consumption is increasing in LMICs, there is a lack of tobacco cessation training programs in these countries. To promote smoking cessation interventions in Bolivia, Guatemala and Paraguay, we adapted an e-learning program developed in Catalonia (Spain). This process evaluation study reports on reach, dose and satisfaction of participants with the course, as well as the contextual factors of its application. We conducted a multiple method evaluation, which included a survey and several focus groups, each one specific to the same type of healthcare professional (nurses, doctors, other professionals). Two hundred and ninety-two participants registered into the online course. The motivation for undertaking the course was different between doctors and nurses. The main sources of difficulty in enrolling and finishing the course were the technical problems experienced when accessing the platform, and lack of acquaintance with computers and the Internet in general. Our results show that implementing e-learning education in hospitals from LMICs is feasible, especially when there are similarities between participating countries and the country in which the original program was developed. However, several elements such as strong organizational commitment, technical support and resources and adequate communication channels should be provided to facilitate enrollment and training completion. Efforts to improve Internet access should be made to avoid jeopardizing students' motivation to enroll and complete online training.

Changes in sleep schedule and chronotype due to COVID-19 restrictions and home office.

BACKGROUND AND OBJECTIVE: In this study, we researched the effects of the COVID-19 restriction measures on the sleep health of N = 681 German residents (mean age: 28.63 years, SD: 10.49 years). METHODS: The data were collected with an anonymous online survey composed of validated questionnaires and additional questions to quantify changed circumstances during the pandemic. Data were collected from May 18 to June 17, 2020, while governmental restrictions were imposed in Germany. We exclusively analysed participants working in home office during this time. RESULTS: Participants woke up about 1 hour later during the COVID-19 restriction phase, while going to bed at almost the same time as before. During the week, participants slept about an hour longer, while sleep at weekends did not differ significantly. Social jetlag decreased from 1:39 ± 1:00 to 0:49 ± 0:42 min in our sample. The number of children in the household was a significant factor predicting sleep timing. Participants with children living in the same household slept longer and sleep onset was later. CONCLUSION: In terms of sleep behaviour and, consequently, sleep health, participants benefited from the transition to home office. They were able to adapt their waking and working hours better to their biological rhythm, which reduced social jetlag.

A cross-sectional multicenter survey on the future of dental education in the era of COVID-19: Alternatives and implications.

PURPOSE: The coronavirus disease 2019 (COVID-19) pandemic has significantly challenged dental education. This study investigated the procedures outlined by dental faculty members to maintain quality dental education in a safe bioenvironment and adequately control the risk of cross-infection METHOD: Dental educators from dental schools around the world were invited to join an online survey considering different demographic factors. The survey consisted of 31 questions that were classified into separate sections, including academic characteristics, college size and facilities, action taken after announcement of the COVID-19 pandemic, perception of the pandemic, opinion regarding teaching, patient flow, possible facilities to implement for short- and long-term plans, and actions suggested to deal with the COVID-19 pandemic RESULTS: Two hundred-twelve responses were received. Respondents commonly agreed that COVID-19 will have major negative effects on dental education, adversely affecting all clinical disciplines. Shifting to virtual curricula, simulation labs, and distant learning were the prevailing actions taken in different dental colleges during the pandemic. Special attention was raised by the majority of respondents regarding dental aerosolizing procedures, preferring to postpone their training to a postpandemic/later phase. Coinciding opinions suggested adopting a future dynamic hybrid strategy analysis that combines online distant learning, virtual simulation, and haptic labs together with traditional direct clinical training on real patients CONCLUSION: The future of dental education will have far-reaching changes in strategies and tools to cope with COVID-19 pandemic and the postpandemic requirements of an effective, yet safe, dental learning environment. Dental colleges need to invest in infection precautions and in modern virtual education and training facilities.

Can we adequately teach ethics and ethical decision making via distant learning? A pandemic pilot.

The Corona virus pandemic rendered most live education this spring term impossible. Other formats and new ideas were needed to offer students the opportunity to learn unchanged learning content and outcomes. To replace our module on ethics and ethical decision making in emergency medicine with simulation patients we developed an e-learning module consisting of a case, trigger questions and literature for self-study. This was followed by a Microsoft Teams seminar in which the students discussed their questions in subgroups on the basis of their reading and developed a team product they then presented to the other team. Students valued this module as enabling a safe space for their beliefs and views. A vast majority deemed the topics as relevant, two thirds would retake the seminar. Despite a productive online discourse, this format should not be used as sole module under normal conditions since it lacks the (simulation) patient interaction but it can prove to be a valuable addendum to live teaching.