scholarly journals Holding a Conference Online and Live due to Covid-19

2021 ◽  
Vol 49 (4) ◽  
pp. 28-32
Author(s):  
Angela Bonifati ◽  
Giovanna Guerrini ◽  
Carsten Lutz ◽  
Wim Martens ◽  
Lara Mazilu ◽  
...  
Keyword(s):  
Life Experience ◽  
Real Life ◽  
Research Community ◽  
Lessons Learned ◽  
Face To Face ◽  
International Conference ◽  
Database Theory ◽  
The Face ◽  
Database Technology ◽  
Online Experience

The joint EDBT/ICDT conference (International Conference on Extending Database Technology / International Conference on Database Theory) is a well established conference series on data management, with annual meetings in the second half of March that attract 250 to 300 delegates. Three weeks before EDBT/ICDT 2020 was planned to take place in Copenhagen, the rapidly developing Covid-19 pandemic led to the decision to cancel the face-to-face event. In the interest of the research community, it was decided to move the conference online while trying to preserve as much of the real-life experience as possible. As far as we know, we are one of the first conferences that moved to a fully synchronous online experience due to the COVID- 19 outbreak. By fully synchronous, we mean that participants jointly listened to presentations, had live Q&A, and attended other live events associated with the conference. In this report, we share our decisions, experiences, and lessons learned.

scholarly journals Physiological synchrony is associated with cooperative success in real-life interactions

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
F. Behrens ◽  
J. A. Snijdewint ◽  
R. G. Moulder ◽  
E. Prochazkova ◽  
E. E. Sjak-Shie ◽  
...  
Keyword(s):  
Skin Conductance ◽  
Skin Conductance Level ◽  
Real Life ◽  
Strong Relationship ◽  
Dyadic Interaction ◽  
Physiological Mechanisms ◽  
Face To Face ◽  
Physiological Synchrony ◽  
Skin Conductance Levels ◽  
The Face

AbstractCooperation is pivotal for society to flourish. To foster cooperation, humans express and read intentions via explicit signals and subtle reflections of arousal visible in the face. Evidence is accumulating that humans synchronize these nonverbal expressions and the physiological mechanisms underlying them, potentially influencing cooperation. The current study is designed to verify this putative linkage between synchrony and cooperation. To that end, 152 participants played the Prisoner’s Dilemma game in a dyadic interaction setting, sometimes facing each other and sometimes not. Results showed that synchrony in both heart rate and skin conductance level emerged during face-to-face contact. However, only synchrony in skin conductance levels predicted cooperative success of dyads. Crucially, this positive linkage was strengthened when participants could see each other. These findings show the strong relationship between our bodily responses and social behavior, and emphasize the importance of studying social processes between rather than within individuals in real-life interactions.

scholarly journals Evaluating the feasibility and effectiveness of e- OSCE in the COVID- 19 era

2021 ◽  
Author(s):  
Sarra Shorbagi ◽  
Nabil Sulaiman ◽  
Ahmad Hasswan ◽  
Mujtaba Kaouas ◽  
Mona M. Al-Dijani ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Clinical Training ◽  
Clinical Skills ◽  
Real Life ◽  
Procedural Skills ◽  
Face To Face ◽  
Global Pandemic ◽  
The Face

Abstract Background: The emergence of coronavirus disease 2019 (COVID-19) and its quick progress to a global pandemic has urged medical schools to shift from didactic to distance learning and assessment approaches. The quality of clinical training and assessment have been jeopardized due to the regulatory restrictions and potential hazards to human lives. The aim of this paper is to evaluate the feasibility and effectiveness of an electronic Objective Structured Clinical Examination (e-OSCE), which attempted to transform the format of a face-to-face OSCE to an e-OSCE.Methods: We conducted three end of clerkship e-OSCEs for final year medical students in Surgery, Medicine and Family Medicine using teleconferencing application of Microsoft Teams (MST). The e-OSCE blueprint included the assessment of all clinical skills except physical examination and procedural skills. Examiners supervised e-OSCE from the college campus while all students were remotely assessed through the MST channels. During the exam, the students stayed in their specified MST channels, examiners rotated across all students. The feasibility and effectiveness of e-OSCE was evaluated using a self-administered questionnaire to students, examiners and e-OSCE team. Results: The data analysis showed that 93.4% students and 92.2% examiners agreed with the quality and process of e-OSCE. Similarly, 83.6% students and 98% examiners agreed with the fairness, smoothness and organization of e-OSCE. As many as 45.9% students and 74.5% examiners agreed that e-OSCE was close to real life practice. Approximately one fifth of students and one third of examiners preferred e-OSCE over the face-to-face OSCE. The analysis of qualitative data generated themes of e-OSCE structure and technology. While majority of participants were satisfied with e-OSCE, students were concerned about examiners’ training and e-OSCE contents. Examiners and e-OSCE team recognized the paper-less, tech-savy, fast and reliable e-OSCE format. Conclusion: During and beyond COVID- 19 era, e-OSCE is a feasible and effective modality for assessing clinical competence except for physical examination and procedural skills. The planning and implementation of e-OSCE reflects an ingenuity in assessment of clinical competencies of medical students.

Mass screening for hepatitis B and C in South Upper Egypt: lessons learned from a real life experience

2018 ◽  
Vol 68 ◽  
pp. S180-S181
Author(s):  
G. Soliman ◽  
M. Elzalabany ◽  
T. Hassanein ◽  
D. Miller
Keyword(s):  
Hepatitis B ◽  
Mass Screening ◽  
Life Experience ◽  
Real Life ◽  
Lessons Learned ◽  
Upper Egypt

Instructional Design in the Face of COVID-19: Learned Lessons and Pending Tasks

2022 ◽  
Vol 5 (1) ◽  
pp. 27
Author(s):  
Gerardo Quiroz Vieyra ◽  
Luis Fernando Muñoz González
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Information And Communication Technologies ◽  
Lessons Learned ◽  
Hybrid Education ◽  
Face To Face ◽  
The Face ◽  
Information And Communication ◽  
Addie Model ◽  
Teaching Learning

Faced with confinement due to COVID-19, educational institutions with face-to-face models had to continue their activities under conditions and with resources not used up to that moment. For this, the institutions formulated and put into operation continuity plans, which involved everything from remote education to hybrids between the latter and online education. Institutions that already had online or hybrid education programs were able to apply that experience to their face-to-face programs, allowing them to respond more quickly than those that did not. The stages of the teaching-learning process that were "adjusted" during this emergency in order to give continuity to educational activities were the last two, namely: the development of instructional material and teaching. In this work, an intervention is proposed in a previous stage of the process, that is, in the instructional design (ID), using the ASSURE model derived from the ADDIE model or approach. This intervention is based on the lessons learned during the pandemic, for the preparation or reformulation of study plans that consider information and communication technologies as a platform to enhance the effectiveness of learning, selecting them and establishing their use strategy from the stage in which the materials are designed, which may be useful considering that even if the students return to the classrooms, a virtual part will be preserved, that is, a hybrid model, in which the face-to-face-virtual ratio will be determined by the educational strategy of the institution.

scholarly journals MOVE YOUR AVATAR! Improvisational Theatre Methods in Virtual Teams

2015 ◽  
Vol 8 (4) ◽  
pp. 8
Author(s):  
Stefanie Quade
Keyword(s):  
Virtual Teams ◽  
Team Building ◽  
Real Life ◽  
Participatory Action ◽  
Learning Groups ◽  
3 Dimensional ◽  
Face To Face ◽  
Improvisational Theatre ◽  
The Face ◽  
The Impact

The importance of a process for a successful start of a new project team is common in business management. Warming up and cooling down exercises are already well accepted methods to activate learning groups. Improvisational theatre has become very popular during the last years as one of these activating practices. Compared to real life settings, meetings in avatar-based, 3-dimensional virtual environments suffer from various communication issues - there is no body language, no gestures or mime you could see in the face of an avatar. To increase the interactivity of virtual avatar groups, face-to-face best practices of improvisational theatre methods were transferred into virtual 3D course sessions at the Berlin School of Economics and Law. The impact of these extemporaneous exercises on the interactivity and team performance during the virtual sessions was observed using the participatory action research method (PAR). The transferability of successful real life settings into a virtual 3D course was analyzed. The paper recommends the top improvisational theatre trainings and their impact on the interactivity and team building outcome.

scholarly journals PPEs From Nigerian Academia: Flattening The COVID-19 Curve With 3D Printing And Locally Sourced Intervention

2021 ◽  
Author(s):  
Royhaan Folarin ◽  
Andre Chagas ◽  
Mahmoud Bukar ◽  
Abisola Akinbo ◽  
Tamra Runsewe-Abiodun ◽  
...  
Keyword(s):  
3D Printing ◽  
Open Source ◽  
Low Income ◽  
Life Experience ◽  
Health Workers ◽  
Real Life ◽  
Community Support ◽  
The World ◽  
Hygienic Measures ◽  
The Face

Abstract Background:Personal protective equipment (PPE) supply shortages were a big issue in the fight against COVID-19 around the world at the onset of the pandemic, requiring all communities to find innovative ways to make and supply PPE for health workers, vulnerable people and the general public. To this end and in line with the WHO’s call for 40% raise in PPE production across the world, we sought to alleviate the PPE shortage and to support our local communities using 3D printing (additive manufacturing) and free and open-source hardware (FOSH). Methods:Utilising a 3D printer and off-the-shelf components, reusable face shields and face masks were produced based on open source designs. Off-the-shelf components included transparent polyvinyl chloride (PVC) visor, ribbon tapings and elastic bands for the face shields, as well as cushioning pads (clothed foams) and filters (sensitive tissues) for the face masks. Hygienic measures employed during fabrication included the assembly following safety protocols, disinfection of products with ultraviolet bactericidal lamps, ensuring hygiene during collection and distribution. Users’ real-life experience and feedback were utilised to modify and improve on quality and adaptability of the designs.Results:In a period of three months, over 400 reusable 3D-printed face shields and face masks were produced by a team of academics, for health practitioners, other professionals and people across the Olabisi Onabanjo University community and other cities within Ogun and Lagos states. Conclusions:More awareness is generally required on the potentials of 3D printing and FOSH in the global south, particularly in universities and research institutions where innovative alternatives to expensive equipment remain vital. Our feat corroborated and advocated these potentials in a low-income setting like Nigeria, where the immediate response and synergy between academics, and researchers yielded a substantial number of PPE to front line workers, in a timely manner at the peak of the viral transmission and lockdowns- a period wherein manufacturers of PPEs struggled to establish their commercial logistics. We emphasize the need for university managements to support academics and researchers strongly to deliver on much needed community support in crises time, and encourage governmental and non-governmental bodies to consider investing in this innovative self-reliant perspective through their research funding and managemnt programmes in a bid to achieving a lot more with the less funds.Trial registration:Not applicable.

scholarly journals Adaptações e repercussões nas vivências em escola de ensino híbrido durante a pandemia por Sars-CoV-2

2021 ◽  
Vol 45 (2) ◽  
Author(s):  
Francisco Theogenes Macêdo Silva ◽  
Marcos Kubrusly ◽  
Arnaldo Aires Peixoto Junior ◽  
Larissa Xavier Santiago da Silva Vieira ◽  
Kristopherson Lustosa Augusto
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Real Life ◽  
Health Care Team ◽  
Clinical Experiences ◽  
First Semester ◽  
Face To Face ◽  
The Face ◽  
E Learning ◽  
In The Beginning

Abstract: Introduction: The pandemic caused by the SARS-CoV-2 virus has accelerated an educational revolution, with implications for health care and medical education, generating some insecurities and uncertainties. The article reports the experience of Centro Universitário Christus (Unichristus) about the changes that occurred in the practical scenarios of clinical experiences during the first semester of 2020, marked by social distancing. Experience Report: The services at Clínica Escola de Saúde (CES) were suspended and the associated hospitals stopped receiving students, making the experience of real-life scenarios unfeasible, resulting in the beginning of a project characterized by care of patients with coronavirus infection through telemedicine. The face-to-face nursing team’s participation occurred concomitantly, while students attending the eighth semester of the medical course were present at the consultation through screen sharing using the Google Meet ® program. After the consultation was concluded, there was a discussion about the case and other relevant aspects, similarly to what would happen with a face-to-face experience. In parallel with the project, students also attended lectures that addressed aspects of the disease from primary to tertiary level of health care. Discussion: Patients received care and students were taught through a flexible, innovative, accessible and safe media, following a worldwide trend, generating opportunities for professional development and innovations in medical education. The experience with telemedicine can be complemented by e-learning, allowing the development of a new hybrid teaching model. Conclusion: The current circumstances may result in some educational loss, such as the impossibility to perform physical examinations and to interact better with the health care team and patients; however the technological resources can result in opportunities for changes, improvement and development of teaching methodologies, in line with the current generation of digital natives.

scholarly journals Adaptations and repercussions in the experiences in a hybrid education university during the Sars-CoV-2 pandemic

2021 ◽  
Vol 45 (2) ◽  
Author(s):  
Francisco Theogenes Macêdo Silva ◽  
Marcos Kubrusly ◽  
Arnaldo Aires Peixoto Junior ◽  
Larissa Xavier Santiago da Silva Vieira ◽  
Kristopherson Lustosa Augusto
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Real Life ◽  
Health Care Team ◽  
Clinical Experiences ◽  
First Semester ◽  
Hybrid Education ◽  
Face To Face ◽  
The Face ◽  
In The Beginning

Abstract: Introduction: The pandemic caused by the SARS-CoV-2 virus has accelerated an educational revolution, with implications for health care and medical education, generating some insecurities and uncertainties. The article reports the experience of Centro Universitário Christus (Unichristus) about the changes that occurred in the practical scenarios of clinical experiences during the first semester of 2020, marked by social distancing. Experience Report: The services at Clínica Escola de Saúde (CES) were suspended and the associated hospitals stopped receiving students, making the experience of real-life scenarios unfeasible, resulting in the beginning of a project characterized by care of patients with coronavirus infection through telemedicine. The face-to-face nursing team’s participation occurred concomitantly, while students attending the eighth semester of the medical course were present at the consultation through screen sharing using the Google Meet ® program. After the consultation was concluded, there was a discussion about the case and other relevant aspects, similarly to what would happen with a face-to-face experience. In parallel with the project, students also attended lectures that addressed aspects of the disease from primary to tertiary level of health care. Discussion: Patients received care and students were taught through a flexible, innovative, accessible and safe media, following a worldwide trend, generating opportunities for professional development and innovations in medical education. The experience with telemedicine can be complemented by e-learning, allowing the development of a new hybrid teaching model. Conclusion: The current circumstances may result in some educational loss, such as the impossibility to perform physical examinations and to interact better with the health care team and patients; however the technological resources can result in opportunities for changes, improvement and development of teaching methodologies, in line with the current generation of digital natives.

scholarly journals How to Domesticate Otherness: Three Metaphors of Otherness in the European Cultural Tradition

Paideusis ◽  
2020 ◽  
Vol 16 (3) ◽  
pp. 33-43
Author(s):  
Robi Kroflic
Keyword(s):  
Life Experience ◽  
Real Life ◽  
Radical Change ◽  
The Other ◽  
Cultural Tradition ◽  
Collective Identities ◽  
Educational Processes ◽  
The Face ◽  
History Of ◽  
The Difference

Individual and collective identities always develop in relation to the other as different, and in this process, the otherness is always subjected to the attempts of cultivation/domestication. In the history of European thought, we can recognize three metaphors which express the impossibility of seeing the other as different: the metaphors of The Leper, The Court Fool and The Noble Savage. They developed on the basis of the relationship between the difference and common rationality, which means that a more inclusive relationship to otherness as a conversational ideal could be formed if we were able shift the emphasis of ethical discourse from the universal concept of autonomy to respect for authenticity and to Levinas’s ethics of “the face of the other”. Such a step requires a radical change of discursive practices of all involved in the educational processes. That is why I propose the principle of observing the face of the other as different in both real-life experience and in expressive images of art, as well as the recognition and acceptance of otherness at the very core of our own identity.

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