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The background of the implementation of this community service is based on the many incidents of environment-based diseases that occur at every level of society as a result of the phenomenon of climate change. Education about environment-based diseases is a solution that can be offered in the context of anticipating climate change disaster adaptation and mitigation. The purpose of this community service is to provide information to the public regarding climate literacy and the importance of efforts to prevent and overcome various environmental-based disease events. The method in this community service is a quantitative method involving 39 Public Health students at Universitas Prima Nusantara Bukittinggi, who were selected by purposive sampling, after the education is carried out, the group will be given a test instrument to determine student knowledge about environment-based diseases and global climate change. The analysis technique used is a descriptive technique which is carried out to map the knowledge gained by students. The results of this community service are able to provide new knowledge to students related to the incidence of environment-based diseases as an impact of global climate change, by getting the most scores in the good predicate interval (71-85), reaching 46.15% of the total students. And it is concluded that the educational method on environment-based diseases is effective to be given in the context of adaptation and mitigation of climate change disasters. The findings obtained can be taken into consideration for the community on the importance of increasing knowledge in achieving a balance of human quality of life with environmental quality in the context of achieving the 3rd SDGs, namely guaranteed health and well-being and the 13th SDGs, namely climate action.

Background: Growing concerns about harmful sexual behaviour (HSB) experienced and exhibited by children and young people has resulted in a demand for training programs for frontline workers. However, HSB professional development initiatives must contend with various challenges and competing demands. Objective: This study evaluated workshops and webinars as professional development tools to upskill frontline workers on preventing, identifying, and responding to HSB. Particularly, whether these platforms met the needs of the workforce; increased professionals’ perceived knowledge, confidence, competence, and actual knowledge, in what ways; and whether the training was subsequently applied in practice to identify and respond to HSB. Participants: and Setting: Surveys were issued pre- and post-workshop/webinar training to measure changes in frontline workers’ perceived knowledge, confidence, competence, and actual knowledge, to identify and respond to HSB (n = 638 pre- and n = 418 post-workshop respondents; n = 473 pre- and n = 419 post-webinar; n = 3 workshop and n = 27 webinar 12-month follow-up). Methods: Quantitative (paired sample t-tests, one-way ANOVA, and independent sample t-tests) and qualitative thematic analyses from pre- and post-workshop/webinar survey responses were conducted. Findings: Findings tentatively indicate workshops and webinars met the needs of participants and, overall, were effective in increasing perceived knowledge, confidence, competence, and actual knowledge. Despite a smaller 12-month follow-up sample, knowledge and skills learned from training were subsequently applied in practice to identify and respond to HSB. Conclusion: There is promising value in workshops and webinars as professional development tools for upskilling a diverse, and geographically dispersed, workforce.

This field report documents—through the use of graphic recordings—the “Leading in Extraordinary Times” webinar series that ran throughout the COVID-19 pandemic. Hosted by a team in the School of Leadership Studies at Royal Roads University in British Columbia, Canada, this series was notable for its use of a graphic recorder who joined each webinar and produced an image drawn in real time. We felt it was essential to document stories from this historical moment, not only through words and audio-visual recordings, but also through images. Following the webinar, each image was shared with participants, along with the video recording. At that time, free special topic webinars open to the public were still relatively novel. The success of this webinar series demonstrated that people were yearning for meaningful ways to connect online to reduce isolation and continue learning as wave after wave of the pandemic hit. We, therefore, saw a role we could play in both engaging and building community while hosting relevant, helpful, and timely dialogues throughout the pandemic. A summary of each webinar topic, together with the graphics and links to webinar recordings, are included in the report.

Noof Albaz,* Sajida Agha* Department of Medical Education, College of Medicine, King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), King Abdullah International Medical Research Centre, Riyadh, Kingdom of Saudi Arabia*These authors contributed equally to this workCorrespondence: Noof Albaz, Medical Education, College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia, King Abdullah International Medical Research Center, P.O. Box 3660, Riyadh, 11481, Kingdom of Saudi Arabia, Tel +966 11 429 9999 Ext. CPD/ 91070, COM/95212, Email bazn@ksau-hs.edu.sa; n.albaz@gmail.comBackground: The development and maintenance of a high-quality medical education workforce depend on continuing medical education (CME). Traditionally, CME is delivered face-to-face, but due to COVID-19 and geographical distances, it is challenging to conduct professional development activities for several days. Using a webinar on advancement in medical education in the context of the eastern Mediterranean, we aimed to assess the participants’ perspectives towards the professional development activity using a synchronous learning approach.Methods: We used a cross-sectional survey-based study design. We invited faculty members from King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) and United Arab Emirates University for Health Sciences (UAEU). We assessed their perspectives on the relevance of the content and effectiveness of the activity on their knowledge and skills after the two days’ webinar series. A self-designed questionnaire was administered post-webinar immediately. Open-ended responses were analyzed thematically.Results: One hundred thirty-six registered healthcare professionals attended day 1, and 97 registered participants joined on the second day of the webinar. Most participants appreciated the diversity of the contents, the quality of the presentations, and the expertise of the facilitators. They reported that the content optimized their knowledge and understanding of new concepts such as assessment in simulation teaching, programmatic assessment, insight into the implementation of IPE and EPAs in CBME, and so on. The e-learning platform’s user accessibility, online tutor interaction, and the addition of more scenario-based case studies were all recommended for improvement.Conclusion: Overall the two days webinar series presentations were informative and highlighted the transformation in medical practices. Suggestions to improve the quality of the webinars and content were discussed.Keywords: medical education, professional development, health professionals, webinar

The pandemic has prompted the proliferation of webinars for professional development in the teaching profession. This case study investigates the teachers' attitudes toward the webinars as professional development. The participants were the teachers from a junior high school in one public school in Indonesia. The researchers selected three participants based on the questionnaire by considering the frequencies following the webinars. The researchers conducted semi-structured interviews by adapting the three components of an attitude referring to behaviour, cognition, and affective. The study is significant to investigate how teachers perceive webinars as a tool for their professional development, describe the impacts, and as input for the educational organisation in conducting teachers' training. The results revealed the teachers’ positive attitudes regarding behaviours, beliefs, and feelings towards the webinar as professional development. A webinar has eliminated the time and geographical boundaries in conducting professional development. Moreover, more professional networking and opportunities are additional advantages that bring more engagement and exposure to continuing their professional development. This research advocates that more webinars be held to develop the teachers' professionalism by related institutions and to open more access to growing teachers' careers by considering appropriate material and time based on the teachers' needs.

Abstract Here, we report on eDNA week, an international conference held online as a five‐day series of webinars from January 17, 2022, to January 21, 2022. The conference was organized by the UK DNA working group, which has witnessed considerable growth and application of eDNA research since its founding and first conference in 2014. The 2022 event, held online due to the COVID‐19 pandemic, provided an opportunity to invite international researchers who are leading the field, without the usual constraints of conference location. Compared with the previous UK‐based in‐person conferences, there was greater international participation amongst the 514 people who registered to attend the event. To emphasize the importance of collaboration between sectors in driving forward DNA monitoring, a session was devoted to presentations by participants from governmental agencies, and another to those from commercial companies developing and utilizing DNA tools. The industry and stakeholder sessions were accompanied by state‐of‐the‐art presentations delivered by a global group of DNA/eDNA researchers from 11 countries. These sessions were complemented by an open forum session for reflection and discussion.

BackgroundThe Seattle Science Foundation created the Cerebrovascular Q&A series as a free web-based tool to educate physicians and physicians-in-training about cerebrovascular and endovascular neurosurgery across geographical boundaries and different levels of training.ObjectiveThis study aims to assess the educational impact and clinical implications of the Cerebrovascular Q&A webinar series, hosted by the Seattle Science Foundation.MethodsA digital anonymous, self-administered survey was sent to the live webinar participants. The survey contained questions about the socio-demographic characteristics of the participants, their perception of the content of the webinar series, and its impact on academic and clinical practice. The data collected from the Survey-Monkey platform was exported to Microsoft Excel which was used to perform all statistical analyses. The viewer metrics on Zoom and YouTube were also analyzed to understand trends observed among a diverse global cohort of participants.ResultA total of 2,057 people hailing from 141 countries had registered for the Cerebrovascular Q&A series. The response rate to the questionnaire was 12.63% (n = 260). Respondents hailed from 65 countries, of which the majority were from India (13.46%, n = 35) and United States (11.15%, n = 29). Most of the participants were male (82.69%, n = 215), while only 15.77% (n = 41) were female. The maximum number of participants were neurosurgery attendings (36.65%, n = 92) followed by neurosurgeons undergoing fellowship training (24.70%, n = 62) and students who were currently in residency training (15.54%, n = 39). 75.97% (n = 196) heard of the Cerebrovascular Q&A series through the emails from Seattle Science Foundation. 21.5% (n = 56) learned about the webinar series through social media. 75% of participants reported that the webinar content was advanced and comprehensive, and the selection of speakers was relevant. 63.08% (n = 164) found the webinars sparked innovative research ideas. Additionally, 55% (n = 143) reported changes in their clinical practice based on the acquired knowledge.ConclusionThe findings from this study reveal that webinar-based medical education in cerebrovascular neurosurgery is highly effective and influential. Web-based platforms and social media present a potent strategy to overcome barriers, emphasizing the need for targeted efforts to engage more women in medicine and neurosurgery recruitment.

Ecobrick and ecoprint are one of several solutions that can be used to reduce plastic waste through making crafts resembling stone blocks and synthetic dyes. The aims of the training on handicrafts of natural materials and plastic waste are participant can understand the content and purpose of this webinar, able to provide an evaluation for the entire webinar activity as part of the role of humans who are the crown of God's creation in carrying out cultural mandates, able to increase commitment participants in contributing to share this webinar activity with the public, and also to participate in supporting the SDGs program especially on minimizing the disposal of chemicals and hazardous materials and increasing recycling such as recycling single-use plastics into Ecobricks. Activities are carried out in five stages, observation and problem identification, preparation, work, webinar, and evaluation. The analysis method used is descriptive quantitative. The evaluation results were given to participants after the event and calculated using Ms. Excel. The evaluation is carried out by providing nine questions that will be answered by training participants. The results of the evaluation show that participants become more educated about the use of natural materials and used plastics to be used as handicrafts. The results were 5% neutral answers, 25% answered affirmatively, and 70% answered strongly agreed about the success of the activity.

The use of polyethylene (PE) mulch causes environmental pollution where incomplete removal leaves fragments susceptible to escape to ecosystems, such as the ocean, where they can cause ecological harm. PE mulch is generally nonrecyclable due to contamination with soil and crop debris after use, leaving growers with few end-of-life options for used PE mulch. Research studies have shown that soil-biodegradable plastic mulch (BDM) is comparable to PE mulch in terms of performance, soil health, and overall economics and is preferred from an environmental perspective, but the adoption of BDM by producers is still low. Previous research has shown that the primary barriers to BDM adoption are insufficient knowledge about BDM, high purchase cost, and unpredictable breakdown of BDM in the soil. The high purchase cost of BDM compared with PE mulch is offset by the costs for PE mulch removal, transport, and disposal fees. This project was conducted to develop BDM training materials, to educate and assess BDM knowledge gained by extension personnel and other agricultural professionals through trainings and webinars, and to educate producers about BDM through hands-on experience. Thirty-six research and extension publication outputs from two previous US Department of Agriculture Specialty Crop Research Initiative BDM projects were reviewed and transcribed into 45 new extension publications that included 11 slide presentations, 5 lecture slides, 10 fact sheets, and 3 videos. All the training materials are posted on a public university website. Professional development trainings were conducted at local, regional, national, and international levels to provide agricultural professionals the current, science-based information on BDM and resources for information. Survey results showed that at a local level, the greatest change of knowledge among participants was observed for “BDM use in organic production” (60%), and the lowest reported change of knowledge was observed for “limitations to PE mulch disposal” (19%). At a regional level, out of 58 participants, 23% to 35% of participants learned “a lot” and 35% to 51% learned “some new information” regarding BDM from the webinar. At the national level, out of 30 participants, 48% responded that they learned “a lot” and another 48% learned “some new information” on BDM from the training. Growers were trained about BDM via field days and on-farm demonstrations where five strawberry (Fragaria ×ananassa) growers volunteered to participate in BDM trials. The participant growers observed no difference in weed control and fruit yield between the PE mulch and the BDM. Growers expressed concerns about slow biodegradation of BDM after soil incorporation, potential impacts on soil biological activity, food safety concerns with BDM fragments and that BDM is not currently permitted for use in organic production.

Currently, in the world there is a gender gap between men and women, this is manifested in gender-based violence and social injustice. An alternative to reduce this gap is the empowerment of women and girls through learning content that gives them leadership and independence, knowing their rights, and preventing acts of violence. There are few technological tools that support female empowerment, these are generally aimed at adult women. This study proposes an IT model for the empowerment of girls in high school education, and an EmpowerMe system, which implements the proposed model, using Moodle, digital library, chatbot, webinar and a game-based learning platform. EmpowerMe was validated through a case study and expert judgment. The results show that there was a learning improvement of 4 points. In addition, the usability, content, follow-up and satisfaction survey show an average rating of 4.4 out of 5.

Sashiananthan Ganesananthan,1,2 Abeer Zahid,2 Anam Choudhry,2 Thivya V Vadiveloo,2 Nailah Khan,2 Ting Yang,2 Haroon Urrehman,2 Sahana Mahesh,2 Zaheer Yousef2– 4 1National Heart and Lung Institute, Imperial College London, London, UK; 2Cardiff University School of Medicine, Cardiff University, Cardiff, Wales, UK; 3Department of Cardiology, University Hospital Wales, Cardiff, Wales, UK; 4Welsh Heart Research Institute, Cardiff University, Cardiff, Wales, UKCorrespondence: Sashiananthan Ganesananthan, National Heart and Lung Institute, Imperial College London, London, UK, Email sashiganes96@yahoo.co.ukIntroduction: Conferences are an important avenue for dissemination of knowledge, research and provide networking opportunities for career development. The COVID-19 pandemic has prompted adoption of virtual platforms for delivery of these conferences. The aim of the study was to determine the utility and educational impact of a student-led virtual webinar to deliver an undergraduate cardiovascular conference compared to a traditional in-person conference.Methods: We conducted a two-day virtual conference using the Zoom platform in June 2021. The conference consisted of cardiology subspecialty lectures, and workshops were conducted by a junior doctor, senior cardiology trainees and consultants. The conference also outlaid a virtual poster hall and oral presentation session while networking opportunities were encouraged using breakout rooms and poster hall chat function. A 38-item self-administered online questionnaire was designed and disseminated at the end of the conference to all attending delegates. All data analysis and data visualisation strategies were conducted on R statistical programming.Results: Eight-hundred and forty students from 55 countries attended the event. Four hundred and ninety participants (58.5% response rate, 55.9% female) completed the questionnaire. Factors such as weekend conference (84.9%), student-led or organised (84.1%), environmental/sustainable (82.3%), appropriate level for me (81.5%) and comfort to present (80.8%) were deemed to be at least equal to traditional in-person conference. The conference also increased participants’ interest, their core cardiology knowledge and improved their critical analysis and basic echocardiography skills [median 4 (IQR 3– 5) for all parameters]. Overall, participants also found it easy to use the virtual platform [median 5 (IQR 5– 5)] and easier to ask questions compared to in-person conferences [median 5 (IQR 4– 5) vs median 4 (IQR 3– 5), p < 0.001].Conclusion: Our virtual conference provided opportunities to students that the COVID-19 pandemic would have otherwise affected; however, its utility and educational impact will need to be assessed within its individual context of delivery.Keywords: virtual conference, undergraduate, international, educational impact, cardiology, webinar

Bisnis dalam bidang makanan dan minuman masih menunjukkan geliat pada masa pandemi. Dalam rangka membantu perekonomian para pelaku usaha tersebut, program kemitraan masyarakat (PKM-UNS) bekerjasama dengan Pusat Studi Halal Research Center and Services (HRCS) LPPM UNS melakukan serangkaian kegiatan yang bertujuan meningkatkan performa UMKM. Kegiatan dikemas dalam dua bentuk yaitu web seminar (webinar) agar dapat menjangkau seluruh pelaku usaha di Indonesia dan dalam bentuk pendampingan intensif terhadap UMKM Es Gabus 90'an yang berada di Kota Solo. Webinar diselenggarakan oleh PKM-UNS sebanyak dua kali, materi tentang manajemen keuangan pada Minggu, 4 Juli 2021 dan sistematika cara memperoleh izin BPOM dan sertifikat halal pada Sabtu, 25 September 2021. Pendampingan yang dilakukan oleh tim pengabdi untuk UMKM Es Gabus 90'an meliputi pendampingan untuk memperoleh izin BPOM dan sertifikat halal, pembuatan video profil untuk membantu promosi produk, serta bantuan teknis berupa penyediaan alat untuk kelancaran produksi. Output yang dihasilkan dalam kegiatan tersebut antaralain adalah pembaharuan desain kemasan produk, peningkatan pengetahuan para pelaku UMKM lainnya terhadap kepentingan kepemilikan dan tata cara memperoleh dokumen-dokumen legalitas usaha, serta membantu perolehan dokumen-dokumen tersebut, berupa nomor izin edar (NIE) dan sertifikat halal (SH) bagi UMKM binaan, Es Gabus’90an. Keseluruhan kegiatan memperoleh antusiasme dan respon positif dari para pelaku usaha. Melalui program kemitraan masyarakat (PKM-UNS) yang telah terlaksana, diharapkan goals berupa peningkatan performa dan citra UMKM dapat terwujud.

Modern approaches to the formation and development of managerial competencies should be oriented towards the main components of the model of competencies of managers (professional and corporate, managerial, transprofessional, digital competencies, personal efficiency of the leader), principles, goals of their development, and the company’s activities in general. In today’s extremely difficult conditions (crises, pandemics, wars), managers at their level of responsibility must implement and acquire new abilities to support the functioning of a company, structural unit, project, or line of activity, withstand new threats, ensure the sustainability of the company’s activities and resistance to crisis processes. The purpose of the article is to clarify the features and to systematize the effective innovative approaches to the formation and development of managerial competencies of specialists and managers. Improvement of managerial competencies should take place on the principle of continuity of education and self-development of the head, and the choice of approaches and tools for the development of competencies should be carried out in accordance with the needs and goals of the company. Important in today’s network-digital world is the use of a wide range of digital and online tools, the potential of the environment, and professional interaction. The means of forming managerial competency are: involvement in project activities, mentoring and/or consulting, coaching, action training, basket method, etc. From the point of view of the formation of managerial competencies, various methods of informal, informational training along with self-education are also extremely relevant and in demand. Moreover, in this case, informal training can be considered as a response to the need to acquire managerial competencies at different stages of building own managerial career, which can be experienced by people of different professions. The expediency and efficiency of specific instruments and methods for the development of managerial competencies, their features may become the subject of further research.

Arun Sivananthan1,2 &ast;, Victoria Nicholas3 &ast;, Georgina Kerry,4 Christopher Harlow,5 Pratyasha Saha,6 Helen-Cara Younan,7 Stephanie Williams,8 Lewis David,9 Clifford Lisk,10 Louise Schofield11 1Institute of Global Health Innovation, Imperial College London, London, UK; 2Department of Gastroenterology, Imperial College Healthcare NHS Trust, London, UK; 3Department of Medicine, Chelsea and Westminster NHS Foundation Trust, London, UK; 4Department of Gastroenterology, St George’s University Hospital NHS Foundation Trust, London, UK; 5Department of Cardiology, Epsom and St Heliers University Hospital, London, UK; 6Department of Rheumatology, University College London NHS Trust, London, UK; 7Department of Intensive Care Medicine, Imperial College Healthcare NHS Trust, London, UK; 8Department of Acute Medicine, Royal Free NHS Trust, London, UK; 9Department of Endocrinology, Bart’s Health NHS Trust, London, UK; 10Department of Geriatrics, Royal Free NHS Trust, London, UK; 11Department of Palliative Medicine, Royal Free NHS Trust, London, UK&ast;These authors contributed equally to this workCorrespondence: Arun Sivananthan, Institute of Global Health Innovation Imperial College London, 10th Floor QEQM Building, London, W2 1NY, UK, Tel +44 0203 3126666, Email a.sivananthan@nhs.netIntroduction: The Covid-19 pandemic brought significant disruption to post-graduate medical education. Lecture-based training days were rapidly converted to webinars. This study aims to assess the perceptions of digital training in internal medical trainees.Methods: IMTs (internal medicine trainees) nationally were surveyed on their perceptions of digital training, ease of access, engagement, and interactivity via a 10-item questionnaire. A mixed-method approach using qualitative and quantitative questions was used. Likert scales were analysed using a mean result of above 3 to indicate agreement.Results: 359 trainees responded. Trainees agreed that they preferred digital training to face-to-face teaching (mean 3.68); digital training was more engaging (mean 4.25), easier to access (mean 4.49), and as effective for learning as face-to-face teaching (mean 4.69). The most reported advantages were no travel (89%) and the ability to watch later on (88%). 63% of trainees reported loss of social interaction as a disadvantage.Discussion: This survey suggests that digital teaching has a potential role in IMT training beyond the pandemic.Keywords: medical education, digital training, IMT, webinar, post-graduate training

Online large-group teaching (OLGT), employed to reach a large group of learners in separate physical locations, allows asynchronous learning and facilitates social distancing. While online large-groups can be a powerful and resource-lean means of health professions education, it has challenges and potential pitfalls that may affect the learning process and outcomes. Through a sociomateriality framework, this article describes strategies for effective online large-group teaching in health professions education in three key strands. Firstly, to optimize learning, OLGT sessions should match learning needs with appropriate OLGT platforms, incorporate strategies to sustain learner attention, and accommodate learners of different abilities. Secondly, to develop a learning culture, OLGT must not only focus on cognitive aspects of learning but also build a community of practice, nurture digital professionalism and professional identity. Thirdly, we discuss the avoidance of pitfalls such as cognitive overload of both tutors and learners, technical issues and security risks, mitigating inequities in access to online learning, and the use of program evaluation to plan for sustained improvements. We conclude with a case vignette that discusses the challenges of OLGT and the application of the above strategies in a teaching scenario.

Abstract Background The summer semester 2020, had to be restructured due to the SARS-CoV-2 pandemic and the associated contact restrictions. Here, for the first time, the established lectures in lecture halls and small group seminars could not be conducted in presence as usual. A possible tool for the implementation of medical teaching, offers the use of eLearning, online webinars and learning platforms. At present it is unclear how the SARS-CoV-2 pandemic will affect surgical teaching, how digitization will be accepted by students, and how virtual teaching can be expanded in the future. Methods The teaching, which was previously delivered purely through face-to-face lectures, was completely converted to digital media. For this purpose, all lectures were recorded and were available to students on demand. The seminars were held as a twice a week occurring online webinar. The block internship was also conducted as a daily online webinar and concluded with an online exam at the end. At the end of the semester, a survey of the students was carried out, which was answered by n = 192 students with an anonymized questionnaire. The questionnaire inquires about the previous and current experience with eLearning, as well as the possibility of a further development towards a purely digital university. Results There were n = 192 students in the study population. For 88%, the conversion of classes to web-based lectures represented their first eLearning experience. For 77% of all students, the digitization of teaching led to a change in the way they prepare for class. 73% of the participating students are of the opinion that eLearning lectures should continue to be offered. 54% of the students felt that eLearning lectures made more sense than face-to-face lectures. A purely virtual university could be imagined by 41% of the students. Conclusion The conversion of teaching represented the first contact with eLearning for most students. Overall, the eLearning offering was experienced as positive. Due to the new teaching structure, the way of learning had already changed during the semester. Based on the new eLearning content, the already existing formats can be further expanded in the future. Nevertheless, it turned out that the practical-surgical contents and skills cannot be adequately represented by purely online offers; for this, the development of hybrid practice-oriented teaching concepts is necessary.

Abstract Background Vector-borne diseases are on the rise on a global scale, which is anticipated to further accelerate because of anthropogenic climate change. Resource-limited regions are especially hard hit by this increment with the currently implemented surveillance programs being inadequate for the observed expansion of potential vector species. Cost-effective methods that can be easily implemented in resource-limited settings, e.g. under field conditions, are thus urgently needed to function as an early warning system for vector-borne disease epidemics. Our aim was to enhance entomological capacity in Nepal, a country with endemicity of numerous vector-borne diseases and with frequent outbreaks of dengue fever. Methods We used a field barcoding pipeline based on DNA nanopore sequencing (Oxford Nanopore Technologies) and verified its use for different mosquito life stages and storage methods. We furthermore hosted an online workshop to facilitate knowledge transfer to Nepalese scientific experts from different disciplines. Results The use of the barcoding pipeline could be verified for adult mosquitos and eggs, as well as for homogenized samples, dried specimens, samples that were stored in ethanol and frozen tissue. The transfer of knowledge was successful, as reflected by feedback from the participants and their wish to implement the method. Conclusions Cost effective strategies are urgently needed to assess the likelihood of disease outbreaks. We were able to show that field sequencing provides a solution that is cost-effective, undemanding in its implementation and easy to learn. The knowledge transfer to Nepalese scientific experts from different disciplines provides an opportunity for sustainable implementation of low-cost portable sequencing solutions in Nepal. Graphical Abstract

Abstract Background Core Surgical Training (CST) is a competitive two-year postgraduate training program in the UK that is scored based on three equally weighted stations: management, clinical and portfolio. Preparing a surgical portfolio can start in medical school, however, there is limited guidance on what forms a competitive portfolio with the majority of advice coming from university resources and national societies which are variable throughout the country. Our aim was to assess the utility of a webinar to educate students and doctors on the CST portfolio to address this disparity. Methods Pre- and post-event questionnaires that included demographic data, 10-point Likert scales to self-report confidence on the understanding of the CST portfolio and its domains, and questions on utilising webinars were distributed to attendees. Pre- and post-event responses were paired, and scores were assessed for normality via the Shapiro–Wilk test; the Mann–Whitney U test was used to assess statistical significance. Cohen's d effect sizes were calculated to report standardised differences between pre-and post-event scores. Results A total of 177 participants from over 24 countries responded to both questionnaires. A statistically significant improvement in awareness of how to score maximum points was demonstrated across all nine CST domains (p

The COVID-19 pandemic had brought several negative impacts on various aspects of life, including causing stress. Stress during the pandemic afflicted all levels of society, including the COVID-19 survivor itself. One of the ways to deal with stress was the provision of psychoeducation. The provision of psychoeducation during the pandemic could be done online in the form of webinars. The effectiveness of the webinar activity was measured by analyzing the differences in the results of stress management knowledge levels and stress levels in the pre-test and post-test sessions. The level of stress management knowledge was measured using a stress management knowledge scale (Guttman split-half Coefficient = .791) while stress was measured using the PSS-10-C scale (α = 0.734). There was an increase in the knowledge score of stress management and a decrease in stress score. It also showed that webinar psychoeducation had a significant effect on the level of knowledge of stress management and stress levels. These results implied that psychoeducation through webinars should be taken into account as a method to overcome COVID-19 Survivor’s stress problems in the midst of a pandemic that required us to limit social contact.

Sampah plastik mendapat perhatian khusus untuk mengatasinya namun sampah yang terbesar di tempat pembuangan akhir (TPA) adalah sampah organik sekitar 60% mendominasi jumlah sampah yang ada. Sampah organik jika diolah dan dimanfaatkan untuk kehidupan sehari-hari malah dapat memberikan penghasilan tambahan jika diseriuskan. Tujuan dari kegiatan ini adalah memberikan bekalan pengetahuan dan keterampilan tenaga pendamping Mitra organisasi wanita, terutama dari mahasiswa yang berdomisili di Sumatera Barat, tentang zero waste sehingga dapat mengolah sampah organik menjadi beberapa produk yang bermanfaat dan bernilai ekonomis skala rumah tangga. Adapun metode kegiatan adalah pengarahan, penyuluhan / penyadaran/sosialisasi, pelatihan, pendampingan dan konsultasi bisnis. Adapun tahapan pelaksanaannya adalah 1) perencanaan kegiatan yang tepat sesuai kebutuhan Mitra, 2) webinar pendampingan, 3) pelatihan dan 4) evaluasi. Berdasarkan kegiatan yang telah dilaksanakan dapat disimpulkan bahwa 1) Mitra memerlukan tenaga pendamping untuk menuntaskan masalah sampah di rumah tangga-rumah tangga mitra, 2) Kegiatan Webinar pendampingan zero waste telah dilaksanakan secara daring menggunakan aplikasi Zoom yang diikuti oleh lebih dari 108 orang peserta yang berasal dari mahasiswa dan umum dengan penuh antusias oleh tiga orang pemateri sekaligus praktisi handal dibidangnya masing-masing dengan topik eco enzyme, mikroorganisme lokal (MOL), sampah – maggot – kompos. 3) Peserta sangat terkesan dengan webinar zero waste dan minta ditindak lanjuti pelaksanaan webinar lainnya. 4) Kegiatan pelatihan eco enzyme, MOL dan kompos dilaksanakan secara offline dan kunjungan ke Minagot.

Inner Child dalam diri seseorang digambarkan sebagai suatu sifat dan sikap kekanak-kanakan yang mungkin dimiliki setiap individu. Meskipun keadaan pada setiap individu tidaklah selalu sama karena inner child tersebut terbentuk dari pengalaman saat masih usia anak-anak yang berbeda-beda. Tidak salah jika dikatakan bahwa perilaku seseorang terbentuk karena inner child dalam dirinya. Inner child yang terluka bisa terbawa sampai usia dewasa dan akan menganggu perkembangan emosi individu yang mengalaminya. Psikoedukasi ini bertujuan meningkatkan pengetahuan kognitif partisipan mengenai inner child sehingga partisipan dapat mengenali dan berdamai dengan inner child dalam dirinya. Partisipan dalam penelitian ini sebanyak 151 orang responden yang terdiri atas mahasiswa, pegawai, guru, IRT, pelajar dan lainnya dari berbagai kalangan dan berbagai wilayah. Psikoedukasi ini menggunakan desain one group pretest-posttest. Alat pengumpulan data yang digunakan dalam psikoedukasi ini adalah alat tes pengetahuan untuk mengecek pengetahuan responden mengenai inner child. Teknik analisis data yang digunakan adalah Wilcoxon Signed Rank- Test dengan menggunakan SPSS 26. Hasil analisis z sebesar -6,838b berada pada taraf signifikan 0,000 (p>0,05) ini menunjukkan bahwa secara kuantitatif, psikoedukasi ini memiliki pengaruh terhadap peningkatan pengetahuan kognitif peserta, dengan demikian hipotesa menyatakan bahwa psikoedukasi dalam bentuk Seminar Nasional secara daring atau Webinar dengan tema “Inner Child: Berdamai dengan Masa Lalu” memiliki pengaruh terhadap peningkatan pemahaman kognitif partisipan.

Introduction The study was carried out to quantify the changes induced by the pandemic in plastic surgery practice and training and to study the impact of the webinars on plastic surgery education from a residents’ perspective. Methods In this multicentric study, the number and type of surgeries, cause of injuries, and their regional variation during the coronavirus disease 2019 (COVID-19) period (February–September 2020) were compared with pre–COVID-19 time. An online survey on the impact of webinars was conducted for plastic surgery trainees across the country. Results There was a significant reduction in total number of surgeries (p = 0.003). The procedures for hand (p = 0.156), faciomaxillary injuries (p = 0.25), and replantations (p = 0.46) were comparable; there was a significant reduction in combined orthopedic-plastic-surgical procedures (p = 0.009) during the pandemic. There was a significant reduction in road accidents (p = 0.007) and suicidal injuries (p = 0.002) and increase in assault (p = 0.03) and domestic accidents (p = 0.01) during the COVID-19 period. A usefulness score of >8 was given for the webinars by 68.7% residents. There was no significant difference in perception of utility when correlated with the academic program at their institutes (p = 0.109); 92% opined webinars should continue in post-COVID times. Conclusion There was a drastic reduction in number of elective and emergency procedures during the COVID-19 time, negatively affecting resident training program. Majority of residents felt that webinars could prove a useful adjunct to training in formal training program in post-COVID-19 scenario.

Introduction: The challenges posed by the COVID-19 pandemic have necessitated the increasing use of online virtual training platforms. The objectives of the study were to assess the acceptability, appropriateness and feasibility of virtual space in strengthening the research capacity in Nigeria. Materials and Methods: Data were collected through an adapted online questionnaire from participants following a 2-day webinar. Both descriptive and inferential (bivariate and multivariate) analyses were done. Results: The findings of the study revealed that 55.2% of participants (n = 424) were males and 66.0% (n = 424) were early career researchers. Two hundred and thirty-six participants (55.7%) (n = 424) reported very good acceptability, 67.9% (n = 424) reported very good appropriateness while 54.7% (n = 424) reported good feasibility of webinar for research capacity strengthening. The rating of knowledge obtained from the webinar as 'excellent' increased the odds of acceptability (odd ratio [OR] = 38.30; P < 0.001), appropriateness (OR = 15.65; P < 0.05), and feasibility (OR = 20.85; P < 0.05). Furthermore, the preference for zoom and other online platforms for learning increased odds of acceptability of the webinar (OR = 2.29; confidence interval [CI]: 0.97–57.39; P < 0.05), appropriateness (OR = 2.55; CI: 1.10–5.91; P < 0.05) and feasibility (OR = 2.34; CI: 0.96–5.74; P < 0.05). Conclusion: The study concluded that webinar was acceptable, appropriate and feasible for strengthening research capacity, although poor internet connectivity and cost of data were the major challenges in Nigeria. However, a learner-centred approach in contents' delivery that ensures optimal learning has the potential of enhancing research capacity strengthening via virtual space.

The paper describes distance learning opportunities for blind and visually impaired students. The research aims at analyzing various tools and techniques that are necessary for their participation in online scientific projects and conferences. Methodology includes analysis of pedagogical studies, the survey carried out during International Conference for Students at Samara State Technical University, examination of educational activities performed for blind and visually impaired students all over the world, in particular the experience of American Foundation for the Blind. The findings show that distance learning programmes for blind and visually impaired people are becoming popular in many countries, but in Russia there are only a few of them. The authors prove the necessity of doing research in this sphere. It is recommended that more distance learning opportunities are created for such students at Russian universities. The analysis shows that it is even easier to plan the inclusion of blind and visually impaired students in the online scientific events that are not new and have already been held for wider public. The authors conclude that it is essential to adapt the existing system of distance learning using special tools and techniques, which are described in the article. These are accessible platforms, software used with assistive technologies, keyboard controls, audio description, smartphone apps, etc. Special emphasis is laid upon planning webinars for blind and low vision participants. This research can serve as a guide for making online scientific events accessible for all people.

Abstract Objectives Understanding the issues concerning the conducting of virtual orthodontic learning sessions (VOLSs) is essential. This study aims to identify attendees- and host-related aspects that could optimise learning and uptake from the VOLSs. Methodology Fourteen pre-validated questions were anonymously and electronically sent to 3000 orthodontic residents and specialists globally. The survey included demographic questions and questions to gauge attendees' engagement, memorising, and motivation-related factors. Reminders were sent at two-week intervals to non-respondents. The survey was closed when the sample size was met. Descriptive and inferential statistics were performed. Results 593 orthodontic residents and specialists (294 males and 299 females), primarily junior orthodontists and residents aged between 25 and 35 years of age, completed the survey. Post-VOLS recording was highly requested by the participants (8.84/10, 95% CI 8.67–9.00) with no significant influence of demographics on this trend (p > 0.05). Most of the participants were in favour of short post-VOLSs feedback (6.79/10 95% CI 6.58–6.99) with significant differences (p = 0.048) between participants from different regions of the world. The average number of screenshots taken was 6.1 per lecture. The learners’ interests in attending on-line lectures were mainly to learn new clinical orthodontic tips (96.8%). Conclusion Implementing a short feedback survey after VOLSs, the provision of recording, and the provision of certificates of attendance need to be considered.

Aim: To assess the learning impact of a virtual interactive CPR webinar for seniors through mix-methods quantitative and qualitative survey analysis. Methods: We surveyed 350 webinar attendees. The webinar trained participants in hands-only CPR technique and AED use. Survey questions included multiple-choice selection and open-ended responses. Qualitative inductive thematic analysis was conducted on open-ended question responses. Knowledge of CPR was measured on a 3-point scale (very little knowledge, some knowledge, a lot of knowledge). Proportions were compared pre and post seminar using a z-test. Results: 231 respondents ≥ 65 years participated in the survey (response rate 66.0 %). There was a significant increase in self-reported knowledge of CPR pre and post webinar (very little knowledge 33.9 % to 1.8 % P

The shift from actual seminars to the internet-mediated webinar format has changed how teachers access opportunities for continuous learning. Attending webinars has also become necessary as teachers look for alternative ways to further develop their knowledge. The purpose of this study was to explore the learning experiences of the teachers who attend webinars. This study used Meriam’s case study research method; intensive, holistic description; and analysis of a bounded phenomenon, such as a program, institution, person, process, or social unit. The study was conducted in the elementary schools of Sultan Naga Dimaporo West District, Division of Lanao del Norte, Philippines for the 2020–2021 school year. It was found that most teachers participated in webinars about teaching strategies, content knowledge, the teaching profession, and general knowledge related to the pandemic. It was also revealed that these teachers are expected to gain relevant knowledge and skills applicable to “the new normal.” The teachers shared their experiences in acquiring knowledge, skills, and emotional content in their actual participation in the webinars during the pandemic. The teacher’s purpose of attending webinars is to gain understanding of the topic to improve the quality of teaching. Thus, the webinar presents an opportunity to expand teacher training programs amid the pandemic.

Fetal growth restriction is a prevalent pregnancy issue linked to numerous unfavorable postnatal outcomes. Suboptimal uterine-placental perfusion and inadequate fetal feeding are the vital pathophysiologic causes. Midwives play a crucial role in informing pregnant women about vitamin D inadequacy. This paper aims to determine the difference between midwives' prior and post-webinar knowledge levels. It was a cross-sectional study of individuals who participated in a webinar on November 21, 2021. Subjects were selected using a total population sampling approach from all midwives who participated in the webinar and completed pre-and post-tests. The difference between knowledge levels was evaluated using the difference between the pre-test and post-test scores in the general category. There was an increase in the number of participants who successfully answered the five-question component, a decrease in the number of participants who correctly answered the two-question section, and no change in the number of subjects who correctly answered question number one. The average score on the post-test was higher (67.28) than the pre-test (63.10), while the median score was the same at both time points. After attending a webinar, there was an increase in the proportion of subjects with a high level of knowledge (11.4% to 24%) and a drop in the proportion of subjects with a poor level of knowledge (32.3% to 27.1%). In conclusion, there was an improvement in the knowledge level of midwives before and after the webinar participation.

Background: ultrasound diagnostics have a broad spectrum of applications, including among diseases of the musculoskeletal system. Accordingly, it is important for the users to have a well-founded and up-to-date education in this dynamic examination method. The right balance between online and in-class teaching still needs to be explored in this context. Certifying institutions are currently testing digitally transformed teaching concepts to provide more evidence. Methods: this study compared two musculoskeletal ultrasound blended learning models. Model A was more traditional, with a focus on in-person teaching, while Model B was more digitally oriented with compulsory webinar. Both used e-learning for preparation. Participants completed evaluations using a seven-point Likert scale, later converted to a 0–1 scale. Digital teaching media (e-learning) were used for preparation in both courses. Results: the analysis included n = 41 evaluations for Model A and n = 30 for Model B. Model B received a better overall assessment (median: 0.73 vs. 0.69, p = 0.05). Model B also excelled in “course preparation” (p = 0.02), “webinar quality” (p = 0.04), and “course concept” (p = 0.04). The “gain of competence” (p = 0.82), “learning materials” (p = 0.30), and “tutor quality” (p = 0.28) showed no significant differences. Conclusion: participants favorably assessed blended learning in ultrasound teaching. Certifying institutions should consider accrediting models that combine digital methods (e.g., internet lectures/webinars) and materials (e.g., e-learning) with hands-on ultrasound training. Further research is needed to validate these subjective findings for a stronger evidential basis.

Nina Cooper,1,2 Anushka Sharma,2 James Cooper,3 Yasmin Al-Asady,4 Ankur Khajuria2,5 1Obstetrics and Gynaecology, Queen Charlotte’s and Chelsea Hospital, Imperial College Healthcare NHS Trust, London, UK; 2Department of Surgery & Cancer, Imperial College London, London, UK; 3Paediatrics, North West London Hospitals NHS Trust, London, UK; 4Psychiatry, The Tavistock & Portman NHS Foundation Trust, London, UK; 5Plastic Surgery, Department of Surgery & Cancer, Imperial College London, London, UKCorrespondence: Nina CooperObstetrics and Gynaecology, Queen Charlotte’s and Chelsea Hospital, Imperial College Healthcare NHS Trust, London, UKEmail ninacooper@doctors.org.ukBackground: To assess whether an online course is a useful method of learning for medical students revising for specialty examinations in the context of social distancing restrictions during the COVID-19 pandemic.Methods: A free, one-day webinar was offered to fifth and final year medical students with an examination-based approach. Teaching was delivered by trainees in Psychiatry, Obstetrics and Gynaecology and Paediatrics (the ‘specialties’). An online, questionnaire-based cross-sectional study was conducted to assess usefulness and acceptability of the webinar by enrolled students, who were invited to complete the research questionnaire. Student responses pertaining to knowledge, confidence and interest, pre- and post-webinar, were collected and analysed.Results: A total of 247 students attended the webinar, with a 98.4% response rate to the questionnaire. Ninety-one percent of students agreed that webinars offer flexibility and convenience. About 55.1% felt that the pandemic had impacted their ability to learn new information. About 92.7% felt that the webinar was useful. Matched data showed an increase in participants’ knowledge (p = < 0.001) and confidence (p < 0.001).Conclusion: Online learning provides a useful, accessible and safe method of providing medical education in the context of the global pandemic. Webinars adopting a lecture-based, examination-style approach improved students’ perceived confidence and knowledge.Keywords: COVID-19, webinar, medical education, knowledge

Tujuan kajian ini dijalankan adalah untuk mengenal pasti tahap kesediaan pelajar mengikuti pembelajaran dalam talian menggunakan webinar bagi subjek Intervensi dalam Pendidikan Khas di Universiti Pendidikan Sultan Idris (UPSI). Kajian ini dihasilkan berdasarkan tiga penyataan masalah iaitu terdapat sesetengah pelajar kurang kemahiran menggunakan medium webinar untuk pembelajaran dalam talian, kekurangan kemudahan peranti dalam mengakses pengajaran dalam talian dan cabaran pelajar ISMP melestarikan pembelajaran dalam talian untuk kursus Intervensi dalam Pendidikan Khas. Metodologi kajian adalah kaedah kuantitatif dengan menggunakan instrumen soal selidik untuk mengumpul data. Pengumpulan data untuk soal selidik mengandungi tiga aspek yang diambil perhatian dalam kajian ini iaitu domain pengetahuan, kemudahan peranti dan cabaran dalam pembelajaran atas talian menggunakan webinar. Google form digunakan sebagai platform membina soal selidik dan edaran soal selidik dilakukan dalam talian menggunakan aplikasi Whatsapp dan penghantaran pautan ke dalam emel responden. Responden adalah terdiri daripada pelajar Universiti Pendidikan Sultan Idris yang sedang mengambil subjek Intervensi dalam Pendidikan Khas. Hasil analisis untuk kajian ini menunjukkan domain pengetahuan mendapat min 3.46, aspek kemudahan peranti mendapat min 3.84 dan aspek cabaran mendapat nilai min 3.51. Nilai min keseluruhan adalah 3.60. Kesimpulannya, kesediaan pelajar terhadap penggunaan webinar menunjukkan kesan positif dalam subjek Intervensi dalam Pendidikan Khas. Abstract The purpose of this study was to identify the level of readiness of students to follow online learning using webinars for subject Intervention in Special Education at Universiti Pendidikan Sultan Idris (UPSI). This study was produced based on three problem statements. Number one, there are some students lacking skills in using webinar medium for online learning, problem number two is lack of device facilities in accessing online teaching and problem number three is the challenge of ISMP students to preserve online learning for subject Intervention in Special Education. The research methodology is using quantitative methods and questionnaire instruments were chosen to collect data. Data collection for the questionnaire contains three aspects that are given attention into this study, first the domain of knowledge, second, device facilities and third challenges in online learning using webinars. Google form is used as a platform to build questionnaires and the distribution of questionnaires is done online using the WhatsApp application and sending links into respondent emails. Respondents are students of Sultan Idris University of Education who are taking the subject of Intervention in Special Education. The results of the analysis for this study showed that the knowledge domain got a mean of 3.46, the aspect of device convenience got a mean of 3.84 and the challenge aspect got a mean value of 3.51. The overall mean value is 3.60. In conclusion, student’s readiness for the use of webinars shows a positive effect in the subject of Interventions in Special Education.

Cooperative Extension professionals are using webinar technologies to accommodate time constraints, travel distances, and limited budgets as well as to reach a broader audience. Although checklists and planning worksheets are readily available, there is a lack of resources to intentionally utilize reflective teaching practice and measure high-quality standards that go beyond general webinar set-up, participant experience, and content learning. This article describes the Webinar Evaluation Rubric for Extension Teaching that facilitates reflective practice and sets webinar teaching standards. The rubric provides a standard for professional development taught through webinars that strengthens the participant experience and enables high-quality learning across Cooperative Extension program areas.

Background: While many elaborated treatment protocols focus on post-traumatic stress symptoms, a large number of refugees suffer from a range of mental health problems. Thus, brief and transdiagnostic psychological interventions may be helpful first interventions for help-seeking refugees and asylum seekers in a stepped-care approach. Critically, there is limited research on how transdiagnostic interventions are received in general practice in non-specialized mental healthcare settings in high-income countries, where often only mental health professionals (MHPs) are legally allowed to treat people with mental disorders. MHPs may thus deliver such interventions, but their perspective towards them has not yet been investigated. Objective: We aimed to investigate MHPs’ perception of the usability of adapted Problem Management Plus (aPM+), a brief transdiagnostic psychological intervention for refugees, which we adapted to address distress caused by post-migration living difficulties (PMLDs). Method: Employing an e-learning tool, we introduced the aPM+ intervention to 59 MHPs and assessed their perspective towards the intervention. We then used an inductive approach to analyse their perspective towards the intervention with open-ended questions. Results: Altogether, 59 MHPs enrolled in the webinar and 29 provided feedback on the intervention. MHPs had a positive view on the intervention but emphasized the importance of situation-specific adaptations to the structure of the manual. The most favoured specific strategies were ‘managing stress/slow-breathing’, the ‘tree of capabilities’, and the ‘riding the anger’ exercise. The last two were additionally developed to reduce distress caused by PMLDs by either enhancing self-efficacy or reducing anger regulation difficulties. Conclusions: An adaptation to aPM+ regarding more flexibility of the manual may enhance the likelihood of MHPs implementing the intervention in their daily practice. Strategies addressing coping with PMLDs could be particularly helpful. Trial registration: German Clinical Trials Register identifier: DRKS00016538. HIGHLIGHTS Mental health professionals had a positive view on a brief transdiagnostic psychological intervention for refugees but emphasized the importance of situation-specific adaptations to the structure of the manual. Low -intensity interventions may be useful not only in low- and middle-income countries but also in high-income countries as part of a stepped-care approach, even if distributed by MHPs instead of trained laypersons.

The article is devoted to summarize the experience of conducting webinars in the context of the coronavirus pandemic. The article considers the aspect of remote interaction with teachers and the transition to information platforms, distance learning. The goal is to determine the role of information technologies in the vocational secondary education in modern conditions. Research methods. The article presents the experience of organizing webinars for teachers of secondary vocational schools. Webinars were held for educational institutions of vocational secondary education. The following methods were used: quantitative and qualitative analysis. Discussion of the results. The analysis of the survey results showed that in the conditions of distance learning, the webinars held aroused interest. The conducted webinars on digital competence of teachers of vocational secondary education allowed to determine the impact of the digital educational space on their professional development and to identify the level of their readiness to participate in didactic communications using digital technologies. The institute sees the task in the organization and common approaches to the creation and implementation of distance learning technologies in the educational process in order to train highly qualified specialists with self-education skills that will allow them to independently develop and improve their competence and maintain professional mobility. In conclusion it is formulated about the organization and conduct of educational webinars for teachers of secondary vocational education in the region.

Purpose: To understand the perspectives of physicians regarding the role of webinars on continuing medical education. Methods: An online survey comprising of 34 questions in nine sections was conducted using Google Forms. The link for the questionnaire was shared via e-mail and social media to practicing physicians. The survey accepted responses from September 10, 2020, to September 30, 2020. Results: In total, 509 ophthalmologists and 91 physicians from other specialties participated in the survey. The physicians were predominantly employed in nongovernmental institutes (25%) or were in private practice (33.2%). The preference was to attend a weekend webinar (62.8%), in the evening (52.8%), not extending more than 2 hours (97.7%), by ≤3 reputed national speakers (89.8%), each given 15 to 30 minutes for their presentation, and the topic being clinical or surgical skill demonstration (47.5%) or recent advances (39.5%). The residents were perceived to be the most benefited (65.3%). There was an equal preference for watching a webinar live or recorded (50.7% vs. 49.3%). Zoom Video Communications, Inc., was described as the platform that offers the best experience (43.8%). Webinars were considered to be better than conferences or continuing medical education (CME) activities (55.8%). The majority (43.8%) also preferred to get CME credit points by attending paid webinars. However, the broad consensus was that webinars should not completely replace the conferences (42.5%). Conclusion: Our survey evaluated the participants' perspective and the advantages and the disadvantages of a webinar and provides suggestions for the conduct of an ideal webinar with maximum active participation. Future programs would greatly be benefited by this survey.

Introduction: Coronaviral disease-19 is the global challenge for medical fraternity and public health sector. Need of social distancing has compelled physicians and surgeons to continue medical education through virtual mode like webinar. Objective: To study the perceptions, practice and preferences of medical residents and professionals about webinar-based teaching. Methods: An internet-based google-sheet questionnaire was circulated via email and social media for opining different facts about webinar-based teaching. Responses were analysed further to find the facts and preferences. Results: Our study showed that majority of participants found webinars as a useful and sustainable mode of teaching however some of them felt it as an overdone action resulting in unnecessary stress. Conclusion: Teaching through virtual mode (e.g. webinar) is definitely a valuable tool for medical education especially during the need of social distancing. Its frequency, quantity, and quality should be monitored properly for the optimum outcome.

Purpose: To analyze the impact of ophthalmic webinars on the resident's learning experience during the COVID-19 pandemic (CP). Methods: This cross-sectional nationwide study was carried out for 1 month during CP and included a total of 382 ophthalmic residents. A questionnaire was sent through various social media platforms. Results: Residents expressed a decline in their clinical exposure (74%; 220), thesis work (58%; 218), and acquisition of the knowledge and skills (42.5%; 161) during CP. Benefits of webinars as perceived by the residents included gain in additional knowledge (77%; 286), feedback on queries (56%; 209), access to multiple speakers (50%; 191), and topics (30%; 110). Nearly 75% (291) of residents endorsed webinars as good to the very good academic tool, and 54% (202) preferred to continue attending webinars in the post-CP phase. However, connectivity/download/data issues (54%; 200) followed by loss of personal touch (53%; 188), lengthy or irrelevant topic (37%; 134), and poor transmission quality (33%; 121) were major deterrents against the webinar. Conclusion: The current study generated overall mixed responses from the ophthalmic postgraduate residents in favor of webinars. In the present format, webinars bear enormous potentials to supplement the traditional learning tools by providing uninterrupted learning experiences. However, they are still limited by their pedagogical and technical issues.

The International Society of Physical and Rehabilitation Medicine (ISPRM) has recently started an educational initiative named “ISPRM Webinar Series,” broadcasting a series of live interactive online webinar sessions over 3 months. The objectives of the webinars were to connect rehabilitation professionals worldwide, share experiences/expertise, and create teaching-learning activities during the coronavirus disease 2019 (COVID-19) pandemic. The pandemic has been adversely affecting the lives of people including being a big challenge to the medical community. The specialty of physical and rehabilitation medicine is facing challenges and simultaneously having unique opportunities to contribute to the care of COVID-19 survivors. This article describes the purpose, educational structure, and overall experiences during the ISPRM Webinar Series. Distinguished speakers/panelists from around the world delivered their message, expertise, and experience in several topics with a special emphasis on the COVID-19 pandemic. A historical moment for ISPRM was when the Honorable Director General of the World Health Organization, Dr. Tedros Adhanom Ghebreyesus, sent a special message to ISPRM and its global audience. The audience for the various webinars has included colleagues from 101 countries and territories, with an average number of 365 participants per live session and a high prevalence of youth. In conclusion, based on the feedback of the participants, the ISPRM Webinar Series proved to be a timely and effective educational initiative with wide-spread global reach during the COVID-19 pandemic.

This community service activity aims to provide training for lecturers and students in producing journal articles that can be submitted for publication in the Sinta 2 journal and Scopus journal. This activity was carried out through a web seminar due to the condition of the Covid-19 pandemic which made it impossible to conduct conventional training. Organizers of this activity are Pamulang University and Bina Insani University. This activity was attended by lecturers and students from DKI Jakarta, West Java, Central Java, East Java, Bali and East Kalimantan. The method of carrying out this activity consists of several stages. The first stage is the planning stage through discussion with the organizers to meet the expectations of participants regarding the benefits of this activity. The second stage is the delivery of material and discussion through web seminar via Zoom application and Google Meet. The third stage is further online discussion with participants who need additional explanations. Based on feedback obtained from the participants, this activity is very useful for participants and motivates participants to improve the quality of research articles so that they can be submitted for publication in the Sinta 2 journal and Scopus journal. DOI: https://doi.org/10.26905/abdimas.v5i2.4244

Abstrak: Selama masa pandemi COVID-19 banyak webinar gratis ditawarkan oleh Instansi Pemerintah, BUMN, Swasta maupun Perguruan Tinggi, dengan materi yang beragam. Tujuan penelitian ini adalah untuk mengetahui minat Widyaiswara mengikuti webinar dan persepsi mereka terhadap kegiatan webinar untuk peningkatan kompetensi widyaiswara selama Work From Home (WFH) di masa pandemi COVID-19. Penelitian ini merupakan penelitian kualitatif deskriptif, dengan partisipan berjumlah 62 orang Widyaiswara yang berasal dari 12 Lembaga Diklat Pemerintah di Propinsi Daerah Istimewa Yogyakarta. Data dikumpulkan menggunakan kuisioner dalam bentuk google form yang dibagikan secara daring melalui whatsapp. Data yang telah terkumpul dianalisis secara deskriptif. Hasil penelitian menyatakan adanya minat yang besar widyaiswara untuk mengikuti webinar ditunjukkan dengan 96,77% Widyaiswara telah mengikuti webinar di masa pandemi COVID-19 dan 90 % diantaranya mengikuti lebih dari 2 kali selama 10 minggu masa WFH. Selain itu 86,67% merasakan manfaat webinar yang diikuti terhadap peningkatan kompetensinya. Pertimbangan Widyaiswara mengikuti webinar terutama adalah materi yang menarik, mendapatkan sertifikat, dan gratis. Materi yang dianggap menarik dan bermanfaat oleh Widyaiswara terutama adalah materi yang terkait spesialisasi Widyaiswara dan teknologi pembelajaran daring (online). Abstract: During the COVID-19 pandemic, Government, BUMN, Private, and Universities offered many free webinars with various materials. This study aimed to determine Widyaiswara's interest in participating in webinars and their perceptions of webinar activities to increase widyaiswara's competence during Work From Home (WFH) in the COVID-19 pandemic. This research was a descriptive qualitative study with 62 participants. Participants are Widyaiswara from 12 Government Training Institutions in the Special Province of Yogyakarta. Data is collected using a questionnaire in the Google forms that are shared online via WhatsApp. The collected data were analyzed descriptively. The study results stated that Widyaiswara had a great interest in participating in the webinar, shown by 96.77%. Widyaiswara had followed the webinar during the COVID-19 pandemic, and 90% of them participated more than two times during the ten weeks of WFH. Also, 86.67% felt the benefits of the webinar that was followed by increasing their competence. Widyaiswara's consideration in attending the webinar was mainly interesting material, getting a certificate, and it is free. Material that is considered interesting and useful by Widyaiswara is mainly related to Widyaiswara's specialization and online learning technology

Low competence in speaking for the students of Non-native English speakers has been crucial challenge so far for the teachers in language teaching in Indonesia. This study attempts to explore the effect of webinar applied in teaching speaking on Students of Non-native English Speakers at one of Business schools in Surabaya. There are three classes observed in this study. Before the webinar was applied, the groups were given test to check their proficiency. After conducting the webinar class, the post-test was given to the groups. The instruments to get the data was the oral test. The results reveal that there is an improvement on post test score in the two out of three classes observed. In contrary, the last class has no improvement on their post test score. Moreover, barriers found during the implementation of webinar in speaking class will be explored. HIGHLIGHTS: • There is an improvement on the speaking score with webinar using on the two from three classes observed. • Practically, the findings of this study are likely able to give positive contribution and technology using experience to all English teachers as well as the students.

PurposeThe purpose of this research was to explore the conceptual network of live online education efficiency from the Actor Network Theory perspective to reveal different aspects influencing the quality of online training less accounted for in previous research.MethodologyActor Network Theory was used to analyse the qualitative feedback from 100 live online education sessions. Responses from 90 educators and 556 participants were coded into enablers and inhibitors of education quality and further clustered into different actors that might mediate learning success.FindingsThe key finding of this research is a visual representation of the complex network of actors potentially affecting live online education quality, revealing the interplay of non-human aspects (e.g., hardware, software, session design, and descriptions), as well as human elements (participants and their expectations, educators and their emotional reactions attributed to different actors of the network, organisers, and external mentors/experts).LimitationsThe piloting qualitative research was conducted within the framework of one educational event, where participants opted in voluntarily to attend and participate in the study. It is a specific educational context different from workplace training and other non-formal education.Practical ImplicationsLearning and development practitioners can find 10 recommendations designed to support the instructional design and delivery of their (online) sessions based on the collective experiences of the study participants and authors.Originality/valueIt is the first research in the field of live online education, acknowledging and mapping the role of multiple actors posited to play an influential role in the overall quality. It also calls for a transition from “content-focused and controlling” to “contextually-aware and responsive” educator in future research.

Exposure to OMFS at undergraduate level is rare. Students seeking such exposure often struggle to access important information that would help them decide about a future career in OMFS. The COVID-19 pandemic has made access to such information, for example career workshops and specialty conferences, more difficult. This paper discusses our experiences of setting up an online webinar series aimed at providing practical advice for undergraduates and early trainees interested in the field of OMFS. Clinicians were approached via email and/or social media to deliver a structured programme of key advice and guidance about OMFS. Individual undergraduate and surgical societies were emailed in order to advertise the series which included talks such as ‘Week in the Life’, ‘Subspecialties’ and ‘Portfolio Building’. An interactive poster containing a Quick Response code was circulated to allow a streamlined registration process. The seminars were held via Zoom videoconferencing software and feedback collated via Typeform using a Likert-scale questionnaire. On average, the webinars were 60 minutes long and each attracted 53 attendees. The series attracted 183 unique participants. The majority of attendees were dental students and 85% were based in the UK. Overall, 94% felt their knowledge of the specialty had improved and 86% were more likely to consider pursuing OMFS as a career as result of the series. This paper shows that videoconferencing is a useful modality to engage with junior trainees and has a wide reach. These benefits must be harnessed going forward to improve access and exposure to OMFS in early trainees.

Introduction: The present study focuses on virtually training people from various back ground on knowledge, attitude and practices for COVID appropriate behavior as well as to assess the impact of training so as to provide recommendation to behavior and policy amendments. Method: Narayana Health CSR conducted 269 sessions for 15,620 Participants across India in 7 languages during April to October 2020. The participants were instructed to fill the Pre test KAP COVID 19 awareness Google form after obtaining the informed consent. The participants were then provided with detailed and updated webinar on COVID 19 awareness followed by Post test COVID 19 awareness Google form. The study included only the participants who completed both pre and post test survey through Google forms which comprise of 2726 individuals. Results: Among 2726 individuals majority were male (59%) from rural areas(52%) in the age group of 28–37yrs (39%) followed by 18–27 yrs (24%). As per the education of the participants majority were graduates/diploma holders (43%) and salaried employees(59%). The mean pre and post test score of all participants at 95% confidence level was 29.26 ± 3.78 and 33.78 ± 4.12 respectively. The difference between the mean of pre and post test was significantly associated among various groups based on gender, Karnataka, rural and urban, government and salaried, living conditions as well. Conclusion: The virtual training had a significant impact on knowledge among individuals. We recommend promoting health literacy especially among teachers and migrant population as to create awareness and stop the spread of infection.

Introduction: In this study, it was aimed to obtain information about the perspectives of infectious diseases and clinical microbiology (IDCM) specialists on online education applications and web-based seminars, and their usage and utilization rates. Materials and Methods: In this descriptive, cross-sectional study, online survey responses of the IDCM specialists in who were members of Infectious Diseases Clinical Microbiology Specialty Society of Turkey (EKMUD) were evaluated. Results: A total of 184 IDCM specialists answered the survey questions. Of the participants, 77.2% thought that the pandemic disrupted post-graduate medical education and 84.8% thought that the pandemic disrupted pre-graduate medical education. Medical educators involved in education during the Coronavirus disease-2019 (COVID-19) pandemic reported that they mostly continued online education. Of the participants, 84.9% reported that they were able to use the internet in an effective way to gain access to information during the COVID-19 pandemic. Of the responders, 58.2% reported that they followed online training programs, such as web-based seminars and lectures, and 51.6% reported that these online programs contributed to their learning. Participants found online training programs such as web-based seminars and lectures useful in terms of learning competence, that online training programs provided people with gain in space and time, and that they found them more instructive because they gave them the chance to receive training in subjects of their interest. Participants reported that these programs provided learning competency in that these programs were more beneficial to the participants in view of place, the subject that they need/they are interested in and saving time for the trainer and the participants. Due to the COVID-19 pandemic, the participants mostly wanted the 2020 EKMUD congress to be held online. A total 92.9% of the participants reported that online congresses and seminars would decrease travel, participation and sponsorship costs. Only 24.5% of the participants considered that online congresses and seminars would be more effective in terms of social interaction and gaining information than face-to-face congresses. Conclusion: The IDCM specialists reported that online educational practices such as webinars were benefical. The rate of participation in webinars and online education practices were high during the COVID-19 pandemic.

Introduction. The relevance of the topic is due to the massive transition of educational institutions to distance learning, caused by the pandemic of the new coronavirus infection in 2020. In this regard, educational institutions are faced with the need to choose web services for conducting training sessions in the format of webinars. The object of the research is web services used for conducting classes in a distance format. The subject of the research is the criteria for choosing a suitable web service for conducting streaming lectures. The theoretical significance of the work lies in determining the criteria for choosing a web service for streaming lectures, taking into account the specifics of the lesson. Scientific novelty – the rationale for choosing a web service for organizing continuous distance learning during a coronavirus pandemic.Materials and Methods. When writing the article, the author used empirical methods (survey of pedagogical staff of the Nizhny Novgorod region; pedagogical experiment on the basis of Minin University); theoretical (analysis of domestic and foreign literature, study of pedagogical, methodological literature and other documents, generalization, comparison, forecasting).Results. A survey of teachers in the field of teaching made it possible to determine the most popular web services that allow organizing lessons in a distance format. These services include: Webex, Zoom, Skype, MS Teams, Google meet. The main criteria to consider when choosing a web service for streaming lectures are the number of participants who can simultaneously participate in the webinar and the duration of the group video call.Discussions and Conclusions. The advanced functionality of the web services is provided with a paid license. Free versions of services for organizing streaming lectures have a number of functional limitations. Therefore, the choice of a web service is an individual process and depends on the requirements of the teacher to the educational process.

This article actualizes the problem of training and retraining of personnel in the physical education and sports industry. Based on the results of sociological surveys of students, the most acceptable time for conducting online classes is provided, as well as criteria for evaluating the quality of online lectures (webinars) formed by the authors to concentrate the attention of students during the classes.

Abstract Introduction The death of a significant person through suicide is a very difficult experience and can have long-term impact on an individual’s psychosocial and physical functioning. However, there are only few studies that have examined the effects of interventions in suicide survivors. In the present study, we examine an online-group intervention for people bereaved by suicide using a group-webinar. Methods The intervention was developed based on focus groups with the target group. The cognitive-behavioral 12-module webinar-based group intervention focuses on suicide bereavement-related themes such as feelings of guilt, stigmatization, meaning reconstruction and the relationship to the deceased. Further, the webinar includes testimonial videos and psychoeducation. The suicide survivors are randomized to the intervention or the waiting list in a group-cluster randomized controlled trial. Primary outcomes are suicidality (Beck Scale for Suicide Ideation) and depression (Beck Depression Inventory-II) and secondary outcomes are symptoms of prolonged grief disorder (Inventory of Complicated Grief-German Version ), posttraumatic stress disorder ( Revised Impact of Event Scale ), stigmatization (Stigma of Suicide and Suicide Survivor ) and posttraumatic cognitions (Posttraumatic Cognitions Inventory). Discussion Previous studies of Internet-based interventions for the bereaved were based on writing interventions showing large treatment effects. Little is known about the use of webinars as group interventions. Advantages and challenges of this novel approach of psychological interventions will be discussed. Trial registration German Clinical Trials Register, DRKS00014426. Registered on 12 April 2018. Protocol Version 3, 21.10.2019.

The Internet has made information available and accessible by all. Specialized knowledge of all sorts is now available literally at one's fingertips. The students of today may actually learn more online than in a conventional classroom. This is true in the medical field and in ophthalmology as well. The vast amount of high-quality multimedia content helps to augment the understanding of the subjects. In this article, we discuss the various types of e-learning resources available to ophthalmologists at present and review a handful of the best online ophthalmology resources.

Die aktuelle Bundesregierung hat in ihrem Koalitionsvertrag u. a. die Stärkung des Öffentlichen Gesundheitsdienstes (ÖGD) sowie die Gründung eines „Bundesinstituts für öffentliche Gesundheit“ angekündigt, das aber (noch) nicht näher ausgeführt. Aus diesem Grund hat sich der Bundesverband Managed Care e.V. (BMC) dieser Aufgabe angenommen und gemeinsam mit vielen Mitdenker:innen ein Papier mit dem Titel „Impulse für ein Bundesinstitut für Public Health“ veröffentlicht und in einem öffentlichen Webinar mit über 100 Teilnehmern diskutiert, wie ein solches Institut aufgestellt werden könnte.