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Article ; Online: Pedagogical foundations to online lectures in health professions education.

Seymour-Walsh, Amy E / Weber, Anthony / Bell, Andy

2020 Volume 20, Issue 2, Page(s) 6038

Abstract: Professional and tertiary health professions education (HPE) has been markedly challenged by the current novel coronavirus (COVID-19). Mandates for training organisations to reduce social contact during the global pandemic, and make learning available ... ...

Abstract	Professional and tertiary health professions education (HPE) has been markedly challenged by the current novel coronavirus (COVID-19). Mandates for training organisations to reduce social contact during the global pandemic, and make learning available online, provide an opportunity for regional, rural and remote clinicians and students to more easily access learning and professional development opportunities. Online lectures, while posing an opportunity for regional, rural and remote HPE, entail potential risks. Educators who are familiar with face-to-face pedagogies may find a transition to remote, digital interaction unfamiliar, disarming, and therefore they may not design maximally engaging lectures. The strategies used in a face-to-face lecture cannot be directly transferred into the online environment. This article proposes strategies to ensure the ongoing effectiveness, efficiency and engagement of lectures transitioning from face-to-face to online delivery. Cognitive learning theory, strategies to promote learner engagement and minimise distraction, and examples of software affordances to support active learning during the lecture are proposed. This enables lecturers to navigate the challenges of lecturing in an online environment and plan fruitful online lectures during this disruptive time. These suggestions will therefore enable HPE to better meet the existing and future needs of regional, rural and remote learners who may not be able to easily access face-to-face learning upon the relaxation of social distancing measures. Strategies to provide equitable HPE to learners who cannot access plentiful, fast internet are also discussed.
MeSH term(s)	Betacoronavirus ; COVID-19 ; Clinical Competence ; Coronavirus Infections ; Curriculum/trends ; Education, Distance/organization & administration ; Education, Medical, Continuing/organization & administration ; Humans ; Pandemics ; Pneumonia, Viral ; Problem-Based Learning/organization & administration ; Rural Health Services/organization & administration ; SARS-CoV-2
Keywords	covid19
Language	English
Publishing date	2020-05-29
Publishing country	Australia
Document type	Journal Article
ZDB-ID	2105620-1
ISSN	1445-6354 ; 1445-6354
ISSN (online)	1445-6354
ISSN	1445-6354
DOI	10.22605/RRH6038
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Practical approaches to pedagogically rich online tutorials in health professions education.

Seymour-Walsh, Amy E / Weber, Anthony / Bell, Andy

Rural and remote health

2020 Volume 20, Issue 2, Page(s) 6045

Abstract: Health professions education in tertiary, industrial and other contexts often entails face-to-face small group learning through tutorials. The current novel coronavirus, COVID-19, has reduced face-to-face contact, and this has challenged how health ... ...

Abstract	Health professions education in tertiary, industrial and other contexts often entails face-to-face small group learning through tutorials. The current novel coronavirus, COVID-19, has reduced face-to-face contact, and this has challenged how health professionals and clinical students can access training, accreditation and development. Online and other remote mechanisms are available to tutors and course designers; however, they might not feel comfortable with such affordances, in light of expectations to so rapidly change familiar teaching and delivery styles. This may result in the loss of interaction and disruption of peer learning, which are hallmarks of the small group tutorial. Collaborative learning is essential to develop and refine an emerging sense of belonging to a professional community through formal studies, and interactive learning is a requirement for some registered health professions to satisfy ongoing professional accreditation. Online media has been used to promote social learning in regional, rural and remote communities for some time. Strategies for learning activity design and tutor training are proposed to equip course designers and educators to support health professions education remotely, through the synchronous, online small group. This may herald a new era of increased access to training and professional development for non-urban learners, beyond COVID-19.
MeSH term(s)	Betacoronavirus ; COVID-19 ; Coronavirus Infections ; Curriculum/standards ; Diffusion of Innovation ; Education, Distance/methods ; Health Occupations/education ; Humans ; Pandemics ; Pneumonia, Viral ; Problem-Based Learning/methods ; Professional Competence/standards ; SARS-CoV-2
Keywords	covid19
Language	English
Publishing date	2020-05-30
Publishing country	Australia
Document type	Journal Article
ZDB-ID	2105620-1
ISSN	1445-6354 ; 1445-6354
ISSN (online)	1445-6354
ISSN	1445-6354
DOI	10.22605/RRH6045
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: The time-course of visual scanning behaviour of paramedicine students upon arrival at a simulated emergency call.

Stainer, Matthew J / MacQuarrie, Alex J / O'Loughlin, Sean / Bell, Andy / Abussi, Nick / Whitfield, Steve / Cardell, Elizabeth

Australasian emergency care

2023

Abstract: Background: Limited knowledge exists regarding how paramedics acquire an understanding of the scene they encounter upon arrival, despite their need to quickly gather information for effective clinical decision-making. This study examined visual scanning ...

Abstract	Background: Limited knowledge exists regarding how paramedics acquire an understanding of the scene they encounter upon arrival, despite their need to quickly gather information for effective clinical decision-making. This study examined visual scanning behaviour during the early stages of simulated emergency calls. Methods: Eye movements of 10 paramedicine students were recorded during simulated calls conducted in both a high-fidelity classroom setting and a full sensory immersion setting. Results: Students focused on similar areas in both settings, with most time spent looking at the patient rather than distractors such as room features or other people. Analysis of gaze behaviour across the first five minutes revealed a more nuanced pattern: attention initially gravitated towards distractors but decreased as students became familiar with their surroundings and focused on the task at hand. This pattern was consistent across both simulation settings, indicating that information-seeking strategies may be independent of scene complexity. Conclusions: Expertise relies on the ability to differentiate between relevant and irrelevant information. Given the unpredictable nature of their work, paramedics must continuously adapt their understanding of a scene from the moment they enter it. Understanding how this skill develops may help identify expert strategies to inform training of novice paramedics.
Language	English
Publishing date	2023-10-13
Publishing country	Australia
Document type	Journal Article
ISSN	2588-994X
ISSN (online)	2588-994X
DOI	10.1016/j.auec.2023.10.002
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Adapting to a new reality: COVID-19 coronavirus and online education in the health professions.

Seymour-Walsh, Amy E / Bell, Andy / Weber, Anthony / Smith, Tony

Rural and remote health

2020 Volume 20, Issue 2, Page(s) 6000

Abstract: The current novel coronavirus, COVID-19, has effected a significant change in the way industry-based and tertiary health professions education (HPE) can occur. Advice for strict, widespread social distancing has catalysed the transformation of course ... ...

Abstract	The current novel coronavirus, COVID-19, has effected a significant change in the way industry-based and tertiary health professions education (HPE) can occur. Advice for strict, widespread social distancing has catalysed the transformation of course delivery into fully online design across nations. This is problematic for HPE, which has traditionally relied on face-to-face learner interaction, in the form of skills laboratories, simulation training and industry-based clinical placements. The transition to online-only course delivery has brought with it a need to address particular issues regarding the construction and delivery of quality curricula and education activities. It is in this context that regional, rural and remote health professionals and academics can provide invaluable insights into the use of technology to overcome the tyranny of distance, promote high-quality online HPE and enable the ongoing development of communities of practice. This article is the first in a series addressing the risks and opportunities in the current transition to online HPE, providing practical solutions for educators who are now unable to embrace more traditional face-to-face HPE delivery methods and activities.
MeSH term(s)	Betacoronavirus ; COVID-19 ; Coronavirus Infections/epidemiology ; Education, Distance/methods ; Health Personnel/education ; Humans ; Internet ; Knowledge ; Learning ; Pandemics ; Pneumonia, Viral/epidemiology ; Professional Role ; SARS-CoV-2 ; Teaching/standards
Keywords	covid19
Language	English
Publishing date	2020-05-26
Publishing country	Australia
Document type	Journal Article
ZDB-ID	2105620-1
ISSN	1445-6354 ; 1445-6354
ISSN (online)	1445-6354
ISSN	1445-6354
DOI	10.22605/RRH6000
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Teaching psychomotor skills online: exploring the implications of novel coronavirus on health professions education.

Seymour-Walsh, Amy E / Weber, Anthony / Bell, Andy / Smith, Tony

Rural and remote health

2020 Volume 20, Issue 4, Page(s) 6132

Abstract: Context: The safe and effective application of psychomotor skills in the clinical environment is a central pillar of the health professions. The current global coronavirus pandemic has significantly impacted health professions education (HPE) and has ... ...

Abstract	Context: The safe and effective application of psychomotor skills in the clinical environment is a central pillar of the health professions. The current global coronavirus pandemic has significantly impacted health professions education (HPE) and has been of particular consequence for routine face-to-face (F2F) skill education for health professionals and clinical students worldwide. What is being experienced on an unprecedented scale parallels a problem familiar to regional, rural and remote health professionals and students: the learners are willing, and the educational expertise exists, but the two are separated by the tyranny of distance. This article considers how the problem of physical distance might be overcome, so that quality skill education might continue. Issues: Psychomotor skills are undeniably easier to teach and learn F2F, and training schedules in tertiary, in-service and accredited professional courses reflect this. This aspect of HPE is therefore at significant risk in the context of social distancing and physical isolation. Psychomotor skills are much more complex than the physical motor outputs alone might suggest, and an F2F skill session is only one way to build the complementary aspects of new skill performance. This article argues that educators and course designers can progress with psychomotor skill education from a physical distance. Lessons learned: Videos can be used to either passively present content to learners or actively engage them. It is the design of the educational activity, rather than the resource medium itself, that enables active engagement. Furthermore, while many training schedules have been adapted to accommodate intensive F2F skill training once it is safe to do so, distributed practice and the need for reflection during the acquisition and development of new skills may challenge the pedagogical effectiveness of this approach. Skill development can be fostered in the absence of F2F teaching, and in the absence of a shared physical space. Embracing the creative licence to do so will improve equitable access to regional, rural and remote clinicians and students well beyond the resolution of the current pandemic.
MeSH term(s)	COVID-19/epidemiology ; Clinical Competence ; Computer-Assisted Instruction/methods ; Education, Distance/methods ; Health Personnel/education ; Humans ; Psychomotor Performance ; Rural Health Services/organization & administration ; Rural Population/statistics & numerical data
Keywords	covid19
Language	English
Publishing date	2020-11-06
Publishing country	Australia
Document type	Journal Article
ZDB-ID	2105620-1
ISSN	1445-6354 ; 1445-6354
ISSN (online)	1445-6354
ISSN	1445-6354
DOI	10.22605/RRH6132
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article: United we stand.

Bell, Andy

Mental health today (Brighton, England)

2008 , Page(s) 12–13

MeSH term(s)	Coercion ; Community Mental Health Services/legislation & jurisprudence ; Consumer Organizations/legislation & jurisprudence ; Dissent and Disputes ; Humans ; Informed Consent/legislation & jurisprudence ; Mental Disorders/therapy ; Patient Advocacy/legislation & jurisprudence ; Politics ; State Medicine/legislation & jurisprudence
Language	English
Publishing date	2008-11
Publishing country	England
Document type	Journal Article
ISSN	1474-5186
ISSN	1474-5186
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article: Pedagogical foundations to online lectures in health professions education

Seymour-Walsh, Amy E / Weber, Anthony / Bell, Andy

Rural Remote Health

Abstract	Professional and tertiary health professions education (HPE) has been markedly challenged by the current novel coronavirus (COVID-19). Mandates for training organisations to reduce social contact during the global pandemic, and make learning available online, provide an opportunity for regional, rural and remote clinicians and students to more easily access learning and professional development opportunities. Online lectures, while posing an opportunity for regional, rural and remote HPE, entail potential risks. Educators who are familiar with face-to-face pedagogies may find a transition to remote, digital interaction unfamiliar, disarming, and therefore they may not design maximally engaging lectures. The strategies used in a face-to-face lecture cannot be directly transferred into the online environment. This article proposes strategies to ensure the ongoing effectiveness, efficiency and engagement of lectures transitioning from face-to-face to online delivery. Cognitive learning theory, strategies to promote learner engagement and minimise distraction, and examples of software affordances to support active learning during the lecture are proposed. This enables lecturers to navigate the challenges of lecturing in an online environment and plan fruitful online lectures during this disruptive time. These suggestions will therefore enable HPE to better meet the existing and future needs of regional, rural and remote learners who may not be able to easily access face-to-face learning upon the relaxation of social distancing measures. Strategies to provide equitable HPE to learners who cannot access plentiful, fast internet are also discussed.
Keywords	covid19
Publisher	WHO
Document type	Article
Note	WHO #Covidence: #32466654
Database	COVID19

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Article: Practical approaches to pedagogically rich online tutorials in health professions education

Seymour-Walsh, Amy E / Weber, Anthony / Bell, Andy

Rural Remote Health

Abstract	Health professions education in tertiary, industrial and other contexts often entails face-to-face small group learning through tutorials. The current novel coronavirus, COVID-19, has reduced face-to-face contact, and this has challenged how health professionals and clinical students can access training, accreditation and development. Online and other remote mechanisms are available to tutors and course designers; however, they might not feel comfortable with such affordances, in light of expectations to so rapidly change familiar teaching and delivery styles. This may result in the loss of interaction and disruption of peer learning, which are hallmarks of the small group tutorial. Collaborative learning is essential to develop and refine an emerging sense of belonging to a professional community through formal studies, and interactive learning is a requirement for some registered health professions to satisfy ongoing professional accreditation. Online media has been used to promote social learning in regional, rural and remote communities for some time. Strategies for learning activity design and tutor training are proposed to equip course designers and educators to support health professions education remotely, through the synchronous, online small group. This may herald a new era of increased access to training and professional development for non-urban learners, beyond COVID-19.
Keywords	covid19
Publisher	WHO
Document type	Article
Note	WHO #Covidence: #32471311
Database	COVID19

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Your chosen title can be delivered directly to ZB MED Cologne location if you are registered as a user at ZB MED Cologne.

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Article ; Online: Pedagogical foundations to online lectures in health professions education

Seymour-Walsh, Amy / Weber, Anthony D / Bell, Andy

Seymour-Walsh, A, Weber, AD, Bell, A, (2020). Pedagogical foundations to online lectures in health professions education. Rural and remote health, Vol. 20, No. 2, p. 1-6 http://dx.doi.org/10.22605/RRH6038

2020

Abstract: Weber, AD orcid:0000-0002-4797-6428 ... Professional and tertiary health professions education (HPE) has been markedly challenged by the current novel coronavirus (COVID-19). Mandates for training organisations to reduce social contact during the global ... ...

Abstract	Weber, AD orcid:0000-0002-4797-6428 Professional and tertiary health professions education (HPE) has been markedly challenged by the current novel coronavirus (COVID-19). Mandates for training organisations to reduce social contact during the global pandemic, and make learning available online, provide an opportunity for regional, rural and remote clinicians and students to more easily access learning and professional development opportunities. Online lectures, while posing an opportunity for regional, rural and remote HPE, entail potential risks. Educators who are familiar with face-to-face pedagogies may find a transition to remote, digital interaction unfamiliar, disarming, and therefore they may not design maximally engaging lectures. The strategies used in a face-to-face lecture cannot be directly transferred into the online environment. This article proposes strategies to ensure the ongoing effectiveness, efficiency and engagement of lectures transitioning from face-to-face to online delivery. Cognitive learning theory, strategies to promote learner engagement and minimise distraction, and examples of software affordances to support active learning during the lecture are proposed. This enables lecturers to navigate the challenges of lecturing in an online environment and plan fruitful online lectures during this disruptive time. These suggestions will therefore enable HPE to better meet the existing and future needs of regional, rural and remote learners who may not be able to easily access face-to-face learning upon the relaxation of social distancing measures. Strategies to provide equitable HPE to learners who cannot access plentiful, fast internet are also discussed.
Keywords	Cognitivism ; Distance learning ; Health professions education ; Online lecture ; 130299 Curriculum and Pedagogy not elsewhere classified ; 139999 Education not elsewhere classified ; covid19
Subject code	028
Publisher	James Cook University
Publishing country	au
Document type	Article ; Online
Database	BASE - Bielefeld Academic Search Engine (life sciences selection)

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Article ; Online: Pedagogical foundations to online lectures in health professions education

Seymour-Walsh, Amy / Weber, Anthony / Bell, Andy

2020

Abstract	Professional and tertiary health professions education (HPE) has been markedly challenged by the current novel coronavirus (COVID-19). Mandates for training organisations to reduce social contact during the global pandemic, and make learning available online, provide an opportunity for regional, rural and remote clinicians and students to more easily access learning and professional development opportunities. Online lectures, while posing an opportunity for regional, rural and remote HPE, entail potential risks. Educators who are familiar with face-to-face pedagogies may find a transition to remote, digital interaction unfamiliar, disarming, and therefore they may not design maximally engaging lectures. The strategies used in a face-to-face lecture cannot be directly transferred into the online environment. This article proposes strategies to ensure the ongoing effectiveness, efficiency and engagement of lectures transitioning from face-to-face to online delivery. Cognitive learning theory, strategies to promote learner engagement and minimise distraction, and examples of software affordances to support active learning during the lecture are proposed. This enables lecturers to navigate the challenges of lecturing in an online environment and plan fruitful online lectures during this disruptive time. These suggestions will therefore enable HPE to better meet the existing and future needs of regional, rural and remote learners who may not be able to easily access face-to-face learning upon the relaxation of social distancing measures. Strategies to provide equitable HPE to learners who cannot access plentiful, fast internet are also discussed.
Keywords	covid19
Subject code	020
Language	English
Publisher	James Cook University
Publishing country	au
Document type	Article ; Online
Database	BASE - Bielefeld Academic Search Engine (life sciences selection)

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