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  1. Article ; Online: Support students, faculty members during pandemic

    Enos, Gary A.

    Abstract: ... for students with disabilities, while also meeting emerging needs related to the pandemic. ...

    Abstract The COVID‐19 crisis has had a profound impact on disability services operations as campuses have closed and instruction has transitioned to a remote format. Mark Coppin, Director of Disability Services at North Dakota State University, discussed the steps the university has taken to maintain accommodations for students with disabilities, while also meeting emerging needs related to the pandemic.
    Keywords covid19
    Publisher PMC
    Document type Article ; Online
    DOI 10.1002/dhe.30869
    Database COVID19

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  2. Article: The Development of a Multidisciplinary Support Network to Support Hospitalized Pediatric Patients, Their Families, and Hospital Staff During the COVID-19 Pandemic.

    Lee, Jennifer / Bifano, Susanne M / Bombacie, Michelle J / Lakhaney, Divya / Steinberg, Dara M / Gangopadhyay, Maalobeeka / Porter, Rechelle / Stenglein, Stacy L / Gold, Melanie A

    Medical acupuncture

    2023  Volume 35, Issue 4, Page(s) 180–185

    Abstract: ... of psychosocial support during this traumatic event. Complementary and integrative health ... need during times of crisis.: Objective: The Multidisciplinary Support Network (i.e., Network) was ... support for hospitalized children, their families, and staff.: Intervention: Network members ...

    Abstract Background: The COVID-19 pandemic led to emotional and behavioral challenges for hospitalized pediatric patients, their families, and staff. Visitor restrictions, closure of patient lounges and playrooms, masking requirements, and enhanced isolation rules resulted in limited access to typical sources of psychosocial support during this traumatic event. Complementary and integrative health therapies such as acupuncture and related therapies are well suited to provide the humanitarian support patients and families need during times of crisis.
    Objective: The Multidisciplinary Support Network (i.e., Network) was formed to redesign the delivery of acupuncture and other integrative therapies alongside psychosocial support for hospitalized children, their families, and staff.
    Intervention: Network members represented a broad range of previously siloed disciplines including integrative therapies, art therapy, child life, nursing, pastoral care, adolescent medicine, pediatric hospital medicine, psychology, and child and adolescent psychiatry. The Network aimed to identify gaps in service and create resources to support children and families during this challenging time.
    Results: The Network compiled existing complementary and integrative services, provided training on integrative therapies to staff, pediatric trainees, and faculty, developed the Comfort Box containing items to provide symptom relief including pain, anxiety and difficulty sleeping, as well as closed-circuit programming, a pediatric companionship program connecting medical student volunteer companions with pediatric patients, and a well-being workbook.
    Conclusion: Collaborative teamwork across disciplines using integrative therapies was key to humanitarian efforts to support hospitalized children and their families during this crisis.
    Language English
    Publishing date 2023-08-14
    Publishing country United States
    Document type Journal Article
    ZDB-ID 2296110-0
    ISSN 1933-6594 ; 1933-6586
    ISSN (online) 1933-6594
    ISSN 1933-6586
    DOI 10.1089/acu.2023.0011
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  3. Article ; Online: Using Collaborative Online International Learning to Support Global Midwifery Education.

    Saftner, Melissa A / Ayebare, Elizabeth

    The Journal of perinatal & neonatal nursing

    2023  Volume 37, Issue 2, Page(s) 116–122

    Abstract: ... health learning opportunities for students during the global pandemic. The COIL model is replicable ... learning and collaboration.: Intervention: Faculty members from Uganda and the United States worked ... collaboratively to plan a 2-session COIL activity for nursing and midwifery students. Twenty-eight students ...

    Abstract Background and local problem: The COVID-19 pandemic created a gap in global health learning, requiring creative solutions to bridge the divide. Collaborative online international learning (COIL) is a program between universities located in different geographic areas that aims to build cross-cultural learning and collaboration.
    Intervention: Faculty members from Uganda and the United States worked collaboratively to plan a 2-session COIL activity for nursing and midwifery students. Twenty-eight students from the United States and Uganda participated in the pilot quality improvement project.
    Measures: Students completed a 13-question REDCap survey measuring satisfaction, time commitment for the activity, and increase in knowledge about differently resourced healthcare systems. Students also were asked to provide qualitative feedback in that survey.
    Results: Survey results indicate a high level of satisfaction and an increased understanding of a new healthcare system. The majority of students wanted more scheduled activity times, the opportunity to meet face to face, and/or more robust sessions in the future.
    Conclusion: This COIL activity between students in the United States and Uganda was a no-cost activity that provided global health learning opportunities for students during the global pandemic. The COIL model is replicable, adaptable, and customizable for a variety of courses and time spans.
    MeSH term(s) Humans ; COVID-19/epidemiology ; Education, Distance/organization & administration ; International Cooperation ; Midwifery/education ; Nursing Education Research ; Nursing Evaluation Research ; Pandemics ; Surveys and Questionnaires ; Uganda/epidemiology ; United States/epidemiology ; Students, Nursing/psychology ; Faculty, Nursing/psychology ; Pilot Projects
    Language English
    Publishing date 2023-04-25
    Publishing country United States
    Document type Journal Article
    ZDB-ID 1036365-8
    ISSN 1550-5073 ; 0893-2190
    ISSN (online) 1550-5073
    ISSN 0893-2190
    DOI 10.1097/JPN.0000000000000722
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  4. Article ; Online: Support for students with Special needs during and after the COVID-19 pandemic through E-learning

    Al Hosni Badriya / Naidu Vikas Rao / Al Mandhari Shima

    SHS Web of Conferences, Vol 156, p

    A Case Study

    2023  Volume 06004

    Abstract: ... obstacles and promoting support for e-learning for students with special needs for a variety of courses ... to providing online learning opportunities for the group of students with special needs during the Corona ... epidemic. Five academic staff members who work with students that have special needs made up the research ...

    Abstract Faculty in the university's department of special education had a lot of difficulties when it came to providing online learning opportunities for the group of students with special needs during the Corona epidemic. Five academic staff members who work with students that have special needs made up the research sample. To examine current systems and related worldwide studies, a systematic review of the literature was used. The results of the study show that academic staff members have a favorable attitude toward adopting e-learning programs for the group of students who have special needs. Additionally, they aid in these students' ability to manage educational involvement, social connections, and knowledge exchange. The academic staff showed disinterest in investing time in training and agreed that the technique did not call for more time than was often provided for regular class sessions. The academic department's members provided their thoughts on the development of systems and appropriate curricula, which will aid in removing obstacles and promoting support for e-learning for students with special needs for a variety of courses, as the research concluded. The academics' suggestions centered on how to employ e-learning for students with specific needs in an efficient way. Additionally, it was suggested that e-learning be introduced into curriculum, that departments be furnished with the appropriate software and educational resources, and that there be sufficient opportunities for education to enable teachers with special needs to acquire the required abilities. In proposed system, authors would recommend an AI based Chatbot, in higher educational sectors, so that the students who hesitate to come forward to discuss their issues, can also take advantage of support system by interacting and identify some common solutions.
    Keywords e-learning ; students with special needs ; covid 19 challenges ; Social Sciences ; H
    Subject code 370
    Language English
    Publishing date 2023-01-01T00:00:00Z
    Publisher EDP Sciences
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  5. Article ; Online: Student support systems for undergraduate medical students during the COVID-19 pandemic: a systematic narrative review of the literature.

    Ardekani, Ali / Hosseini, Seyed Ali / Tabari, Parinaz / Rahimian, Zahra / Feili, Afrooz / Amini, Mitra / Mani, Arash

    BMC medical education

    2021  Volume 21, Issue 1, Page(s) 352

    Abstract: ... approaches. Students and faculty members seemed to be receptive to these new systems. Despite indicating ... must be paid to student support systems during pandemics. This study aimed to review the current ... of the articles on April 5, 2021. We included all studies about support for undergraduate medical students ...

    Abstract Background: The coronavirus disease 2019 (COVID-19) pandemic has boosted medical students' vulnerability to various problems. Given the stressful nature of medical disciplines, considerable attention must be paid to student support systems during pandemics. This study aimed to review the current literature regarding medical student support systems systematically.
    Methods: We performed a systematic review of six databases and grey literature sources in addition to a hand search in the references of the articles on April 5, 2021. We included all studies about support for undergraduate medical students delivered in response to the COVID-19 pandemic. In conducting this review, we used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement.
    Results: A total of 3646 articles were retrieved from the databases, and 16 additional papers were extracted from other sources. After removing duplicates, we screened 2434 titles and abstracts according to our criteria. Among them, 32 full-text articles were assessed for eligibility. Ultimately, 10 studies were included for review. We identified two major themes: (a) academic support and (b) mental health support. All of the included studies utilized online methods whether for transitioning from previous support systems or developing novel approaches. Students and faculty members seemed to be receptive to these new systems. Despite indicating outstanding program outcomes, most studies merely described the positive effects of the program rather than providing a precise evaluation.
    Conclusion: There are several methods of supporting medical students who are experiencing unprecedented changes in their educational trajectory. Due to substantial differences in undergraduate medical education in different regions of the world, cultural and contextual-oriented support is indispensable for developing a safe learning environment. Future research should investigate the question of the extent to which online support can supersede in-person strategies.
    MeSH term(s) COVID-19 ; Education, Medical, Undergraduate ; Humans ; Pandemics ; SARS-CoV-2 ; Students, Medical
    Language English
    Publishing date 2021-06-22
    Publishing country England
    Document type Journal Article ; Systematic Review
    ZDB-ID 2044473-4
    ISSN 1472-6920 ; 1472-6920
    ISSN (online) 1472-6920
    ISSN 1472-6920
    DOI 10.1186/s12909-021-02791-9
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  6. Article ; Online: Student support systems for undergraduate medical students during the COVID-19 pandemic

    Ali Ardekani / Seyed Ali Hosseini / Parinaz Tabari / Zahra Rahimian / Afrooz Feili / Mitra Amini / Arash Mani

    BMC Medical Education, Vol 21, Iss 1, Pp 1-

    a systematic narrative review of the literature

    2021  Volume 11

    Abstract: ... Students and faculty members seemed to be receptive to these new systems. Despite indicating outstanding ... must be paid to student support systems during pandemics. This study aimed to review the current ... of the articles on April 5, 2021. We included all studies about support for undergraduate medical students ...

    Abstract Abstract Background The coronavirus disease 2019 (COVID-19) pandemic has boosted medical students’ vulnerability to various problems. Given the stressful nature of medical disciplines, considerable attention must be paid to student support systems during pandemics. This study aimed to review the current literature regarding medical student support systems systematically. Methods We performed a systematic review of six databases and grey literature sources in addition to a hand search in the references of the articles on April 5, 2021. We included all studies about support for undergraduate medical students delivered in response to the COVID-19 pandemic. In conducting this review, we used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. Results A total of 3646 articles were retrieved from the databases, and 16 additional papers were extracted from other sources. After removing duplicates, we screened 2434 titles and abstracts according to our criteria. Among them, 32 full-text articles were assessed for eligibility. Ultimately, 10 studies were included for review. We identified two major themes: (a) academic support and (b) mental health support. All of the included studies utilized online methods whether for transitioning from previous support systems or developing novel approaches. Students and faculty members seemed to be receptive to these new systems. Despite indicating outstanding program outcomes, most studies merely described the positive effects of the program rather than providing a precise evaluation. Conclusion There are several methods of supporting medical students who are experiencing unprecedented changes in their educational trajectory. Due to substantial differences in undergraduate medical education in different regions of the world, cultural and contextual-oriented support is indispensable for developing a safe learning environment. Future research should investigate the question of the extent to which online support can supersede in-person strategies.
    Keywords Medical education ; Mentors ; Mentoring ; COVID-19 ; Medical students ; Special aspects of education ; LC8-6691 ; Medicine ; R
    Subject code 028
    Language English
    Publishing date 2021-06-01T00:00:00Z
    Publisher BMC
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  7. Article ; Online: Leveraging a Community of Practice to Build Faculty Resilience and Support Innovations in Teaching during a Time of Crisis

    Taryn Mead / Carlie Pietsch / Victoria Matthew / Surbhi Lipkin-Moore / Ellen Metzger / Ilya V. Avdeev / Nancy J. Ruzycki

    Sustainability, Vol 13, Iss 10172, p

    2021  Volume 10172

    Abstract: ... supported faculty members to deliver an innovative, sustainability-oriented entrepreneurship curriculum and ... challenges, and experiences, and supports the needs of CoP members during a time of significant change and ... of practice played in sustaining and supporting the faculty will be discussed. Case studies from faculty ...

    Abstract Amidst the COVID-19 upheaval to higher education, a grantor-led community of practice (CoP) supported faculty members to deliver an innovative, sustainability-oriented entrepreneurship curriculum and maintain resiliency as teaching professionals. This paper discusses how through engagement in the CoP, this group of faculty from across engineering, material science, business, and geosciences demonstrated resilience, adaptability, and pivoted to create curriculum for students in real time, as the events of the COVID-19 pandemic unfolded throughout 2020 and impacted face-to-face learning. The role the community of practice played in sustaining and supporting the faculty will be discussed. Case studies from faculty members will demonstrate how sustainable design and social responsibility can be integrated into entrepreneurially focused classes and student experiences across disciplines. The primary contribution of this research is the important role that an emergent learning framework can play in informing how best to optimize the CoP format and approach in a way that leverages and addresses individual member strengths, challenges, and experiences, and supports the needs of CoP members during a time of significant change and crisis.
    Keywords faculty community of practice ; resilience ; COVID-19 ; sustainability-oriented entrepreneurship education ; teaching cases ; Environmental effects of industries and plants ; TD194-195 ; Renewable energy sources ; TJ807-830 ; Environmental sciences ; GE1-350
    Subject code 370
    Language English
    Publishing date 2021-09-01T00:00:00Z
    Publisher MDPI AG
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  8. Article ; Online: Supporting the Transition to Distance Education During the Pandemic and Beyond.

    Samuel, Anita / Teng, Yating / Soh, Michael Y / King, Beth / Cervero, Ronald M / Durning, Steven J

    Military medicine

    2023  Volume 188, Issue Suppl 2, Page(s) 75–80

    Abstract: ... in-time self-paced support. For students, DLL faculty members conducted orientation sessions and provided ... needs assessment to design faculty and student support during the pandemic. The DLL adopted a learner-centered ... to recognize that two primary stakeholders are involved in the process: faculty members and students ...

    Abstract Introduction: The coronavirus disease 2019 (COVID-19) pandemic affected almost every country around the world, and various forms of lockdown or quarantine measures were implemented. The lockdowns forced medical educators to step beyond traditional educational approaches and adopt distance education technologies to maintain continuity in the curriculum. This article presents selected strategies implemented by the Distance Learning Lab (DLL) at the Uniformed Services University of Health Sciences (USU), School of Medicine (SOM), in transitioning their instruction to an emergency distance education format during the COVID-19 pandemic.
    Materials and methods: When moving programs/courses to a distance education format, it is important to recognize that two primary stakeholders are involved in the process: faculty members and students. Therefore, to be successful in transitioning to distance education, strategies must address the needs of both groups and provide support and resources for both.The DLL used two lenses of adult learning and targeted needs assessment to design faculty and student support during the pandemic. The DLL adopted a learner-centered approach to education, focusing on meeting the faculty members and students where they are. This translated into three specific support strategies for faculty: (1) workshops, (2) individualized support, and (3) just-in-time self-paced support. For students, DLL faculty members conducted orientation sessions and provided just-in-time self-paced support.
    Results: The DLL has conducted 440 consultations and 120 workshops for faculty members since March 2020, serving 626 faculty members (above 70% of SOM faculty members locally) at USU. In addition, the faculty support website has had 633 visitors and 3,455 pageviews. Feedback comments provided by faculty members have specifically highlighted the personalized approach and the active, participatory elements of the workshops and consultations.Evaluations of the student orientation sessions showed that they felt more confident in using the technologies after the orientation. The biggest increase in confidence levels was seen in the topic areas and technology tools unfamiliar to them. However, even for tools that students were familiar with before the orientation, there was an increase in confidence ratings.
    Conclusion: Post-pandemic, the potential to use distance education remains. It is important to have support units that recognize and cater to the singular needs of medical faculty members and students as they continue to use distance technologies to facilitate student learning.
    MeSH term(s) Adult ; Humans ; Education, Distance ; Pandemics/prevention & control ; COVID-19 ; Communicable Disease Control ; Curriculum ; Faculty, Medical
    Language English
    Publishing date 2023-05-10
    Publishing country England
    Document type Journal Article
    ZDB-ID 391061-1
    ISSN 1930-613X ; 0026-4075
    ISSN (online) 1930-613X
    ISSN 0026-4075
    DOI 10.1093/milmed/usac217
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  9. Article ; Online: Supporting the democratization of science during a pandemic

    David Lopatto / S. Catherine Silver Key / Melanie Van Stry / Jamie Siders / Wilson Leung / Katie M. Sandlin / Chinmay P. Rele / Laura K. Reed

    Journal of Microbiology & Biology Education, Vol 24, Iss

    genomics Course-based Undergraduate Research Experiences (CUREs) as an effective remote learning strategy

    2023  Volume 3

    Abstract: ... conferences attracts more faculty members to educational initiatives. Second, we observed that transitioning ... significantly increased and, hence, the number of supported students. Furthermore, despite the mostly virtual ... Drosophila genomes. Adaptations for remote implementation included moving new member faculty training and ...

    Abstract ABSTRACTThe initial phase of the COVID-19 pandemic changed the nature of course delivery from largely in-person to exclusively remote, thus disrupting the well-established pedagogy of the Genomics Education Partnership (GEP; https://www.thegep.org). However, our web-based research adapted well to the remote learning environment. As usual, students who engaged in the GEP’s Course-based Undergraduate Research Experience (CURE) received digital projects based on genetic information within assembled Drosophila genomes. Adaptations for remote implementation included moving new member faculty training and peer Teaching Assistant office hours from in-person to online. Surprisingly, our faculty membership significantly increased and, hence, the number of supported students. Furthermore, despite the mostly virtual instruction of the 2020–2021 academic year, there was no significant decline in student learning nor attitudes. Based on successfully expanding the GEP CURE within a virtual learning environment, we provide four strategic lessons we infer toward democratizing science education. First, it appears that increasing access to scientific research and professional development opportunities by supporting virtual, cost-free attendance at national conferences attracts more faculty members to educational initiatives. Second, we observed that transitioning new member training to an online platform removed geographical barriers, reducing time and travel demands, and increased access for diverse faculty to join. Third, developing a Virtual Teaching Assistant program increased the availability of peer support, thereby improving the opportunities for student success. Finally, increasing access to web-based technology is critical for providing equitable opportunities for marginalized students to fully participate in research courses. Online CUREs have great potential for democratizing science education.
    Keywords democratizing science education ; Course-based Undergraduate Research Experience (CURE) ; genomics ; online ; web-based ; virtual teaching assistants ; Special aspects of education ; LC8-6691 ; Biology (General) ; QH301-705.5
    Subject code 028 ; 370
    Language English
    Publishing date 2023-12-01T00:00:00Z
    Publisher American Society for Microbiology
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  10. Book ; Online: Helping Hands

    Hynicka, Lauren

    Sewing Face Masks in Support of Others

    2020  

    Abstract: ... donate cloth masks to friends and members of her community during the COVID-19 Crisis. ... communities during the COVID-19 pandemic. ... Lauren Hynicka is using sewing as a way to contribute during ...

    Abstract This piece was part of a series of Helping Hands stories authored by School of Pharmacy faculty, staff, students, trainees, and alumni who stepped up to assist their family and friends, colleagues, and communities during the COVID-19 pandemic.

    Lauren Hynicka is using sewing as a way to contribute during the COVID-19 Pandemic. She has purchased fabric and received a donation from a former patient's family. She is honoring that patient (now deceased from Leukemia) by creating a collage of masks wearers.

    The post describes the work of Lauren Hynicka, Associate Professor in the School of Pharmacy, to sew and donate cloth masks to friends and members of her community during the COVID-19 Crisis.
    Keywords UMB COVID-19 personal narratives ; Coronavirus Disease 2019 (COVID-19) ; THRIVE Infectious Disease Clinic ; Domesticity (Baltimore ; Md.) ; Mercier ; Andrew ; volunteering ; University of Maryland ; Baltimore ; Baltimore. School of Pharmacy ; COVID-19 (Disease) ; Voluntarism ; Personal Protective Equipment ; COVID-19 ; covid19
    Language English
    Publishing date 2020-04-22
    Publisher University of Maryland, Baltimore. School of Pharmacy
    Publishing country us
    Document type Book ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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