Análisis de la difusión y utilidad percibida a través de la implementación de una plataforma de formación virtual durante la pandemia por COVID-19 / Analysis of the broadcasting and perceived utility through the implementation of a virtual training platform during the pandemic

Introducción: La pandemia de COVID-19 ha afectado a las oportunidades de formación de los profesionales sanitarios, en parte porque se anularon muchos cursos presenciales. En este estudio se analizan los resultados de participación y satisfacción de las sesiones del Aula Virtual AEC durante su primer año. Métodos: El Aula Virtual AEC incluye un formato combinado de seminarios semanales emitidos en directo que pueden ser visionados en diferido. En este estudio se evalúan los resultados en sus primeros 12 meses, considerando el número de participantes en directo, el número de visualizaciones en diferido y el alcance global, así como los resultados de la encuesta de satisfacción realizada en cada una de las sesiones (1-10) Resultados: Desde el 16 de abril de 2020 hasta el 15 de abril de 2021 se realizaron 50 sesiones del Aula Virtual AEC. El alcance medio de las sesiones ha sido de 509 ± 288 visualizaciones con un rango entre 196 y 1490. En los picos de la pandemia se observó un descenso de los participantes en directo: 275 ± 135 vs. 391 ± 233 (p = 0,032) La puntuación media sobre el formato fue 8,46 ± 0,31/10. Las sesiones mejor puntuadas fueron las de temática relacionada con coloproctología con una diferencia estadísticamente significativa en la puntuación media 8,79 ± 0,42 vs. 8,39 ± 0,27 (p = 0,035). Un 90,76% de usuarios consideraron las sesiones útiles. Un 97,2% consideraban que deben mantenerse tras la pandemia. Conclusiones: El Aula Virtual AEC ha tenido muy buenos resultados en los primeros 12 meses de desarrollo, resultando ser una herramienta útil de docencia quirúrgica que previsiblemente sobrevivirá a la época de pandemia. (AU)

Introduction: The SARS-CoV-2 pandemic has affected training opportunities for healthcare professionals partly because face to face courses were cancelled. This study analyzes the results of participation and satisfaction of the AEC Virtual Classroom sessions during the first year. Methods: The AEC Virtual Classroom includes a combined format of weekly Webinar broadcast live that can be viewed on a delayed basis in a virtual platform. In this study, the results in its first year are evaluated considering the number of live participants, the delayed views and the global reach; as well as the results of the satisfaction survey in each of the sessions (0–10). Results: From 16/04/2020 to 15/04/2021, 50 sessions of the Virtual Classroom AEC were held. The average scope of the sessions was 509 ± 288 views with a range between 196 and 149. At the times of highest incidence of cases during the pandemic, a decrease in live participants was observed 275 ± 135 vs. 391 ± 233 (p = 0.032). The mean score on the format was 8.46 ± 0.31/10. The best-scored sessions were those of the subject related to coloproctology with a statistically significant difference in the mean score 8.79 ± 0.42 vs. 8.39 ± 0.27 (p = 0.035). 90% of users considered the sessions useful. 97.2% of respondents believe that the sessions should be maintained after the pandemic. Conclusions: The AEC Virtual Classroom has a very good results in the first year, proving to be a useful surgical teaching tool that will foreseeably survive once the pandemic is over. (AU)

Análisis de la difusión y utilidad percibida a través de la implementación de una plataforma de formación virtual durante la pandemia por COVID-19 / Analysis of the broadcasting and perceived utility through the implementation of a virtual training platform during the pandemic

Introducción: La pandemia de COVID-19 ha afectado a las oportunidades de formación de los profesionales sanitarios, en parte porque se anularon muchos cursos presenciales. En este estudio se analizan los resultados de participación y satisfacción de las sesiones del Aula Virtual AEC durante su primer año. Métodos: El Aula Virtual AEC incluye un formato combinado de seminarios semanales emitidos en directo que pueden ser visionados en diferido. En este estudio se evalúan los resultados en sus primeros 12 meses, considerando el número de participantes en directo, el número de visualizaciones en diferido y el alcance global, así como los resultados de la encuesta de satisfacción realizada en cada una de las sesiones (1-10) Resultados: Desde el 16 de abril de 2020 hasta el 15 de abril de 2021 se realizaron 50 sesiones del Aula Virtual AEC. El alcance medio de las sesiones ha sido de 509 ± 288 visualizaciones con un rango entre 196 y 1490. En los picos de la pandemia se observó un descenso de los participantes en directo: 275 ± 135 vs. 391 ± 233 (p = 0,032) La puntuación media sobre el formato fue 8,46 ± 0,31/10. Las sesiones mejor puntuadas fueron las de temática relacionada con coloproctología con una diferencia estadísticamente significativa en la puntuación media 8,79 ± 0,42 vs. 8,39 ± 0,27 (p = 0,035). Un 90,76% de usuarios consideraron las sesiones útiles. Un 97,2% consideraban que deben mantenerse tras la pandemia. Conclusiones: El Aula Virtual AEC ha tenido muy buenos resultados en los primeros 12 meses de desarrollo, resultando ser una herramienta útil de docencia quirúrgica que previsiblemente sobrevivirá a la época de pandemia. (AU)

Introduction: The SARS-CoV-2 pandemic has affected training opportunities for healthcare professionals partly because face to face courses were cancelled. This study analyzes the results of participation and satisfaction of the AEC Virtual Classroom sessions during the first year. Methods: The AEC Virtual Classroom includes a combined format of weekly Webinar broadcast live that can be viewed on a delayed basis in a virtual platform. In this study, the results in its first year are evaluated considering the number of live participants, the delayed views and the global reach; as well as the results of the satisfaction survey in each of the sessions (0–10). Results: From 16/04/2020 to 15/04/2021, 50 sessions of the Virtual Classroom AEC were held. The average scope of the sessions was 509 ± 288 views with a range between 196 and 149. At the times of highest incidence of cases during the pandemic, a decrease in live participants was observed 275 ± 135 vs. 391 ± 233 (p = 0.032). The mean score on the format was 8.46 ± 0.31/10. The best-scored sessions were those of the subject related to coloproctology with a statistically significant difference in the mean score 8.79 ± 0.42 vs. 8.39 ± 0.27 (p = 0.035). 90% of users considered the sessions useful. 97.2% of respondents believe that the sessions should be maintained after the pandemic. Conclusions: The AEC Virtual Classroom has a very good results in the first year, proving to be a useful surgical teaching tool that will foreseeably survive once the pandemic is over. (AU)

Percepción de las competencias docentes en ciencias de la actividad física y el deporte / Perception of Teaching Competences in Sciences of Physical Activity and Sports

Se pretende analizar las mejoras significativas en la percepción de las competencias docentes en Educación Física. Se lleva a cabo una intervención basada en el Modelo de Autoeficacia docente de Bandura (1986) y el estatuto del co-sujeto Not (1987), en la asignatura de Procesos de Enseñanza-Aprendizaje curso 2018-2019 (Grado de Ciencias de la Actividad Física y del Deporte, UCLM). Se utiliza un método descriptivo, cuantitativo, correlacional y de carácter transversal, participan 104 estudiantes (74 chicos y 30 chicas). Se hallan expectativas de logro, sin distinción de sexo, en el desempeño de las competencias docentes: potencial creativo con apoyo institucional, dominio técnico didáctico y personalidad activa con capacidad didáctica metacognitiva. Se llega a la conclusión de que es posible modificar las perspectivas de actuación en la acción docente dando prioridad a la evolución personal y profesional de los futuros docentes, independientemente del sexo y del rol que ejerce la sociedad. Línea pionera de investigación en la que se necesita profundizar. (AU)

The aim is to analyze the significant improvements in the perception of the teaching competences in Physical Education. An intervention is carried out based on the Model of Teacher Self-efficacy of Bandura (1986) and the status of co-subject Not (1987), in the subject of Teaching-Learning Processes course 2018-2019 (Degree of Physics Activity and Sports Sciences, UCLM). A descriptive, quantitative, correlational and cross-sectional method is used, involving 104 students (74 boys and 30 girls). There are expectations of achievement, without distinction of sex, in the performance of teaching competences: creative potential with institutional support, didactic technical mastery and active personality with metacognitive didactic ability. So it is possible to modify the perspectives in the teaching action of future teachers, giving priority to the personal and professional evolution, regardless of sex and the role played by society. New line of research in which it is necessary to deepen. (AU)

A promising new tool for literacy instruction: The morphological matrix.

There is growing interest in the role that morphological knowledge plays in literacy acquisition, but there is no research directly comparing the efficacy of different forms of morphological instruction. Here we compare two methods of teaching English morphology in the context of a memory experiment when words were organized by affix during study (e.g., a list of words was presented that all share an affix, such as , , , , etc.) or by base during study (e.g., a list of words was presented that all share a base, such as , , , ). We show that memory for morphologically complex words is better in both conditions compared to a control condition that does not highlight the morphological composition of words, and most importantly, show that studying words in a base-centric format improves memory further still. We argue that the morphological matrix that organizes words around a common base may provide an important new tool for literacy instruction.

Bridging the gap: increasing collaboration between research mentors and career development educators for PhD and postdoctoral training success.

National reports and funding mandates have called for trainee-centered PhD and postdoctoral training and the need to support diverse career outcomes. As a result, career and professional development (CPD) resources have expanded at several institutions. Despite the growth of innovative and impactful CPD resources, access to and awareness of resources have been inconsistent and inequitable for graduate and postdoctoral trainees. In the current model, core education occurs in two unconnected ways: faculty research mentors provide scientific competencies training, while CPD educators provide transferable competencies training, which is separate from the curriculum and optional at most institutions. Research mentors are influential in supporting trainee engagement with CPD programs; however, most are either unaware of the rapidly growing opportunities or may not see the direct benefit to scientific development and productivity. Due to this disconnect, some trainees can be inadvertently distanced from CPD resources, leading to more inequities among groups. To bridge this gap, here we propose a realignment of the current model via a set of practical and collaborative solutions providing benefit to all stakeholders. With greater awareness and collaboration, research mentors and CPD educators can complement each other's expertise to better support trainee experiences and outcomes.

Prácticas en un espacio de trabajo colaborativo docente: “Reproducir para Resistir" / Practices in a collaborative workspace for teachers in Chile: “Reproduce to Resist”

Desde una perspectiva socio-crítica comunitaria, en este estudio visibilizamos las prácticas de resistencia y/o reproducción al sistema educativo neoliberal chileno que se despliegan en un espacio de trabajo colaborativo docente en el área de ciencias. Recurrimos a la etnografía crí-tica, desplegada en las técnicas de observación participante, entrevista semiestructurada y grupo de discusión. Mediante un análisis cualitativo de contenido, se identifican dos ejes para abordar las prácticas desplegadas en el espacio de trabajo colaborativo: prácticas organizativas y prácticas pedagógicas. Los/as docentes identifican que el sistema educativo que contextuali-za su trabajo impide que las prácticas colaborativas se expresen y predominen en el espacio, dado que sus demandas evaluativas los oprimen, distanciándolos de las actividades que se ges-tan en el espacio colaborativo. Concluimos que las prácticas de reproducción y resistencia co-existen en el devenir del grupo, instaurándose como una dicotomía aparente que los obliga a “reproducir para resistir”. (AU)

From a social-critical community perspective, in this study, we make visible the practices of resistance and/or reproduction to the Chilean neoliberal educational system that are deployed in a collaborative workspace for teachers in science. We resorted tocritical ethnography, de-ployed in the techniques of: participant observation, semi-structured interview and discussion group. Through a qualitative analysis of content, two axes are identified to address the prac-tices deployed in the collaborative workspace: organizational practices and pedagogical prac-tices. Teachers identify that the educational system that contextualizes their work prevents collaborative practices from being expressed and predominant in the space, given that their evaluative demands oppress them, distancing them from the activities that are developed in the collaborative space. We conclude that the practices of reproduction and resistance coexist in the group’s evolution, establishing themselves as an apparent dichotomy that forces them to “reproduce in order to resist”. (AU)

Protocol: A mixed methods evaluation of an IPS program to increase employment and well-being for people with long-term experience of complex barriers in Vancouver's downtown and DTES.

BACKGROUND: Employment improves mental health and well-being by providing financial security, daily structure, a sense of identity and purpose, and social engagement. However, securing and sustaining employment is exceptionally challenging for vulnerable populations who experience persistent and multiple barriers, such as mental illness, homelessness, food and housing insecurity, and marginalization. Evidence-based supported employment programs, most notably individual placement and support (IPS) are becoming a more common approach for addressing the needs of these high-risk individuals. The aim of this paper is to outline the protocol for evaluating an IPS program in Vancouver's downtown and Downtown Eastside (DTES). METHODS AND DESIGN: This prospective quasi-experimental study of persons with persistent and multiple barriers to employment will use a mixed-methods approach for evaluating a novel IPS program. The evaluation will consist of survey packages and interviews that will capture outcomes related to employment and well-being, as well as the experiential process of receiving individualized and integrated supports through the IPS program. A mixed-methods approach is appropriate for this study as quantitative data will provide an objective assessment of program impacts on employment and well-being outcomes over time, while qualitative data will provide an in-depth understanding of continued barriers and experiences. DISCUSSION: The results from this evaluation will contribute evidence within a local British Columbian (BC) context that may increase access to meaningful employment for those with long-term experience of complex barriers to employment. Further, the findings will support continued improvements, and guide decision-making around practices and policy for future implementation of IPS and employment supports across BC.

Adapting Surgical Clerkship Curricula in Response to the COVID-19 Pandemic.

BACKGROUND: Coronavirus disease-19 (COVID-19) impacted medical education and led to the significant modification or suspension of clinical clerkships and rotations. OBJECTIVES: To describe a revised surgery clerkship curriculum, in which we divided in-person clinical teaching into smaller groups of students and adopted online-based learning to foster student and patient safety while upholding program standards. METHODS: The third-year surgery core clerkship of a 4-year international English-language program at the Medical School for International Health at Ben Gurion University of the Negev, Beer Sheva, Israel, was adapted by dividing students into smaller capsules for in-person learning and incorporating online learning tools. Specifically, students were divided evenly throughout three surgical departments, each of which followed a different clinical schedule. RESULTS: National Board of Medical Examiners clerkship scores of third-year medical students who were returning to in-person clinical clerkships after transitioning from 8 weeks of online-based learning showed no significant difference from the previous 2 years. CONCLUSIONS: To manage with the restrictions caused by COVID-19 pandemic, we designed an alternative approach to a traditional surgical clerkship that minimized the risk of exposure and used online learning tools to navigate scheduling challenges. This curriculum enabled students to complete their clinical rotation objectives and outcomes while maintaining program standards. Furthermore, this approach provided a number of benefits, which medical schools should consider adopting the model into practice even in a post-pandemic setting.

Finding links between organisation's culture and innovation. The impact of organisational culture on university innovativeness.

The objective of the paper is to diagnose organisational culture of selected universities and analyse its impact on the innovation processes within them. The subject matter of the study was organisational culture and innovation at universities. The subjects were four selected universities in Poland, Austria, Germany, and Ukraine. The paper provided a definition of organisational culture and its typology. It further discussed the organisational culture of universities and the relationships between organisational culture and innovativeness. The literature review provided foundations for building a model for the formation of a type of organisational culture at universities that is innovation-friendly, which is the added value of the paper. It offers actions worth taking to shape innovation-friendly culture at universities. It is particularly important during difficult time of changing labour market, when universities greatly impact the attitudes of young people. The knowledge of how to shape innovation-friendly organisational culture at universities is necessary for academia to profile future employees in times of continuous changes. To investigate the relationship between organisational culture and the innovativeness of universities, we designed an original survey questionnaire [S1 File]. Organisational culture was diagnosed with the Organizational Culture Assessment Instrument by K.S. Cameron and R.E. Quinn. The analyses were conducted in Dell Statistica v. 13.1 (StatSoft Polska). We normalised data from the Likert rating scale using Kaufman's and Rousseeuw's formula. We used Spearman's correlation coefficient and Kendall's W to calculate correlations. The research shows that the investigated Polish and Austrian universities are dominated by hierarchy and market cultures. On the other hand, the German and Ukrainian universities host all cultures, but clan and adhocracy dominate there. Moreover, the analyses demonstrated that although the adhocracy culture was the least visible in the investigated organisations, it contributes to university innovativeness the most. The conclusions were used to build a model for promoting innovation-friendly organisational culture at universities. The model contains answers to the research questions. In addition, it offers guidelines for shaping organisational culture to bolster innovation at universities. The research identified relationships between organisational culture and university innovativeness and components that create innovation opportunities at universities as its contribution to management theory. When applied in practice, the guidelines can help form the university's organisational culture bottom-up.

The role of Asian American and Native American Pacific Islander-Serving Institutions in reframing leadership education.

Leadership education within postsecondary institutions has often failed to consider the ways in which Asian Americans and Pacific Islanders (AAPIs) make sense of their leadership identity. This article explores the role that Asian American and Native American Pacific Islander-Serving Institutions have in fostering AAPI leaders through culturally relevant practices and services that recognize and embrace students' racial and ethnic backgrounds.

Absence makes the mind grow stronger - Educating in a pandemic and beyond.

With more than one academic year into the pandemic, it is timely to consider the lessons we learnt, and how they could shape education in the future. Papers from around the globe, reflecting on the directions we took and could take, were published in the FEMS Microbiology Letters virtual Thematic Issue 'Educating in a pandemic and beyond' in October 2021. Its content is reviewed here to facilitate discussions within the professional community. Online platforms and tools, that allowed a rapid emergency response, are covered, as well as enhancing student engagement, complementing and blending in-person activities with online elements for more flexible and accessible learning opportunities, the need for educator training, and improving science literacy overall and microbiology literacy specifically. As we go forward, in order to benefit from blended and flexible learning, we need to select our approaches based on evidence, and mindful of the potential impact on learners and educators. Education did not only continue during the pandemic, but it evolved, leading us into the future.

Educating the future generation of researchers: A cross-disciplinary survey of trends in analysis methods.

Methods for data analysis in the biomedical, life, and social (BLS) sciences are developing at a rapid pace. At the same time, there is increasing concern that education in quantitative methods is failing to adequately prepare students for contemporary research. These trends have led to calls for educational reform to undergraduate and graduate quantitative research method curricula. We argue that such reform should be based on data-driven insights into within- and cross-disciplinary use of analytic methods. Our survey of peer-reviewed literature analyzed approximately 1.3 million openly available research articles to monitor the cross-disciplinary mentions of analytic methods in the past decade. We applied data-driven text mining analyses to the "Methods" and "Results" sections of a large subset of this corpus to identify trends in analytic method mentions shared across disciplines, as well as those unique to each discipline. We found that the t test, analysis of variance (ANOVA), linear regression, chi-squared test, and other classical statistical methods have been and remain the most mentioned analytic methods in biomedical, life science, and social science research articles. However, mentions of these methods have declined as a percentage of the published literature between 2009 and 2020. On the other hand, multivariate statistical and machine learning approaches, such as artificial neural networks (ANNs), have seen a significant increase in the total share of scientific publications. We also found unique groupings of analytic methods associated with each BLS science discipline, such as the use of structural equation modeling (SEM) in psychology, survival models in oncology, and manifold learning in ecology. We discuss the implications of these findings for education in statistics and research methods, as well as within- and cross-disciplinary collaboration.