Propuesta de modificaciones a la tecnología para la determinación de problemas y potencialidades / A Proposal of Modifications to the Technology for Determining Problems and Potentialities

Introducción: Para el desarrollo de la investigación científica, la educación médica ha asumido supuestos que conforman la Teoría de la Educación Avanzada, entre los que se encuentran la Tecnología para la determinación de problemas y potencialidades, descrita por reconocidos pedagogos cubanos. Objetivo: Proponer modificaciones a la Tecnología para la determinación de problemas y potencialidades. Métodos: Se utilizaron métodos teóricos: sistematización, histórico-lógico, sistémico estructural, funcional, análisis documental, concreción-abstracción y modelación. Resultados: Los autores realizaron modificaciones a la Tecnología para la determinación de problemas y potencialidades en el primer, quinto, sexto y séptimo pasos, con dos acercamientos al objeto de estudio desde lo genérico y holístico a lo particular, de la aproximación al análisis profundo. Se introdujo en la práctica mediante su utilización en una tesis, defendida en 2021, para optar por el título de Doctor en Ciencias de la Educación Médica. Conclusiones: La Tecnología para la determinación de problemas y potencialidades con modificaciones demuestra la flexibilidad y posibilidad de aplicación de la tecnología inicial en otras ciencias, a partir de modificaciones que pudieran introducirse de acuerdo con sus particularidades y complejidades. Esta innovación tecnológica se propone para el desarrollo de la investigación científica en las ciencias de la educación médica con vista a abordar, con un enfoque holístico, sus objetos de estudio y campos de acción(AU)

Introduction: For the development of scientific research, medical education has taken assumptions that make up the theory of advanced education, among which is the technology for determining problems and potentialities, described by renowned Cuban pedagogues. Objective: To propose modifications to the technology for determining problems and potentialities. Methods: Theoretical methods were used: systematization, historical-logical, structural-systemic, functional, documentary analysis, concretion-abstraction, and modeling. Results: The authors made modifications to the technology for determining problems and potentialities in the first, fifth, sixth and seventh steps, with two approaches to the object of study from the generic and holistic to the particular, from approximation to profound analysis. It was introduced into practice through its use in a thesis, defended in 2021, to opt for the degree of doctor of Medical Education Sciences. Conclusions: The technology for determining problems and potentialities with modifications shows the flexibility and possibility of application of the initial technology into other sciences, from modifications that could be introduced according to their particularities and complexities. This technological innovation is proposed for the development of scientific research in the sciences of medical education, in view of approaching, with a holistic perspective, its objects of study and fields of action(AU)

Educação tecnológica hibrida blended learning adesão ao paciente hipertenso: ensaio clinico randomizado / Hybrid technology education blended learning hypertension patient support: randomized clinical trial

Avaliar a influência do uso da tecnologia educacional híbrida blended learning (ensino presencial associado por meio do ambiente virtual de aprendizado "E-Care da Hipertensão") na melhoria do controle da pressão arterial. Métodos: Ensaio Clinico Randomizado Controlado, realizado no período de novembro de 2015 a março de 2016,dividido em dois grupos: a) Grupo Hibrido com 14 pacientes submetidos a orientação individual por meio da consulta de Enfermagem a cada 20 dias com a utilização do recurso tecnológico educacional digital "E-Care da Hipertensão" ; b) Grupo Controle com 16 pacientes em que se utilizou da consulta com orientação individual por meio da consulta de Enfermagem a cada 20 dias sem o uso da tecnologia educacional. Os grupos foram acompanhados por 120 dias, utilizando o Teste de Morisk-Green, e exame da MAPA e WHOQOL-bref na randomização e aos 120 dias. Resultados: Para o Grupo Hibrido quando realizadas as comparações no início do estudo (momento da randomização) ao final 120 dias observou-se diferenças estatísticas em relação a diversas variáveis, a saber: a) circunferência abdominal, na randomização 99,61±10 vs. 96,69±8 (p=0,006); b) em relação a MAPA na pressão arterial sistólica PAS de vigília (PAS) 159,61±15mmHg vs. 143,30±19mmHg (p=< 0,001); c) pressão arterial diastólica na vigília (PAD) 106,61±12mmHg vs. 95,92±15mmHg (p= < 0,001); d) quanto a carga pressórica da MAPA na randomização para PAS na vigília obteve-se 93,28±7mmHg vs. 66,38±31mmHg (p=0,003); e) quanto aos valores da PAD 92,63±11mmHg vs. 70,96±28mmHg (p=0,002). Conclusão: Não foram observadas diferenças significativas nos resultados analisados em 120 dias com o uso da tecnologia educacional na modalidade hibrida quando comparada com o grupo controle que realizou apenas consulta individual pelo enfermeiro

The Hypertension is a chronic manageable, however, in clinical practice several difficulties in joining the therapeutic plan. In this regard, several studies analyze the influence of different educational technologies in therapeutic adhesion, but little is known about educational technology hybrid. Objective: Evaluate the influence of the use of educational technology hybrid (face-to-face education associated through the virtual environment of learning "E-Care of hypertension") in improving blood pressure control. Method: Clinical Randomized Controlled Study divided into two groups: the Hybrid Group with 14) patients undergoing individual guidance through the nursing consultation every 20 days with the use of educational technology digital feature "E-Care of hypertension"; In hybrid mode b) control group with 16 patients in which the query was used with individual guidance through the nursing consultation every 20 days without the use of educational technology. All patients in both groups were followed for 120 days and 7 queries. The research took place in the period of December 2014 to March 2017. Approved by the CEP under CAAE 08625112.7.0000.0068. Results: There were no differences with statistical significance between the groups on randomization and at the end of 120 days as socio demographic and hemodynamic variables. However when held Control Group comparison in 120 days and randomization in relation to your perception about the WHOQOL quality of lifestatistical difference was observed between the beginning of the study (randomization) 2,73±0,9 vs. 3,80±0,94 to 120 days (p=0,012). For the Hybrid Group when performed comparisons at the beginning of the study (time of randomization) the end 120 days statistics differences were observed in relation to several variables, namely: a) abdominal circumference the randomization 99,61±10 vs. 96,69±8 (p=0,006); b) for Ambulatory Blood Pressure Monitoring (ABPM) in systolic blood pressure, SBP in awake 159.61± 15mmHg vs. 143.30 ± 19mmHg (p = < 0.001); c) diastolic blood pressure (DBP) on the eve 106,61±12mmHg vs. 95,92±15mmHg (p = < 0,001);d) as the pressure load of the (ABPM) on randomization to SBP on vigiía was obtained 93,28±7mmHg vs. 66,38±31mmHg (p=0,003); e) as for the values of the SBP 92,63±11mmHg vs. 70,96±28mmHg (p=0,002); f) for the period of sleep SBP obtained value of 140,61± 15mmHg vs. 131,38± 21mmHg (p = 0,044); g) with respect to DBP the values were 86,37± 24mmHg vs. 71,06±31mmHg (p=0,039). As for the test of Morisky-Gren, was not with statistical significance differences between the Hybrid Group and the Control Group. Conclusion: There were no significant differences in the results analyzed in 120 days with the use of educational technology in hybrid mode when compared with the control group which held only individual consultation by a nurse. On the other hand, the comparison between the study group itself, proved to be effective with satisfactory results and may be an alternative to be perfected as an educational tool

Aprendizagem do raciocínio diagnóstico de enfermagem de estudantes por meio de tecnologias educacionais: revisão integrativa / Nursing diagnostic reasoning learning of students through educational technologies: an integrative review

Objetivo: Analisar as habilidades e experiências desenvolvidas a partir do uso de tecnologias educacionais no raciocínio diagnóstico de enfermagem de estudantes de graduação. Método: Revisão integrativa da literatura realizada em abril de 2020, por meio do acesso on-line a sete bases de dados, não sendo estabelecido um recorte temporal. Termos de busca como "estudantes de enfermagem", "tecnologia educacional" e "diagnóstico de enfermagem" foram incorporados nas estratégias de busca. Resultados: Em um universo de 332 títulos e resumos consultados, foram selecionados 21 artigos que respondiam de forma integral à pergunta de pesquisa. Foram identificadas 13 tecnologias educacionais presenciais e 8 virtuais que forneceram habilidades metacognitivas, cognitivas, práticas e experiências do tipo afetivas e motivacionais aos acadêmicos de enfermagem. Conclusão: A maioria das tecnologias presenciais impactaram diretamente no raciocínio diagnóstico dos estudantes, enquanto as tecnologias virtuais contribuíram indiretamente para seu desenvolvimento

Objective: To analyze the skills and experiences developed from the use of educational technologies in the nursing diagnostic reasoning of undergraduate students. Method: Integrative literature review performed in April 2020 through online access to seven databases without establishing a time frame. Search terms such as "nursing students", "educational technology" and "nursing diagnosis" were incorporated into the search strategies. Results: From a universe of 332 consulted titles and abstracts, 21 articles that fully answered the research question were selected. Thirteen face-to-face and 8 virtual educational technologies that provided metacognitive, cognitive and practical skills and affective and motivational experiences to nursing students were identified. Conclusion: Most face-to-face technologies impacted directly on the diagnostic reasoning of students, while virtual technologies contributed indirectly to its development.

Live-Streaming Surgery for Medical Student Education - Educational Solutions in Neurosurgery During the COVID-19 Pandemic.

OBJECTIVE: The COVID-19 pandemic significantly altered medical student education. The ability for students to be a part of the operating room team was highly restricted. Technology can be used to ensure ongoing surgical education during this time of limited in-person educational opportunities. DESIGN: We have developed an innovative solution of securely live-streaming surgery with real-time communication between the surgeon and students to allow for ongoing education during the pandemic. RESULTS: We successfully live-streamed multiple different types of neurosurgical operations utilizing multiple video sources. This method uses inexpensive, universal equipment that can be implemented at any institution to enable virtual education of medical students and other learners. CONCLUSIONS: This technology has facilitated education during this challenging time. This technological set-up for live-streaming surgery has the potential of improving medical and graduate medical education in the future.

La educación de fisioterapia en tiempos de la COVID-19 / Physiotherapy education at the time of the COVID-19

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Serious games en la enseñanza de enfermería: scoping review / Serious games no ensino da enfermagem: scoping review / Serious games in nursing teaching: a scoping review

OBJETIVO: Identificar y mapear los Serious Games que son producidos para la enseñanza de enfermería. MÉTODO: Se trata de una scoping review. La colecta de datos ocurrió en marzo de 2018, en 14 bases de datos nacionales e internacionales. Para la extracción de los datos se utilizaron los indicadores: año de publicación, país de origen, objetivo del estudio, clasificación de los Serious Games, área temática abordada por los Serious Games y los principales resultados. RESULTADOS: La muestra del estudio estuvo compuesta por siete artículos, publicados entre 2011 y 2017, seis de estos (85,7%) producidos en Brasil. Los contenidos abordados en los serious games, fueron: salud mental, seguridad del paciente, cuidados en neonatología, salud infantil, administración de fármacos y gasometría arterial. CONCLUSIÓN: Los serious game producidos para la enseñanza de la enfermería abordaron diferentes temáticas relacionadas: la salud mental, salud del niño, neonatología, seguridad del paciente, administración de fármacos y gasometría

OBJETIVO: Identificar e mapear os Serious Games que são produzidos para o ensino da enfermagem. MÉTODO: Trata-se de uma scoping review. A coleta de dados ocorreu em março de 2018, em 14 bases de dados nacionais e internacionais. Para extração dos dados utilizou-se os indicadores: ano de publicação, país de origem, objetivo do estudo, classificação do Serious Games, área temática abordada pelo Serious Games e os principais resultados. RESULTADOS: A amostra do estudo foi composta por sete artigos, publicados entre 2011 e 2017, com seis (85,7%) produzidos no Brasil. Os conteúdos abordados nos serious games, foram: saúde mental, segurança do paciente, cuidados em neonatologia, saúde infantil, administração de fármacos e gasometria arterial. CONCLUSÃO: Os serious game produzidos para o ensino da enfermagem abordaram diferentes temáticas relacionadas: a saúde mental, saúde da criança, neonatologia, segurança do paciente, administração de fármacos e gasometria

OBJECTIVE: To identify and map the serious games that are produced to teach nursing. METHOD: This is a scoping review. Data collection took place in March 2017, in 14 national and international databases. The following indicators were used for data extraction: year of publication, country of origin, objective of the study, classification of the serious games, thematic area addressed by the serious games, and main results. RESULTS: The sample consisted of seven articles. The studies were published between 2011 and 2017, and six (85.7%) were produced in Brazil. The subjects addressed by the serious games were mental health, patient safety, neonatology care, child health, drug administration, and arterial gasometry. CONCLUSION: The serious games produced for teaching nursing addressed different related themes: mental health, child health, neonatology, patient safety, drug administration, and arterial gasometry

Digital Learning Interventions in Higher Education: A Scoping Review.

This scoping review was undertaken to synthesize and describe research related to digital learning interventions in higher education, focusing on technological outcomes. Five electronic databases were searched, and 86 articles were included in the review. The data related to positive and negative technological outcomes and authors' suggestions were analyzed using inductive content analysis. The articles represented six disciplines across six continents and included quantitative (n = 65), qualitative (n = 3), and mixed-methods (n = 18) intervention studies. For positive technological outcomes, digital formats of learning were considered effective and participatory forms of learning in a majority of the articles. The students appreciated individualized and self-paced learning, and the digital form increased their motivation to learn. Automatized technical solutions that enabled learning and teaching had several advantages, and digital learning was believed to save the resources of students, teachers, and organizations. For negative technological outcomes, the technical difficulties in using the digital devices or platforms were described the most, and a need for resources was identified. Feedback from teachers was considered important from positive and negative viewpoints. Authors' suggestions for future digital teaching and learning as well as related interventions consisted of various activities, resources, environments, and methods.

Construction and validation of an educational technology for mother-child bond in the neonatal intensive care unit.

OBJECTIVES: to describe the process of construction and validation of an educational booklet to promote bonding between mothers and newborns in a Neonatal Intensive Care Unit. METHODS: methodological study developed through data collection in the literature and with the target audience; construction of the booklet; qualification of the material through validation by judges (health and communication experts/designer) and assessment by the target audience (mothers of at-risk newborns). Data were analyzed descriptively. RESULTS: booklet content was validated, obtaining an overall Content Validity Index of 0.92. Appearance was rated "Superior" with 80% percentage. Mothers performed an assessment with 100% agreement between the items. CONCLUSIONS: the booklet was validated in all domains assessed and can be used by mothers with children hospitalized in the Neonatal Unit.

An Educational Scenario for the Learning of the Conic Section: Studying the Ellipse with the Use of Digital Tools and Elements of Differentiated Instruction and Cognitive Neurosciences.

This study presents an educational scenario for the learning of the conic section, the ellipse. The scenario was designed based on the results of neuroeducation research and upon the principles of differentiated instruction. The proposition includes utilization of multiple representational tools as well as several tangible tools, the use of which can support the context of differentiated instruction according to the principles of cognitive neurosciences. In addition, it includes a large number of activities derived from the real world and other disciplines. The proposed scenario lasts four teaching periods, during which students will have the opportunity to discover, to experiment with, and above all to collaboratively pursue learning while choosing their own learning path in the context of differentiated instruction.

Medical assessment in the age of digitalisation.

BACKGROUND: Digital assessment is becoming more and more popular within medical education. To analyse the dimensions of this digital trend, we investigated how exam questions (items) are created and designed for use in digital medical assessments in Germany. Thus, we want to explore whether different types of media are used for item creation and if a digital trend in medical assessment can be observed. METHODS: In a cross-sectional descriptive study, we examined data of 30 German medical faculties stored within a common assessment platform. More precise, 23,008 exams which contained 847,137 items were analysed concerning the exam type (paper-, computer- or tablet-based) and their respective media content (picture, video and/or audio). Out of these, 5252 electronic exams with 12,214 questions were evaluated. The media types per individual question were quantified. RESULTS: The amount of computer- and tablet-based exams were rapidly increasing from 2012 until 2018. Computer- and tablet-based written exams showed with 45 and 66% a higher percentage of exams containing media in comparison to paper-based exams (33%). Analysis on the level of individual questions showed that 90.8% of questions had one single picture. The remaining questions contained either more than one picture (2.9%), video (2.7%), audio (0.2%) or 3.3% of questions had picture as well as video added. The main question types used for items with one picture are TypeA (54%) and Long_Menu (31%). In contrast, questions with video content contain only 11% TypeA questions, whereas Long_Menu is represented by 66%. Nearly all questions containing both picture and video are Long_Menu questions. CONCLUSIONS: It can be stated that digital assessment formats are indeed on the raise. Moreover, our data indicates that electronic assessments formats have easier options to embed media items and thus show a higher frequency of media addition. We even identified the usage of different media types in the same question and this innovative item design could be a useful feature for the creation of medical assessments. Moreover, the choice of media type seems to depend on the respective question type.

Support, technology and mental health: correlates of trainee workplace satisfaction.

INTRODUCTION: Low physician workplace satisfaction may negatively impact patient care. Dissatisfaction may begin during residency training, where trainees face lower autonomy and less control over work conditions. The theoretical and empirical literature on trainees is couched mainly in terms of burnout. Theories of satisfaction, a different construct, are derived from studies of independent physicians. Identifying specific correlates of trainee satisfaction may be a clearer path to preparing a sustainable physician workforce. METHODS: We surveyed 3300 residents and fellows (response rate of 7.2% to 46,574 surveys sent) across multiple specialties and institutions in the US. The instrument was adapted from a previous large-scale survey of physician satisfaction, with changes reflecting factors theorized to specifically affect trainee satisfaction. We applied generalized linear regression to identify correlates of higher satisfaction. RESULTS: A total of 1444 (44%) residents/fellows reported they were very satisfied and 1311 (40%) reported being somewhat satisfied. Factors associated with satisfaction included positive perceptions of supporting clinical staff, the electronic health record, and stability of personal mental health. Surprisingly, a strong negative perception of completing insurance and/or disability forms was also associated with higher satisfaction. Factors often presumed to correlate with satisfaction, such as duty hours, debt load, and specialty, did not show significant associations. DISCUSSION: Multiple workplace factors are correlated with trainee satisfaction, but they are not the factors (such as financial debt) that we initially hypothesized. The factors we identified, including clinical staff support and personal mental health, may be targets for further study and/or pilot interventions aimed at improving satisfaction.

Assessing the Role of Screencasting and Video Use in Anatomy Education.

The subject of anatomy, commonly taught with applied clinical focus on medical programmes, is frequently brought to life alongside art, imagery and visualization. Yet, despite being continually hailed as the cornerstone of medicine, the cyclic revalidation of its curricula has often found its educators in the unenviable position of maintaining knowledge standards in the face of reduced contact time. However, the gravity of such challenges has created an opportunity for creative and innovative solutions to these problems. The ease by which educational technology can now be used by non-experts is constantly increasing and the use of technology enhanced learning has now become universal within Higher Education. Many anatomical science educators have turned to building bespoke interactive and engaging online supplementary material which can be blended with face to face delivery as a way to circumvent the time pressure issues. Today's students appear to have a growing preference for visualising moving images and audio explanations as opposed to older traditional static resources, underpinned by vast pages of unattractive dense text and pictures. One such technique being used to provide flexible and student-centred learning is screencast videos. These digital recordings of screen captured drawings, with accompanying narration are overwhelmingly popular with students and on the ascendance. However, as new tools emerge, it becomes increasingly important to determine their impact on both the student experience and knowledge gain. It is also valuable for educators to share their classroom experiences or instructional techniques to optimise their use for learning. This chapter explores the rise of this application in anatomy education and discusses the evidence available investigating student engagement and learning outcomes in the context of well-established learning theories.

Massive Open Online Courses: Current and Future Trends in Biomedical Sciences.

The first massive open online courses or MOOCs were offered in 2008 in the USA, since then MOOCs have hit the higher education (HE) section by storm and have continued to grow rapidly since 2012, with hundreds of HE establishments across the globe engaged in providing MOOCs. MOOCs are online courses that are open to everyone and anyone to join with typically no limits to the number of participants or prerequisite qualifications. In some MOOCs there is an option to pay for a certificate upon completion. This chapter captures the use and future of MOOCs in the biomedical sciences. As the number of MOOCs available in biomedical subject areas grow, so do the number of participants taking these courses, with many of these learners and professionals looking to update their knowledge in the biomedical sciences.There is also a growing use of MOOCs in higher education as a recourse for campus degree programmes, known as hybrid MOOCs, where the MOOC provides the learning and the assessment is undertaken by the educational institution. The growing number of MOOCs available for credit is changing the way some learners are accessing higher education and the development of micro degrees obtained through the completion of a number of MOOCs may potentially change the way higher education is provided in the future. Finally, the potential of artificial intelligence to provide virtual classroom assistants is also a possible game changer, allowing more personalised learning to be delivered at scale.

Validation of educational booklet: an educational technology in dengue prevention / Validación de cartilla educativa: una tecnología educacional en la prevención del dengue / Validação de cartilha educativa: uma tecnologia educacional na prevenção da dengue

ABSTRACT Objective: to validate a booklet on dengue prevention in order to make it an educational technology to be used with the population. Method: methodological study, carried out with two groups of judges specialized in health and other areas. For data analysis, the calculation of Content Validity Index was carried out. Results: the booklet, in general, was considered valid by the expert judges, since it obtained an overall CVI of 70%. However, it has undergone a textual and aesthetic re-elaboration. The changes were based on the substitution of expressions, phrases, information additions and language adequacy. The illustrations were redone, adding clarity, expressiveness, movement, interaction and contextualization. Conclusion: the booklet is valid to be used for the population, with the purpose of informing, in a playful way, the forms of prevention and combat to mosquito transmitting dengue.

RESUMEN Objetivo: validar una cartilla sobre prevención del dengue, con el fin de hacerla una tecnología educativa para ser utilizada con la población. Método: estudio metodológico, realizado con dos grupos de jueces especialistas de la Salud y de otras áreas. Para el análisis de los datos, se realizó el cálculo del Índice de Validez de Contenido. Resultados: se considera que la cartilla, en general, fue considerada válida por los jueces especialistas, ya que obtuvo un IVC global del 70%. Sin embargo, pasó por una reelaboración textual y estética. Los cambios recae sobre la sustitución de expresiones, frases, acrecimiento de informaciones y adecuación de lenguaje. Las ilustraciones fueron rehechas, añadiendo claridad, expresividad, movimiento, interacción y contextualización. Conclusión: la cartilla es válida para ser utilizada para la población, con el objetivo de informar, de manera lúdica, las formas de prevención y combate al mosquito transmisor del dengue.

RESUMO Objetivo: validar uma cartilha sobre prevenção da dengue, a fim de torná-la uma tecnologia educacional para ser utilizada com a população. Método: estudo metodológico, realizado com dois grupos de juízes especialistas da Saúde e de outras áreas. Para a análise dos dados, foi realizado o cálculo de Índice de Validade de Conteúdo. Resultados: a cartilha, em geral, foi considerada válida pelos juízes especialistas, visto que obteve um IVC global de 70%. Entretanto, passou por uma reelaboração textual e estética. As alterações recaíram sobre a substituição de expressões, frases, acréscimo de informações e adequação de linguagem. As ilustrações foram refeitas, acrescentando clareza, expressividade, movimento, interação e contextualização. Conclusão: a cartilha é válida a ser utilizada para a população, com o objetivo de informar, de maneira lúdica, as formas de prevenção e combate ao mosquito transmissor da dengue.

Validation of educational booklet: an educational technology in dengue prevention.

OBJECTIVE: to validate a booklet on dengue prevention in order to make it an educational technology to be used with the population. METHOD: methodological study, carried out with two groups of judges specialized in health and other areas. For data analysis, the calculation of Content Validity Index was carried out. RESULTS: the booklet, in general, was considered valid by the expert judges, since it obtained an overall CVI of 70%. However, it has undergone a textual and aesthetic re-elaboration. The changes were based on the substitution of expressions, phrases, information additions and language adequacy. The illustrations were redone, adding clarity, expressiveness, movement, interaction and contextualization. CONCLUSION: the booklet is valid to be used for the population, with the purpose of informing, in a playful way, the forms of prevention and combat to mosquito transmitting dengue.

Advances in Surgical Training Using Simulation.

Simulation involves the re-creation of real-life situations, processes, or structures for the purpose of improving safety, effectiveness, and efficiency of health care services: simulation provides a controlled and safe environment for training and assessment. In an age in which regulatory burdens, fiscal challenges, and renewed focus on patient safety increasingly constrain surgical residency programs, innovation in teaching is vital for the future of oral and maxillofacial surgery (OMS) training. Of the simulation technologies in modern day health care education, many have found their way into OMS training. This article reviews these technologies, and some examples of their uses in OMS.

Using technology to increase student (and faculty satisfaction with) engagement in medical education.

Faculty dissatisfaction with diminishing levels of student engagement in lifestyle medicine sessions prompted this exploratory project that compared differences in students' substantive engagement in medical preclinical and clinical level lifestyle medicine sessions. The preclinical and clinical level sessions had the same learning objectives and learning tasks, properly aligned with that level of student learning, but were offered in different learning formats, either traditional classroom approaches or technology-enhanced approaches. At the preclinical level, we transferred a nonmandatory, face-to-face session to a nonmandatory, fully online session. At the clinical level, we introduced two novel technology tools. We utilized Zoom technologies, which afforded students the ability to access the session from anywhere, and employed Hickey's use of "promoting" student submissions as one method for increasing student-student interaction during the synchronous session. We used indicators of behavioral engagement of Henrie et al. (Henrie CR, Halverson LR, Graham CR. Comput Educ 90: 36-53, 2015) as the framework for determining applicable engagement behaviors, including attendance, assignment completion, interactions (responding/feedback/endorsements), and the quality of (and faculty satisfaction with) the face-to-face and/or online interactions. We expected to observe higher levels of engagement behaviors in the technology-enhanced approach and found that to be the case at both the preclinical and clinical levels, in both mandatory/nonmandatory and synchronous/asynchronous formats. However, it was the increase in both the level and substance of the students' interactions in the technology-enhanced sessions that provided surprising results. A review of the sessions with enhanced engagement highlight the role of student autonomy, a construct with strongly established associations to student motivation and engagement.

Technology to enhance in-class discussions and student participation at a multi-campus program.

BACKGROUND AND PURPOSE: The purpose of this paper is to discuss the implementation of a novel approach to using technology in a class taught from a satellite campus via synchronous video teleconferencing and its impact on student participation. EDUCATIONAL ACTIVITY AND SETTING: A wiki platform was blended with an audience response system and implemented during a one-hour class period. Students provided answers to open-ended discussion questions on the audience-response wiki page. The instructor read responses aloud as they were added, and provided explanation and immediate feedback on each response. FINDINGS: There were 136 second year student pharmacists enrolled in the class, and 41 (30.15%) students contributed to the audience response wiki during the in-class discussion. The combined four discussion questions had a total of 86 responses, which indicates that some students participated more than once. There are five accepted types of student interaction in distance education, and the audience-response wiki addressed each of them. Additionally, it addressed many barriers to in-class discussion for students on a distance campus including microphone anxiety and fear of interrupting a peer on another campus. Beyond enhanced student participation, it allowed the instructor to provide immediate feedback on a higher volume of student responses. SUMMARY: Audience response wiki tools are free, easy to use, and allow students across multiple campuses to overcome barriers associated in-class discussion.