Browsing by Subject "remote learning"

Now showing 1 - 5 of 5
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    Balancing risk with virtual private networking during a pandemic
    (Elsevier, 2021-07) Korty, Andrew; Calarco, Daniel; Spencer, Mark; IUPUI Vice President Information Technology
    When the pandemic struck and teaching went online worldwide, universities had to make pressing decisions that balanced cybersecurity against other factors, including health and safety, usability, and cost. One such challenge Indiana University (IU) faced was how to accommodate the secure telecommunications needs of 130,000 faculty, staff, and students who would now be teaching, learning, doing research, and working from home. Some universities reflexively promoted virtual private network (VPN) use for all activities. Such an approach would have been unsustainable at IU, however, owing both to the licenses and resources needed for the sheer number of users and to the high-throughput applications on which they rely. Perhaps even worse, it would have increased the chances that the VPN would be unavailable during a critical incident or other situation in which secure communications must be guaranteed. Instead, IU launched an awareness campaign demonstrating exactly when VPN use is and isn’t needed. In addition, network staff employed a VPN feature called split tunneling to reduce the load. This article discusses the advantages and disadvantages of this approach and how IU made the decision to balance both sides of the risk equation to ensure the continued advancement of its mission throughout the pandemic.
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    COVID-19 and Clinical Pastoral Education: How ACPE Educators Pivoted Amid the Pandemic
    (Sage, 2022-03) Szilagyi, Csaba; Tartaglia, Alexander; Palmer, Patricia K.; Fleenor, David W.; Jackson-Jordan, Elizabeth; Sweeney, Sarah Knoll; Slaven, James E.; Biostatistics and Health Data Science, Richard M. Fairbanks School of Public Health
    Clinical Pastoral Education (CPE) programs faced extraordinary challenges during the COVID-19 pandemic. We examined how ACPE-certified educators responded to maintain program delivery. Survey results (n = 210) suggested a substantial and abrupt increase in remote delivery for CPE instruction and supervised clinical practice, primarily driven by those previously fully in-person. Respondents reported abrupt changes impacted 1152 students. Participants rated their utilization and helpfulness of professional, organizational, and technology resources during the pivot and beyond.
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    Delivering Clinical Pastoral Education (CPE) Remotely: Educators’ Views and Perspectives During the COVID-19 Pandemic and Beyond
    (Sage, 2022-09) Szilagyi, Csaba; Tartaglia, Alexander; Palmer, Patricia K.; Fleenor, David W.; Jackson-Jordan, Elizabeth; Knoll Sweeney, Sarah; Slaven, James E.; Biostatistics and Health Data Science, Richard M. Fairbanks School of Public Health
    Many Clinical Pastoral Education programs pivoted to remote delivery during the COVID-19 pandemic. Our survey explored educators' preparedness, self-efficacy, and views regarding remote Clinical Pastoral Education. Few respondents were either very (14.2%) or not at all (16.5%) prepared. Most were confident facilitating remote learning (69.8%-88.5%), believing remote Clinical Pastoral Education can achieve outcomes equivalent to in-person (59.1%). Six qualitative themes emerged: educator development, educator challenges, remote Clinical Pastoral Education efficacy, remote group dynamics, clinical practice/supervision implications, and benefits and opportunities.
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    Medical Student Engagement in a Virtual Learning Environment Positively Correlates with Course Performance and Satisfaction in Psychiatry
    (Springer, 2021) Grant, Larrilyn L.; Opperman, Michael J.; Schiller, Brennan; Chastain, Jonathan; Durnett Richardson, Jennelle; Eckel, Christine; Plawecki, Martin H.; Psychiatry, School of Medicine
    Introduction There has been a move to a “flipped classroom” (FC) in medical education. The FC promotes active learning and utilizes independent preparation prior to in-class sessions. Few studies have evaluated the effectiveness of the FC approach in medical education, specifically via virtual learning. The purpose of this study evaluates student and faculty perceptions of the FC approach and relationships between student engagement and performance. Method The first-year medical student psychiatry curriculum was redesigned with an FC approach and subsequently altered by COVID-19 to a virtual learning environment. A mixed-method approach was used to examine both qualitative assessment and quantitative performance data. Students and facilitators were invited to participate in surveys regarding the curriculum changes. Student performance data was collected via quizzes and examinations. Engagement was evaluated by student participation in National Board of Medical Examiners–style multiple-choice questions delivered via Top Hat®. Correlational analyses were used to evaluate associations between engagement and performance. T-tests were used to compare student satisfaction across 2019 and 2020. Results Performance on in-class questions was positively associated with class rank and performance (p < 0.005). More students were either satisfied or strongly satisfied (91.5%) in 2020 compared to 85.7% in 2019 (two-tailed t-test, p = 0.04). Most students (81.3%) preferred in-class questions to lectures. In 2020, 62.6% of student comments were positive regarding the psychiatry curriculum vs 33.3% in 2019. Over 61.5% of facilitators felt positive towards the changes. Conclusion Our results demonstrate a positive relationship between engagement and class performance. Students and facilitators positively perceived the approach, with students preferring in-class questions compared to lectures. Future research should evaluate overall performance on standardized tests, third-year clerkships, and number of students matching into psychiatry.
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    Will the DDS class of 2021 be practice ready?
    (Elsevier, 2021-05) Murdoch-Kinch, Carol Anne; Johnsen, David C.; Wolff, Mark S.; Oral Pathology, Medicine and Radiology, School of Dentistry