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Amaç: Çalışmanın amacı, fizyoterapistlerin ve fizyoterapi ve rehabilitasyon öğrencilerinin günümüzdeki pandemi koşullarıyla birlikte yüz yüze eğitimden çevrimiçi eğitime doğru değişen eğitim sistemlerine olan bakış açılarını belirlemektir. Gereç ve Yöntem: Çalışmaya 91 fizyoterapist ve 113 fizyoterapi ve rehabilitasyon öğrencisi dahil edilmiştir. Demografik bilgileri kaydedilmiştir. Video konferans temelli eğitim ve toplantılara bakış açıları, araştırmacılar tarafından hazırlanan anket yoluyla değerlendirilmiştir. Bulgular: Çalışmaya yaş ortalamaları 25,18 ± 5,39 yıl olan 162’si kadın (79,41%), 42’si erkek (20,59%), toplamda 204 kişi katıldı. Teorik içerikli video konferansa katılan katılımcıların %38,92’si oldukça ve uygulama içerikli video konferansa katılan katılımcıların %30,60’ı kısmen verim aldığını belirtti. %48,04 katılımcı en çok tercih edilen eğitim modelinin video konferans temelli teorik, yüz yüze uygulamalı eğitim olduğunu belirtmesine karşın, %45,20 katılımcı ise yüz yüze teorik ve uygulamalı eğitim modelinin en çok tercih edildiğini belirtti. Sonuç: Çalışmamızda fizyoterapistler ve fizyoterapi ve rehabilitasyon öğrencilerinin uygulamalı eğitimlerde yüz yüze eğitimi tercih ettiği görülmektedir. Teorik eğitimlerin ise mevcut çevrimiçi platformlar aracılığıyla yüz yüze eğitime yakın verim seviyelerinde devam edebileceği öngörülmektedir. Video konferans temelli uygulamalı eğitimlerin en az yüz yüze uygulamalı eğitimler kadar verim alınabilir hale gelebilmesi için farklı teknolojik uygulamalara ihtiyaç vardır Objective: The aim of the study is to determine the perspectives of physiotherapists and physiotherapy and rehabilitation students on the changing education systems from face-to-face education to online education with the current pandemic conditions. Methods: 91 Physiotherapists and 113 physiotherapy and rehabilitation students were included in the study. Demographic information was recorded. Perspectives on video conference based-education and meetings were evaluated through a questionnaire prepared by the researchers. Results: A total of 204 people, 162 women (79.41%), 42 men (20.59%), with a mean age of 25.18 ± 5.39 years, participated in the study. During the study, 38.92% of the participants in the theoretical video conference stated that they were quite productive, and 30.60% of the participants in the practical video conference stated that they were partially productive. Among all, 48,04% of the participants stated that the most preferred education model was video conference based-theoretical and face-to-face applied education, while 45.20% of the participants stated that they preferred the face-to-face theoretical and practical education model the most. Conclusion: In the study, it is seen that physiotherapists and physiotherapy and rehabilitation students prefer face-to-face education in applied education. It is foreseen that theoretical educations can continue at efficiency levels close to face-to-face education through existing online platforms. Different technological applications are needed in order to make video conference based-practical educations as effective as faceto-face applied educations.

Video conferencing applications have become an integral part of today’s world for attending interviews, classes, meetings, and assorted gatherings as well in the COVID-19 era. Alongside the increased use of such applications to facilitate the process of conducting interviews, the quality interview has taken a hit overall. This is largely because prospective candidates resort to fraud by switching tabs and using their phones during the course of an interview, and so come through with flying colors despite a clear lack of skills. Consequently, deserving candidates with the requisite skill set lose out to impostors who manage to clear the interviews. In this paper, we propose an approach to make interviews straightforward and fair to all candidates. Our Online Interview Platform, a web application built using Node.js and Express.js, offers indispensable features that are prerequisites for an interview. These include a real-time collaborative code editor that uses an operational transformation algorithm which allows users to collaborate in real time, test and run code; a video/audio conferencing feature using Peer JS; a chat box for communication, and a real-time collaborative whiteboard that lets users design or draw diagrams. The features are included in the same tab, thus ensuring that the candidate does not switch tabs. Using this application, candidates will be screened based on their technical knowledge, appropriately assessed, and performance-based hiring decisions made. The proposed approach proved that the malpractices strictly restricted while comparing with existing approaches.

The outbreak of COVID-19 has changed education practices through moving face-to-face education to complete internet-based education. Therefore, the integration of technology which already gained acceleration before the pandemic has become the only solution to be able to carry out educational practices. The issue of making students communicate with each other on online platforms to get the best from educational practice and peer learning especially came into prominence following the outbreak of the COVID-19. This era also brought/raised the importance of the examination of technology integration in various practices in education including the peer-peer interaction in video-mediated task-based communication. To shed a light on an aspect of technology integration, the current study makes use of the data that comes from video recordings of online peer-peer interaction on individual virtual city tours of a group for three weeks during COVID-19 pandemic. The video-recordings of student-student interaction in groups are analyzed by using the micro lenses of multimodal conversation analysis (CA). The study contributes to the field with an in-depth examination of peer-peer interaction out of the classroom. The examination of the data shows that participants do lexicon teaching, initiate and do lexicon learning via negotiation of meaning during their videoconferences on their virtual city tours. Thus, it is obvious that peer-peer computer-mediated interaction provides learning opportunities and enables learning which suggests that tasks which require peer-peer interaction out of classroom can be integrated into course design., COVID-19 salgını fiziki eğitimi tamamen internet temelli eğitime taşıyarak eğitim etkinliklerini değiştirmiştir. Bu sayede, pandemi öncesinde hali hazırda hız kazanmış olan teknoloji entegrasyonu eğitim faaliyetlerini devam ettirmedeki tek çözüm haline geldi. Öğrencilerin eğitim uygulamalarından en iyi şekilde yararlanabilmeleri için çevrimiçi platformlarda birbirleriyle iletişim kurmaları ve akranlarından öğrenmeleri konusu özellikle COVID-19'un patlak vermesinden sonra ön plana çıkmıştır. Bu dönem aynı zamanda video aracılı görev tabanlı iletişimde akran-akran etkileşimi de dahil olmak üzere eğitimdeki çeşitli uygulamalarda teknoloji entegrasyonunun incelenmesinin önemini gündeme getirdi/arttırdı. Mevcut çalışma, teknoloji entegrasyonunun bir boyutuna ışık tutmak amacıyla data olarak COVID-19 salgını esnasında bir öğrenci grubunun bireysel sanal geziler üzerine üç haftalık etkileşiminin video kaydını kullanmaktadır. Öğrenci etkileşiminden gelen video kayıtları konuşma çözümlemesinin (KÇ) mikro analitik lensleri kullanılarak analiz edilmiştir. Bu çalışma, sınıf dışında akran-akran etkileşiminin derinlemesine incelenmesiyle alana katkı sağlamaktadır. Veri bireysel sanal şehir turları üzerine olan video konferanslarında katılımcıların anlam müzakeresi yoluyla kelime öğretme, kelime öğrenmesini başlatma ve öğrenmeyi gerçekleştirdiklerini göstermiştir. Bu nedenle, akran-akran bilgisayar aracılı etkileşimin öğrenme fırsatları ve öğrenmeyi sağladığı açıktır ve bu sınıf dışında akran-akran etkileşimi gerektiren görevlerin ders tasarımına entegre edilebileceğini göstermektedir.

Purpose: During the COVID-19 pandemic, clinicians and researchers have increasingly used remote online assessments to pursue their activities, but mostly with tests not validated for videoconference administration. This study aims to validate the remote online administration of picture description in Canadian French neurotypical speakers and to explore the thematic unit (TU) checklist recently developed. Method: Spoken discourse elicited through the picture description task of the Western Aphasia Battery–Revised (WAB-R) was collected from Canadian French neurotypical speakers from Québec aged between 50 and 79 years old. Forty-seven participants completed the task in person, and 49 participants completed the task by videoconference. Videos of each discourse sample were transcribed using CHAT conventions. Microstructural variables were extracted using the CLAN (Computerized Language ANalysis) program, whereas thematic informativeness was scored for each sample using TUs. Chi-square tests were conducted to compare both groups on each TU; t tests were also performed on the total score of TUs and microstructural variables. Results: Groups were matched on sex, age, and education variables. The t tests revealed no intergroup difference for the total TU score and for the microstructural variables (e.g., mean length of utterances and number of words per minute). Chi-square tests showed no significant intergroup difference for all 16 TUs. Conclusions: These findings support remote online assessment of the picnic scene of the WAB-R picture description in Canadian French neurotypical speakers. These results also validate the 16 TUs most consistently produced. The use of videoconference could promote and improve the recruitment of participants who are usually less accessible, such as people using assistive mobility technologies. Supplemental Material: https://doi.org/10.23641/asha.21476961

Introduction The primary aim was to compare the successful completion rates of pre-treatment medication history consults conducted by pharmacists with patients either via an unscheduled telephone consult (current standard care) or a scheduled videoconference consult model. Secondary aims were to examine pharmacist perceptions of the telephone and videoconference consults and explore patient (+/− support person) perceptions of videoconference consults. Method Completion data were collected and compared for the two modalities. In addition, pharmacists commented on any positive/negative factors impacting all consults. For the final 35 participants completing a videoconference consult, patients, support people, and pharmacists involved, completed a survey exploring perceptions and satisfaction. Results A significantly higher completion rate ( p Discussion Results indicate that pre-treatment medication history consults should be offered via videoconference to maximise success.

Videoconferencing has become an essential communication tool for employees to engage in virtual meetings with their colleagues and complete work tasks remotely. However, there have been reports of a phenomenon termed videoconference fatigue. Concurrently, there has been an increase in work-family conflict among individuals working from home, due to an imbalance from role demands and expectations between work and family. With the rise of videoconferencing that has come to characterize work-from-home setups, it is important to explore the role videoconferencing plays on work-family conflict. We propose a model where the increase in use of videoconferencing as a result of working from home may lead to higher levels of videoconference fatigue, which will in turn result in greater work-family conflict. An online nationwide survey was conducted in Singapore with 590 respondents to test the proposed hypotheses. Results of serial mediation analyses conducted using PROCESS macro supported all hypotheses and indicated support for serial mediation. Emotional and occupational videoconference fatigue were further found to be significantly related to work-family conflict, whereas physical videoconference was not. Our results suggest that as videoconferencing continues to become the default mode of work-related communication, sustained investigation on its implications on work-family conflict is crucial. Nanyang Technological University This work was supported by the Centre for Information Integrity and the Internet (IN- Cube), Nanyang Technological University, Singapore.

Several challenges have been identified for patients with concurrent disorders to access adequate services and for nurses to care for them. These challenges contribute to a pressing need for continuing educational interventions, particularly within the mental health nursing workforce. To address this issue, an innovative interprofessional videoconferencing programme based on the ECHO® model (Extension for Community Healthcare Outcomes) was implemented in Quebec, Canada to support and build capacity among healthcare professionals for CD management. The aim of this prospective cohort study was to examine nurses' self-efficacy, knowledge, and attitude scores over a 12-month period. All nurses who registered in the programme between 2018 and 2020 were invited to participate in the study (N = 65). The data were collected online using a self-administered survey at baseline, after 6 months, and then 12 months following entry-to-programme. Twenty-eight nurses participated in the study (96.4% women), with a mean age of 39.1 (SD = 6.2). Compared to other professions (n = 146/174), the group of nurses also showed significant improvements in their knowledge and attitude scores, with respective effect sizes of 0.72 and -0.44 at 6 months, and 0.94 and -0.59 at 12 months. However, significant changes in self-efficacy were only found at the 12-month follow-up (P = 0.0213), among the nurses who attended more than 25% of the 20-session curriculum. ECHO is a promising intervention to improve the accessibility of evidence-based practice and to support nurses in suitably managing concurrent disorders. Further research is needed to establish the effectiveness of this educational intervention on clinical nursing practice and patient outcomes.

Background Performing motor evaluations using videoconferencing for patients with Parkinson’s disease (PD) is safe and feasible. However, the feasibility of these evaluations is not adequately studied in resource-limited settings. Objective To evaluate the feasibility of performing motor evaluations for patients with PD in a resource-limited setting. Methods The examiners rated motor aspects of parkinsonism of 34 patients with PD from the Brazilian public healthcare system through telemedicine with the patient’s own means by using the Movement Disorder Society-Sponsored Revision of the Unified Parkinson’s Disease Rating Scale (MDS-UPDRS) rating scale. Quality measures of the video meeting were also obtained. The feasibility of rating the motor aspects was the primary outcome whereas the rating of individual motor aspects, video meeting quality and predictors of a complete evaluation served as secondary outcomes. Results The least assessable parameters were freezing of gait (52.9%), gait (70.6%), leg agility, and rest tremor (both 76.5%). Complete MDS-UPDRS part III was possible in 41.2% of patients and 62 out of 374 motor aspects evaluated (16.6%) were missed. Available physical space for a video evaluation was the worst quality measure. Incomplete evaluations were directly associated with disability (p = 0.048, r = 0.34) and inversely with available physical space (p = 0.003, r = 0.55). Conclusion A significant portion of the MDS-UPDRS part III is unable to be performed during telemedicine-based evaluations in a real-life scenario of a resource-limited setting. Resumo Antecedentes Realizar avaliações motoras usando videoconferência para pacientes com doença de Parkinson (DP) é seguro e viável. Entretanto, a viabilidade dessas avaliações não é adequadamente estudada em cenários com recursos limitados. Objetivo Identificar a viabilidade de realizar avaliações motoras para pacientes com DP em um ambiente com recursos limitados. Métodos Os examinadores avaliaram os aspectos motores da DP de 34 pacientes do sistema público de saúde brasileiro através da telemedicina com os próprios meios do paciente usando a escala Movement Disorder Society-Sponsored Revision of the Unified Parkinson’s Disease Rating Scale (MDS-UPDRS). Medidas de qualidade da videochamada também foram obtidas. A viabilidade da classificação dos aspectos motores foi o resultado primário, enquanto a classificação dos aspectos motores individuais, a qualidade das videoconferências e os preditores de uma avaliação completa serviram como resultados secundários. Resultados Os parâmetros menos avaliáveis foram congelamento da marcha (52,9%), marcha (70,6%), agilidade dos membros inferiores e tremor de repouso (ambos 76,5%). A parte III completa da MDS-UPDRS foi possível em 41,2% dos pacientes, mas não foi possível avaliar 62 do total de 374 aspectos motores (16,6%). O espaço físico disponível para uma avaliação em vídeo foi a pior medida de qualidade. As avaliações incompletas foram diretamente associadas ao nível de dependência (p = 0,048, r = 0,34) e inversamente ao espaço físico disponível (p = 0,003, r = 0,55). Conclusão Uma porção significativa da parte III da MDS-UPDRS é perdida durante as avaliações baseadas em telemedicina em um cenário da vida real com recursos limitados.

The COVID’19 Pandemic created a major shift in the education delivery system, from the traditional classroom to E-learning for schools and universities. From the many subjects, language learning has been pursued by students and individuals as recreation. People have adopted various online mediums for learning their preferred languages. Educational institutes have embraced applications like Microsoft Teams and Zoom to maintain an effective learning environment for the students. With the development of distance learning technologies, examining the effectiveness of these resources used for teaching has sparked an interest in researchers and educators. This present study seeks to (a) Understand student's perception towards e-learning languages via video conferencing platforms and (b) Identify pros and cons of distance learning technology for teaching dialects. For the purpose of this research, a mixed method research design was employed through an online questionnaire designed for school and university students. This study also carefully reviews existing literature on various aspects of language and distance learning. This research aims to establish concrete evidence to support online learning of languages as a new teaching approach. As a solution, this paper encompasses a conceptual framework that is an AI-based prototype, an extension for video conferencing platforms and learning management systems. Future researchers should explore solutions for resolving challenges shared through this paper.

The methodological paper illustrates the informed grounded theory (informed GT) methodology by briefly demonstrating a case study about synchronous video communications and teacher presence in distance education. Unlike Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Aldine. GT, the literature review is not delayed until the end but is ongoing and integrated throughout the research activity. After the research, the literature review could revisit the theory to make the findings transferable and sustainable. The power of informed GT as a methodology is that it is heterogeneous, combining inductive, deductive, and abductive reasoning in an iterative research process with an initial and ongoing literature review. This process created the theory of tele-proximity and an explanatory model storyline. The storyline can change and improve by integrating more data and literature in the future. Deduction started with the sensitising concept of proximity found in the literature, mapping the territory, identifying criticisms, and formulating research questions. Induction was used to construct the findings from informants perceptions to create a theoretical frame with categories that expanded on the Community of inquiry model and its concept of teacher presence. Abductive reasoning was used when plausible reasons were generated from interdisciplinary literature on the value of social cues and embodied cognition in synchronous video communications. Finally, a grounded theory of tele-proximity was constructed with the concept of tele-teacher presence. In practice, this process was messy. The main challenge was staying grounded and moving between abductive, inductive, and deductive reasoning to avoid getting stuck in crude deductions, making wild guesses during abductive reasoning, or generating explanations that were not a good fit for the data.

The goal of this paper is to provide a comparative review of using phone (audio-only) or video for mental health treatments. Our review includes evidence of phone and video's effectiveness in terms of reduced symptomology, retention, satisfaction, therapeutic alliance, and other outcomes of interest. This review also discusses how patients and providers' experiences and attitudes differ between these two modalities. Finally, we present information on different usage rates of phone and video across patient populations and mental health provider types, and different implementation strategies.Treatments through phone and video are both able to reduce symptoms related to mental health conditions and have both been found to be non-inferior to in-person care. Both phone and video are more convenient to patients. Video offers important visual information that can be important to diagnosing mental health conditions. Phone, however, is more broadly accessible and may come with fewer technological issues. In the context of mental health care, where non-verbal cues are tied to symptomology and diagnosing, and a strong relationship between patient and provider can enhance treatment, we encourage the use of video, especially for psychotherapeutic services. However, as phone is more accessible, we ultimately recommend an accommodating approach, one that flexibly makes use of both phone and video. Future studies on telehealth should focus on direct, head-to-head comparisons between phone and video and conduct more rigorous testing on whether clinical differences exist.

As a result of the COVID-19 pandemic, activities involving a large part of life have started to be carried out via videoconferencing. Videoconferencing can be disadvantageous for individuals with social anxiety due to increased social presence, decreased mutual understanding, and awkward communication. The authors aimed to develop a scale to explore the difficulties experienced by individuals with social anxiety during videoconferencing. A total of 598 children and adolescents participated in the study. The data were collected with the Sociodemographic Information Form, the Videoconference Anxiety Scale, and the Liebowitz Social Anxiety Scale. According to exploratory factor analysis, the scale consisted of 25 items and a single factor. Factor loads were between 0.62 and 0.81; the single factor explained 52.95% of the variance. This study shows that the Videoconference Anxiety Scale is a valid and reliable instrument for Turkish children.

In this paper, we propose to use production executions to improve the quality of testing for certain methods of interest for developers. These methods can be methods that are not covered by the existing test suite, or methods that are poorly tested. We devise an approach called PANKTI which monitors applications as they execute in production, and then automatically generates differential unit tests, as well as derived oracles, from the collected data. PANKTI's monitoring and generation focuses on one single programming language, Java. We evaluate it on three real-world, open-source projects: a videoconferencing system, a PDF manipulation library, and an e-commerce application. We show that PANKTI is able to generate differential unit tests by monitoring target methods in production, and that the generated tests improve the quality of the test suite of the application under consideration.

Genetic variants in Ankyrin Repeat Domain 11 (ANKRD11) and deletions in 16q24.3 are known to cause KBG syndrome, a rare syndrome associated with craniofacial, intellectual, and neurobehavioral anomalies. We report 25 unpublished individuals from 22 families with molecularly confirmed diagnoses. Twelve individuals have de novo variants, three have inherited variants, and one is inherited from a parent with low-level mosaicism. The mode of inheritance was unknown for nine individuals. Twenty are truncating variants, and the remaining five are missense (three of which are found in one family). We present a protocol emphasizing the use of videoconference and artificial intelligence (AI) in collecting and analyzing data for this rare syndrome. A single clinician interviewed 25 individuals throughout eight countries. Participants’ medical records were reviewed, and data was uploaded to the Human Disease Gene website using Human Phenotype Ontology (HPO) terms. Photos of the participants were analyzed by the GestaltMatcher and DeepGestalt, Face2Gene platform (FDNA Inc, USA) algorithms. Within our cohort, common traits included short stature, macrodontia, anteverted nares, wide nasal bridge, wide nasal base, thick eyebrows, synophrys and hypertelorism. Behavioral issues and global developmental delays were widely present. Neurologic abnormalities including seizures and/or EEG abnormalities were common (44%), suggesting that early detection and seizure prophylaxis could be an important point of intervention. Almost a quarter (24%) were diagnosed with attention deficit hyperactivity disorder and 28% were diagnosed with autism spectrum disorder. Based on the data, we provide a set of recommendations regarding diagnostic and treatment approaches for KBG syndrome.

This report examined challenges and adaptations to sustaining multidisciplinary team-based coordinated specialty care (CSC) for early-onset psychosis during the COVID-19 pandemic in Texas.In June 2020, team leaders from 23 Texas CSC sites participated in semistructured phone interviews about CSC implementation barriers and adaptations. Transcripts were analyzed with thematic analysis.CSC implementation barriers included difficulty delivering critical CSC components (i.e., community education and vocational exploration) and client recruitment limitations. Virtual technology integration (i.e., texting and videoconferencing) largely sustained CSC outreach, service delivery, and client engagement. However, sites faced virtual competency and accessibility issues, exhaustion from virtual technology use, lack of structural support, and unanticipated disengagement.The surveyed sites rapidly integrated virtual technology into CSC delivery. This integration promoted CSC engagement during the pandemic, especially in rural areas, and increased insight into what resources and policies are needed to sustain virtual technology use among community mental health providers.

This study explores the phenomenon of multiactivity during recreational video-mediated communication (VMC) through the analysis of competing engagements. From a data corpus of naturally occurring interactions in public Google Hangouts, we focus on instances of competing engagements triggered by the co-presence of unratified participants in broadcasters’ physical environments. As users are immersed in their everyday spaces, interferences from their domestic sphere are common occurrences that break the participatory framework established in the digital sphere. Following a conversation analytic approach, we intend to show that these interferences lead to competing engagements that can be exploited rather than simply dealt with. Drawing on literature on multiactivity, we argue that participants at times organize and coordinate these multiple engagements to add playfulness and advance their interactions. In sum, this study aims to highlight how situated competing streams of action are coordinated and the purpose they may serve in recreational VMC.

The lack of guidelines for videoconferencing etiquette elucidated frustrations during the COVID-19 pandemic. The authors aimed to assess the perceptions of faculty educators and residents regarding videoconferencing etiquette.In 2021, a survey assessing perceptions regarding the formality of various meeting types and the importance of various videoconferencing etiquette practices (Likert scale of 1-5) was created and disseminated to all faculty educators and residents at a single institution. Responses of faculty versus residents were analyzed in general and by procedural and mixed/nonprocedural subspecialties.The faculty response rate was 53.5% (38/71). The resident response rate was 7.3% (115/1569). A total of 19 departments were represented. Faculty respondents reported having significantly more hours of weekly formal meetings than residents, 4 (3-10) versus 2 (1-4) h (P 0.05), and no difference in informal meeting hours, with 3 (2-6) versus 3 (1.6-5) h (P = 0.210). Faculty and residents concurred on the formality of all meeting types except for didactics, which residents regarded more frequently as informal (80.9% versus 57.9%; P 0.01). Faculty rated wearing professional attire and keeping one's video on as mattering more, and that videoconferencing from bed was more inappropriate (P 0.05). Furthermore, faculty and residents in mixed/nonprocedural specialties had more significantly discordant perceptions between them than did those in procedural specialties.The data demonstrated that faculty educators and residents have differing perceptions regarding the formality of meeting types and etiquette practices. These should be addressed to prevent future frustrations and improve engagement in ongoing virtual conferencing education.

Video conference meetings, which became frequent during the COVID‐19 pandemic, might result in exhaustion (so‐called “Zoom fatigue”). However, only little is known about “Zoom fatigue,” the objective characteristics shaping it, and the subjective experiences eliciting this phenomenon. Gaining this knowledge is critical for understanding work life during the pandemic. Study 1, a within‐person quantitative investigation, tested whether video conferences are exhausting and if objective characteristics (i.e. meeting size, meeting duration, and the presence of the supervisor) moderate “Zoom fatigue”. Employees from Germany and Israel (N = 81) participated in a 2‐week study, with meetings nested within persons (n = 988). Results showed that video conferences are exhausting—more than meetings held through other media. However, objective characteristics did not moderate this relationship. In Study 2, qualitative data from Germany and Israel (N = 53) revealed employees' subjective experiences in video conferences that may lead to “Zoom fatigue”. These include, for example, experiences of loss and comparison with the “good old times” before the pandemic. Employees suggested ways to mitigate “Zoom fatigue,” particularly, better management of meetings by leaders. Our results provide empirical support for “Zoom fatigue” and suggest which subjective experiences elicit this phenomenon, opening directions for research and practice. [ FROM AUTHOR] Copyright of Applied Psychology: An International Review is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all Abstracts.)

As COVID-19 pushed many activities into the virtual space, many CPR training agencies were left to consider the role that videoconferencing may play in providing learners the opportunity to complete their learning. However, this challenged program managers to consider a pivotal question: Can facilitators of first aid effectively assess skills through videoconferencing? In this study, 45 instructors were exposed to mock videoconferences of layperson CPR learners, consisting of two classes each of 1-, 4-, 9-, and 12-learners in size. Overall, study participants were able to correctly identify the specific errors made by learners – or correctly make a declaration of no error – only 38.5% of the time. When the criterion was broadened to a pass/fail decision (i.e., correctly identifying that there is an error – regardless of the specific nature of the error), performance improved to 53.8%. Although this accuracy may not be acceptable for certain learning contexts, it should not be used as the sole reason of withholding CPR education in the virtual space across-the-board. An unstructured discussion held with study participants during the study provides insight into further considerations that should be accommodated for in future work aimed at improving instructor performance in the videoconferencing space., International Journal of First Aid Education, Vol. 5 No. 1 (2022)

International audience; This concise volume calls attention to the instruction-giving practices of language teachers in online environments, in particular videoconferencing, employing a Multimodal (Inter)action Analysis approach to explore the challenges, affordances, and pedagogical implications of teaching in these settings.The book examines the unique competences necessary for language teachers in multimodal synchronous online environments, which require mediating a mix of modes, including spoken language gaze, gesture, posture, and textual elements. Satar and Wighamʼs innovative approach draws on Sigrid Norrisʼs work on Multimodal (Inter)action Analysis to examine variance in practices, combining in-depth micro-analytic analysis of mediation with a consideration of the modal density and complexity in the act of giving instructions. The volume shows how studying instruction giving can offer a better understanding of how online teachers mediate learning multimodally in electronic environments but also research-informed guidance for practical implementation in the classroom.This book is a valuable resource for scholars in applied linguistics, language education, and language learning and teaching as well as practicing online language teachers.Full-size versions of all Figures, Extracts, and Tables are available in colour at https://doi.org/10.25405/data.ncl.20315142

BACKGROUND/OBJECTIVES: Dementia affects one in ten adults over age 65. Paradoxically, dementia (e.g., Alzheimer’s disease and related dementias) is underdiagnosed, with approximately 50% of those with dementia lacking a formal diagnosis. This limits options for care, support and research engagement. To address this gap, we developed and implemented a telehealth-based ECHO (Extension of Community Healthcare Outcomes) program, “Dementia 360,” to provide education and support for clinicians and allied team members. DESIGN: We assessed the feasibility and acceptability of this telementoring educational offering and the effect it had on clinician confidence in diagnosing and treating dementia. PARTICIPANTS: Clinicians from across Oregon (n=67) attended learning sessions via videoconferencing technology. INTERVENTION: The sessions, which focused on dementia diagnosis and treatment, included didactic information provided by experts, followed by case discussions. MEASURES: We assessed clinician acceptability using surveys, and confidence in identifying and treating those with dementia prior to and after Dementia 360 using paired t tests. RESULTS: Dementia 360 was acceptable to clinicians and significantly increased their comfort levels in identifying and treating those with dementia. CONCLUSION: The technology-based program provided support and instruction that was acceptable by clinicians, even those in frontier areas of the state.

Communication has changed profoundly during the coronavirus pandemic, as many researchers have pointed out. The pandemic has affected human interactions, use of space and interpersonal communication. However, some aspects of Internet-based communication can be seen as an extension of the previous primary way of interacting from afar – telecommunication. Accessing information not intended for public view and controlling how one is perceived in online conversations are topics widely discussed in the context of videoconferencing. The purpose of this article, however, is to argue that these phenomena are already familiar to people from telephone conversations. A comparative analysis of Locked Down (Doug Liman, 2021) and other films of different genres has been carried out to draw parallels between two methods of communication – phone and video calls. Komunikacja i kino: analiza porównawcza rozmów video i rozmów telefonicznych w filmach przed pandemią i w czasie pandemii Komunikacja uległa głębokim zmianom podczas pandemii koronawirusa. Pandemia wpłynęła na interakcje międzyludzkie, wykorzystanie przestrzeni i komunikację interpersonalną. Niektóre aspekty komunikacji internetowej mogą być jednakże postrzegane jako „przedłużenie” poprzedniego podstawowego sposobu interakcji na odległość – telekomunikacji. Uzyskanie dostępu do informacji nieprzeznaczonych do publicznego wglądu i kontrolowanie sposobu, w jaki jest się postrzeganym podczas rozmów online to tematy szeroko omawiane w kontekście wideokonferencji. Celem niniejszego artykułu jest jednak wykazanie, iż te zjawiska są już znane ludziom z rozmów telefonicznych. W celu nakreślenia podobieństw między dwoma sposobami komunikacji – rozmowami wideo i telefonicznymi – przeprowadzono analizę porównawczą filmu Skazani na siebie (Locked Down, Doug Liman, 2021) i innych filmów reprezentujących różne gatunki.

During the past few years, face videos, e.g., video conference, interviews and variety shows, have grown explosively with millions of users over social media networks. Unfortunately, the existing compression algorithms are applied to these videos for reducing bandwidth, which also bring annoying artifacts to face regions. This paper addresses the problem of face quality enhancement in compressed videos by reducing the artifacts of face regions. Specifically, we establish a compressed face video (CFV) database, which includes 196,337 faces in 214 high-quality video sequences and their corresponding 1,712 compressed sequences. We find that the faces of compressed videos exhibit tremendous scale variation and quality fluctuation. Motivated by scalable video coding, we propose a multi-scale recurrent scalable network (MRS-Net+) to enhance the quality of multi-scale faces in compressed videos. The MRS-Net+ is comprised by one base and two refined enhancement levels, corresponding to the quality enhancement of small-, medium- and large-scale faces, respectively. In the multi-level architecture of our MRS-Net+, small-/medium-scale face quality enhancement serves as the basis for facilitating the quality enhancement of medium-/large-scale faces. We further develop a landmark-assisted pyramid alignment (LPA) subnet to align faces across consecutive frames, and then apply the mask-guided quality enhancement (QE) subnet for enhancing multi-scale faces. Finally, experimental results show that our MRS-Net+ method achieves averagely 1.196 dB improvement of peak signal-to-noise ratio (PSNR) and 23.54% saving of Bjontegaard distortion-rate (BD-rate), significantly outperforming other state-of-the-art methods.

The COVID-19 pandemic that erupted in 2020 forced businesses across the world to adopt virtual meetings. With many people working from home, software platforms like Zoom and Teams became ubiquitous, but their widespread use also revealed many weaknesses and limitations. While technologies for virtual meetings have existed for decades, these technologies have advanced significantly in recent years, and today range from audioconference facilities to telepresence rooms with high-resolution video and sophisticated virtual presence features. The available alternatives differ significantly in costs, complexity and capabilities, and choosing the most effective technology for each meeting setting is not always easy. This is important, since after the pandemic, virtual meetings will move from being a necessity brought on by the pandemic to being a widely accepted alternative to traditional face-to-face meetings. Consequently, the questions of when and how to meet virtually will become even more significant. In this article, we describe a decision-making framework for choosing when and how to meet virtually, based on matching the appropriate communication capabilities with various meeting objectives and taking into account meeting size and duration. The framework is based on extensive empirical research conducted in partnership with several major U.S. and European companies.

Guided self-help has become an important treatment option in the field of eating disorders as access to in person evidence-based treatments is limited. Given the scant amount of literature published on guided self-help for the treatment of eating disorders in the child and adolescent population, our aim was to describe online GSH-FBT sessions in detail as conducted as part of a larger feasibility study, examining quotations from therapists that illustrate the GSH-FBT stance and also describing how online GSH-FBT differs from FBT delivered by videoconferencing within a descriptive case report.

The COVID-19 pandemic has forced many schools and universities to move their classes online. Zoom and other videoconferencing technologies have therefore been adopted as a way of connecting students and instructors and increasing class interaction. However, the switch to online learning has given rise to a number of new problems. One challenge has been students’ reluctance to turn on their webcams during synchronous classes. A survey conducted by Castelli and Sarvary （2021） at Cornell University indicated that the main reason for students switching their cameras off was a concern about personal appearance. Other common reasons included a weak internet connection, concerns about other people and physical locations being visible in the background, and social norms. The present study is a partial replication of Castelli and Sarvary’s （2021） work. The study was conducted in 2021 with a sample of 91 Japanese undergraduate students. The results suggest that adherence to social norms is the most important factor influencing students’ decisions regarding the use of webcams. The author places the findings in a Japanese cultural context and provides suggestions on how to promote camera use in online classes.COVID-19（新型コロナウイルス）のパンデミックにより、多くの学校や大学では授業をオンラインで行うことを余儀なくされた。学生と講師をつないで対話型の授業にするZoomなどのビデオ会議のテクノロジーが採用されてはいるが、オンライン授業への切り替えにはこれまでにない問題が多々あった。その1つが、同期授業中にウェブカメラをオンにしたがらない学生がいるという問題であった。CastelliとSarvary（2021）がコーネル大学で行った調査によると、学生がカメラをオフにする主な理由は、自分の見栄えを気にしていたためであった。その他の理由として多かったものは、インターネット接続の不安定さ、自分以外の人物や物理的な位置を示すものの背景への映り込みに対する懸念、社会通念などが挙げられた。本研究は、CastelliとSarvaryの研究（2021）を部分的に模したものである。この研究は2021年に日本人大学生91名を対象に行われた。その結果、ウェブカメラの使用に関する学生の意思決定において最も重要な因子は社会通念であることが判明した。本研究では、調査結果を日本の文化的背景の中で提起し、オンライン授業でカメラの使用を促す方法を提案する。

Objective: Patients' thoughts and satisfaction with using videoconferencing during the COVID-19 pandemic were explored. The current study aimed to gather; i) patient feedback and satisfaction with videoconferencing across all health professions as well as divided into a subgroup for each profession, ii) patient preferences for either videoconference or face-to-face consultations during the pandemic lockdown, and iii) whether patients would consider using videoconferencing once face-to-face appointments were available. Design: An observational cross-sectional, mixed methods study design. Setting: Tertiary level persistent pain centre. Participants: Sixty-five patients aged 18-85 years with persistent pain lasting > 12 months. Interventions: NOT Applicable. Main Outcome Measures: Data was collected using a patient survey. Descriptive statistics were used to report findings from 5-point Likert scales. Qualitative analysis was guided by content analysis to organise and categorise the open-ended survey response text. Results: Videoconferencing platform features including audio-visual, usability, and privacy worked well for most patients (≥90%). Two-thirds of those surveyed reported the videoconferencing sessions as equal to face-to-face attendance (68%), and, in the context of the pandemic, almost as many preferred videoconferencing (65%), while 26% preferred face-to-face attendance and 9% were unsure. Preferences for videoconferencing over face-to-face in context to the pandemic varied depending on the health discipline involved: Pharmacy (83%), Occupational Therapy (78%), Psychology (61%), Pain Specialist Physician (59%), Physiotherapy (53%). Even outside of a pandemic situation, 80% would consider using videoconferencing in the future. Qualitative analysis on an open-ended question asking patients for any further comments regarding their experience with the videoconference consultation, found three main categories: 1) overall satisfaction with videoconferencing, 2) technology qualities and 3) clinical interaction. Conclusion: In the context of a pandemic, videoconferencing for interdisciplinary persistent pain management services was effective, preferred and most patients would continue its use into the future. Alternative or mixed modes of support may be needed for the 26% who currently prefer onsite attendance, when that mode of delivery is not available.

Objective We sought to detail the process of establishing a surgical aortic telehealth program and report the outcomes of a 5-year experience. Methods A telehealth program was established between two regional Veterans Affairs hospitals, one of which was without a comprehensive aortic surgical program, until such a program was established at the referring institution. A retrospective review was performed of all patients who underwent aortic surgery from 2014 to 2019. The operative data, demographics, perioperative complications, and follow-up data were reviewed. Results From 2014 to 2019, 109 patients underwent aortic surgery for occlusive and aneurysmal disease. Preoperative evaluation and postoperative follow-up were done remotely via telehealth. The median age of the patients was 68 years, 107 were men (98.2%), 28 (25.7%) underwent open aortic repair, and 81 (74.3%) underwent endovascular repair. Of the 109 patients, 101 (92.7%) had a median follow-up of 24.3 months, 5 (4.6%) were lost to follow-up or were noncompliant, 2 (1.8%) were noncompliant with their follow-up imaging studies but responded to telephone interviews, and 1 (0.9%) moved to another state. At the 30-day follow-up, eight patients (7.3%) required readmission. Four complications were managed locally, and four patients (3.6%) required transfer back to the operative hospital for additional care. Conclusions Telehealth is a great tool to provide perioperative care and long-term follow-up for patients with aortic pathologies in remote locations. Most postoperative care and complications can be managed remotely, and patient compliance for long-term follow-up is high.

Face-to-face interviews are recommended for the collection of composite time trade-off (cTTO) data. The coronavirus disease 2019 (COVID-19) social distancing measures made researchers consider videoconferencing interviews as an alternative mode of administration, but little evidence about the implementation of videoconferencing in valuation studies is available. This study provides insights into the effect of videoconferencing on the quality of data, evaluating interviewers' and respondents' engagement level in videoconferences compared with face-to-face interviews.We used cTTO data collected in Belgium and Spain following the EQ-5D-Y-3L valuation protocol. Due to the COVID-19 pandemic, both projects interrupted the face-to-face data collection before reaching the target sample. The remaining interviews were conducted by videoconference. We compared both modes of administration in terms of interviewers' engagement (task duration and number of moves in each example) and respondents' engagement (task duration and proportions of specific response values, in half-year units). To minimise interviewers' learning effects, we split our sample into three groups: (1) first 20 interviews conducted face-to-face; (2) subsequent interviews conducted face-to-face; and (3) videoconferencing interviews.The comparison between videoconferencing and subsequent face-to-face interviews showed the interviewer's engagement was not affected by the mode of administration as almost no significant results were found either in the task duration or the numbers of moves shown in the examples. Similarly, none of the respondents' task duration or proportion of specific responses or half-year units were affected by the mode of administration in either of the two countries.No evidence suggested that the quality of cTTO data is reduced when using videoconferencing compared with face-to-face interviews.

To identify the attitudes and perspectives of speech pathologists, occupational therapists and physiotherapists on using telehealth videoconferencing for service delivery to children with developmental delays.Systematic Literature Review.An electronic search of databases Scopus, CINAHL, MEDLINE, PEDro, Speechbite, OTseeker and ScienceDirect was undertaken in October 2020. Articles were compared with eligibility criteria by 2 authors. All articles were appraised for quality and level of evidence.Fourteen studies were deemed to be eligible. Results were synthesised using a narrative analysis. The themes identified were technology, self-efficacy, replacement of face-to-face services, time management, relationships, access and family-centred care. Each of these themes was seen as both a potential barrier and a facilitator when trying to provide services via telehealth.The results in this review cannot be generalised due to small sampling size, low response rates, lack of maximum variation sampling and under-representation of occupational therapists and physiotherapists. Study design was either mixed-methods survey or interview or only survey or interview. Risk of bias in studies was high. Further research is required including comparison studies and cost-benefit analysis.

Background: The use of virtual care, defined as providing healthcare in ways other than in-person visits, dramatically increased during the COVID-19 pandemic to minimize infection risk and maintain care provision. However, the majority of studies evaluating the use of virtual care in oncology have focused on patients with solid tumor malignancies. Patients with hematologic malignancies represent a unique population related to their underlying malignancy and treatment, but the extent to which virtual care has been successfully integrated into clinical practice is unknown. As the demand for incorporating virtual care into routine clinical practice grows, understanding how to safely and effectively use virtual care in this specific patient population is essential. Methods: A scoping review was conducted to describe the use of virtual care in the management of patients with hematologic malignancies and to examine physician- and patient-reported outcomes based on its use. A comprehensive search strategy was used to identify articles on the use of virtual modalities (digital applications, phone visits, or video visits) to deliver routine clinical care to patients with hematologic malignancies published in English between January 2000 and April 2021 in the following databases: PubMed, Medline, EMBASE, CINAHL and Scopus. No restrictions were applied to the phase of care (surveillance, active treatment, and or survivorship). A combination of search terms to encompass hematologic malignancies and virtual care was used. Screening and data abstraction were performed by two independent reviewers (AS, AV) and conflicts were adjudicated by two additional reviewers (DR, AP). Data were extracted to assess the study design, population, setting, patient characteristics, virtual care methodology and study results. Results: A total of 350 abstracts were screened and 60 studies underwent full-text review. Of these, 15 studies met inclusion criteria (13 retrospective studies, 1 prospective pilot study, and 1 randomized controlled trial). The majority of papers were published from 2020 onward (Figure 1). Three studies found that app-based tools were effective in monitoring patient symptoms and triggering alerts which resulting in sooner follow-up if indicated. One app-based tool was also used in a resource limited country during the COVID-19 pandemic to allow for communication between hematologists and their patients. Four studies described the use of phone-based interventions for new consults and follow-up visits. Phone visits for used even in high-risk patients (for example, in 29 out of 50 patients with chronic graft-versus-host disease after allogeneic stem cell transplant). Five studies found that videoconferencing, with both physicians and oncology nurses, was highly rated by patients. Emerging themes included high levels of patient satisfaction across all domains of virtual care. Provider satisfaction scores were rated lower than patient scores, with concerns about technical issues leading to challenges with virtual care. Four studies found that virtual care allowed providers to promptly respond to patient concerns, specifically when patients were experiencing side-effects or had questions about their treatment. One study also suggested a decreased risk of death when telemedicine was used to monitor symptoms in patients with diffuse large B-cell lymphoma. There were no data addressing the impact of virtual care on costs or resource utilization. Conclusion: The use of virtual care in patients with hematologic malignancies appears to be feasible, even in high-risk populations. Patients were highly satisfied with virtual care, although providers had some challenges related to the specific technologies. More research is needed to evaluate the optimal method of integrating virtual care, informed by a wider range of patient-related outcomes, as well as the downstream consequences of this integration for patient, providers, and health systems. Figure 1 Figure 1. Disclosures Prica: Astra-Zeneca: Honoraria; Kite Gilead: Honoraria.

Background: Telehealth, especially the use of real-time video and phone visits in ambulatory care, is increasingly important in the wake of the COVID-19 pandemic. The current state of internal medicine (IM) interns' telehealth training at the start of residency is unknown. Objective: To characterize the attitudes, training, and preparedness of IM interns regarding the use of telehealth video and phone visits in ambulatory care. Methods: We conducted a cross-sectional survey of IM interns at four IM residency programs in the United States in 2020. Results: One hundred fifty-six surveys were analyzed (response rate 82%). Seventy-five percent of interns rated training in the use of real-time video and phone visits for ambulatory care as important or very important. The vast majority received no training (74%) or clinical experience (90% no prior video visits, 81% no prior phone visits) during medical school. More interns believed that primary care may be effectively delivered via video visits compared with phone visits (77% vs. 35%). Most interns (69%) missed clinical time during medical school due to the COVID-19 pandemic; 41% felt that the pandemic negatively affected their ambulatory care preparation. Overall, the majority of interns (58%) felt prepared for primary care; only 12% felt prepared to deliver primary care using either video or phone visits. Conclusions: Although IM interns had favorable attitudes toward video and phone visits, few had training or clinical experience; most felt unprepared. Residency programs may need to close training gaps for current interns in conducting telehealth video and phone visits.

Telepsychology has the potential to help mental health service providers reach millions of people in rural areas or those limited by other factors. This study examined pre-COVID-19 deterrents reported by psychologists who did not use telepsychology. Participants were 1,400 psychologists with an average of 26.3 (SD = 11.18) years in practice who were currently practicing within the United States but did not currently use telepsychology. All 50 states were represented as well as Washington, DC. The most commonly reported deterrents, from most to least frequent, were insufficient training, client safety/crisis concerns, privacy, legality, ethics, reimbursement, efficacy, prohibitive organizational policies/culture, and insufficient demand. Logistic regression analyses suggested that psychologists' deterrents varied based in part on demographic and practice characteristics. Psychologists practicing within medical centers or Veterans Affairs facilities were less likely to indicate safety, privacy, legal issues, ethics, and efficacy as a concern. Older psychologists were less deterred by reimbursement issues and more concerned about effectiveness. Those using cognitive-behavioral approaches were less likely to report efficacy and safety concerns. Cisgender men were less likely to be deterred by safety or privacy issues, and White psychologists were less likely to indicate safety as a deterrent. Additional telepsychology training and information for psychologists may increase its use and foster improved mental health care access for populations unable to attend in-person sessions. A more focused approach to training and implementation of telepsychology that considers the needs and concerns of the target psychologist group could benefit organizations promoting its use. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

PURPOSE:COVID-19 challenged medical practice and graduate medical education. Building on previous initiatives, we describe and reflect on the formative process and goals of the Hematology-Oncology Collaborative Videoconferencing Learning Initiative, a trainee-led multi-institutional virtual COVID-19 learning model.METHODS:Clinical fellows and faculty from 13 US training institutions developed consensus needs, goals, and objectives, recruited presenters, and generated a multidisciplinary COVID-19 curriculum. Weekly Zoom conferences consisted of two trainee-led instructional segments and a trainee-moderated faculty Q&A panel. Hematology-oncology training program faculty and trainees were the targeted audience. Leadership evaluations consisted of anonymized baseline and concluding mixed methods surveys. Presenter evaluations consisted of session debriefs and two structured focus groups. Conference evaluations consisted of attendance, demographics, and pre- or postmultiple-choice questions on topic learning objectives.RESULTS:In 6 weeks, the initiative produced five conferences: antivirals, anticoagulation, pulmonology, provider resilience, and resource scarcity ethics. The average attendance was 100 (range 57-185). Among attendees providing both pre- and postconference data, group-level knowledge appeared to increase: antiviral (n = 46) pre-/postcorrect 82.6%/97.8% and incorrect 10.9%/2.2%, anticoagulation (n = 60) pre-/postcorrect 75%/93.3% and incorrect 15%/6.7%, and pulmonary (n = 21) pre-/postcorrect 66.7%/95.2% and incorrect 33.3%/4.8%. Although pulmonary management comfort appeared to increase, comfort managing of antivirals and anticoagulation was unchanged. At the conclusion of the pilot, leadership trainees reported improved self-confidence organizing multi-institutional collaborations, median (interquartile range) 58.5 (50-64) compared with baseline 34 (26-39), but did not report improved confidence in other educational or leadership skills.CONCLUSION:During crisis, trainees built a multi-institutional virtual education platform for the purposes of sharing pandemic experiences and knowledge. Accomplishment of initiative goals was mixed. Lessons learned from the process and goals may improve future disaster educational initiatives.

Coronavirus (COVID-19) is a contagious disease that causes exceptional effect on healthcare organizations worldwide with dangerous impact on medical services within the hospitals. Because of the fast spread of COVID-19, the healthcare facilities could be a big source of disease infection. So, healthcare video consultations should be used to decrease face-to-face communication between clinician and patients. Healthcare video consultations may be beneficial for some COVID-19 conditions and reduce the need for face-to-face contact with a potentially positive patient without symptoms. These conditions are like top clinicians who provide remote consultations to develop treatment methodology and follow-up remotely, patients who consult about COVID-19, and those who have mild symptoms suggestive of the COVID-19 virus. Video consultations are a supplement to, and not a substitute for, telephone consultations. It may also form part of a broader COVID-19 distance care strategy that contains computerized screening, separation of possibly infectious patients within medical services, and computerized video-intensive observing of their intensive care that helps reduce mixing. Nowadays, the spread of the COVID-19 virus helps to expand the use of video healthcare consultations because it helps to exchange experiences and remote medical consultations, save costs and health procedures used to cope with the pandemic of the COVID-19 virus, and monitor the progress of treatment plans, moment by moment from a distance with precision, clarity and ease. From this perspective, this paper introduces a high-efficiency video coding (HEVC) ChaCha20-based selective encryption (SE) scheme for secure healthcare video Consultations. The proposed HEVC ChaCha20-based SE scheme uses the ChaCha20 for encrypting the sign bits of the Discrete Cosine Transform (DCT) and Motion Vector Difference (MVD) in the HEVC entropy phase. The main achievement of HEVC ChaCha20-based SE scheme is encrypting the most sensitive video bits with keeping low delay time, fixed bit rate of the HEVC, and format compliance. Experimental tests guarantee that the proposed HEVC ChaCha20-based SE scheme can ensure the confidentiality of the healthcare video consultations which has become easy to transmit through the internet. © 2021 Tech Science Press. All rights reserved.

PurposeTo investigate the effects of the global COVID-19 pandemic on contact lens education around the world.MethodsAn online survey among contact lens educators (educator members of the International Association of Contact Lens Educators), conducted in May 2020.ResultsA total of 214 responses were received from 32 countries (representing a 39% response rate). Overall, 71% of respondents’ institutions were closed to students to attend at that time. A majority (58%) were delivering more online education than they would normally provide. Live online lectures and discussion was the most commonly used method (68%). Zoom was the most common videoconferencing technology (56%) and the most popular social media platform for communicating with students was WhatsApp (48%). About half (54%) were running online exams or assessments, 24% holding these for students to attend in person, and 27% were conducting practical sessions. Two in three (68%) said they would conduct more than 50% of their total teaching online by the end of 2020, and 12% anticipated 90% or more of their teaching would be online. Of all respondents, 74% expressed interest in an online platform delivering educational resources.ConclusionThe COVID-19 pandemic has had a major impact on the teaching of contact lenses, as educational institutions worldwide move to online delivery. Major challenges remain with online contact lens education, with respect to teaching practical skills, student assessment and interaction. More support will be needed for educators to meet these challenges as the recovery from the pandemic continues.

We investigated the impacts of the COVID-19 pandemic on the modality of formal cognitive assessments (in-person versus remote assessments). We created a web-based survey with 34 items and collected data from 114 respondents from a range of health care professions and settings. We established the proportion of cognitive assessments which were face-to-face or via video or telephone conferencing, both pre- and post-March 2020. Further, we asked respondents about the assessment tools used and perceived barriers, challenges, and facilitators for the remote assessment of cognition. In addition, we asked questions specifically about the use of the Oxford Cognitive Screen. We found that the frequency of assessing cognition was stable compared to pre-pandemic levels. Use of telephone and video conferencing cognitive assessments increased by 10% and 18% respectively. Remote assessment increased accessibility to participants and safety but made observing the subtleties of behaviour during test administration difficult. The respondents called for an increase in the availability of standardised, validated, and normed assessments. We conclude that the pandemic has not been detrimental to the frequency of cognitive assessments. In addition, a shift in clinical practice to include remote cognitive assessments is clear and wider availability of validated and standardised remote assessments is necessary.IMPLICATIONS FOR REHABILITATIONWe caution the wider use and interpretation of remote formal cognitive assessments due to lack of validated, standardised, and normed assessments in a remote format.Clinicians should seek out the latest validation and normative data papers to ensure they are using the most up to date tests and respective cut offs.Support is needed for individuals who lack knowledge/have anxiety over the use of technology in formal cognitive assessments We caution the wider use and interpretation of remote formal cognitive assessments due to lack of validated, standardised, and normed assessments in a remote format. Clinicians should seek out the latest validation and normative data papers to ensure they are using the most up to date tests and respective cut offs. Support is needed for individuals who lack knowledge/have anxiety over the use of technology in formal cognitive assessments

Since March 2020, date on which the World Health Organization (WHO) characterized COVID-19 as a pandemic, millions of people were forced into a confinement for several months. That situation generated the massive use of videoconferencing tools to continue our educational, personal and professional activities, among others. Videoconferencing tools helped millions of people continue their daily activities, but many people with disabilities experienced discrimination because the videoconferencing tools were not accessible. This paper presents some of the accessibility barriers faced by visually impaired people during a real-time videoconferencing. In this research, Zoom, Microsoft Teams, Google Meet and Cisco WebEx, four of most used videoconferencing tools worldwide, have been considered. This research was conducted taking into account the A, AA and AAA level accessibility recommendations of the Web Content Accessibility Guidelines 2.1 (WCAG 2.1) of the World Wide Web Consortium (W3C). These guidelines are recognized all over the world as the gold standard for making a website accessible and usable for everyone. This study discusses the barriers that prevent visually impaired people from perceiving and operating the different components of the user interface of videoconferencing tools. Also, accessibility barriers that prevent interaction and understanding of information that is transmitted and shared through text and multimedia content have been identified. This research shows that despite the great technological progress that we experience daily, videoconferencing tools have not been provided with all the accessibility features that people with visual disabilities require. The lack of accessibility of the videoconferencing tools causes exclusion and non-compliance with the rights that all people in the world have to access information and communication. It is important to consider that providing accessibility features that benefit people with permanent visual impairments also benefits people who have low vision, a temporary visual impairment, as well as older adults whose visual capacity have been diminished over the years. We hope that the results of this research be considered for the design and development more accessible, usable and inclusive videoconferencing tools. Therefore, this study contributes to the construction of a more just, equitable and discrimination-free society. This work was supported by Escuela Politécnica Nacional (Research Project PII-DETRI-2021-07: “Evaluation of the usability and web accessibility of the most popular videoconferencing platforms worldwide in times of COVID-19, focused on people with visual and hearing impairment.”) and by the Universidad de Alicante.

As a consequence of the outbreak of the COVID-19 global pandemic in the spring of 2020, large-scale social distancing measures were implemented, resulting in the forced adoption of online or digital forms of psychological treatment. This sudden transition to digital care offered a unique opportunity to investigate if and how this experience impacted mental healthcare professionals’ perceptions and use of Digital Mental Health tools. The current paper presents findings of a repeated cross-sectional study consisting of three iterations of a national online survey in the Netherlands. This survey contained open and closed questions on professionals’ adoption readiness, frequency of use, perceived competency, and perceived value of Digital Mental Health collected in 2019 (before the pandemic), in 2020 (after the first wave), and in 2021 (after the second wave). The inclusion of data gathered prior to the COVID-19 pandemic offers a unique window to assess how professionals’ adoption has developed through this transition from voluntary to mandatory use of Digital Mental Health tools. Our study also re-assesses the drivers, barriers, and needs of mental healthcare professionals after having gained experience with Digital Mental Health. In total, 1,039 practitioners completed the surveys (Survey 1: n = 432, Survey 2: n = 363, and Survey 3: n = 244). Results indicate that compared to the period before the pandemic, there was a particularly large increase in use, competency, and perceived value regarding videoconferencing. Small differences were also found for some other basic tools that were crucial to ensure the continuation of care, such as e-mail, text messaging, and online screening, but not for more innovative technologies, such as virtual reality and biofeedback. Many practitioners reported to have gained skills regarding Digital Mental Health and experienced several benefits of it. They expressed the intention to continue with a blended approach, using Digital Mental Health tools in combination with face-to-face care, focused on situations in which they found it to have specific added value, such as when clients are unable to travel. Others were less satisfied with the technology-mediated interactions and remained more reluctant to future use of DMH. Implications for broader implementation of Digital Mental Health and future research are discussed.

В статье рассматриваются возможности производства допроса с использованием видеоконференц-связи, проанализирован уже наработанный за год опыт применения данной технологии в следственных целях. Тактические вопросы также изучаются с учетом опыта наработанного следователями в республиках союзного государства. Автор применяет понятийный подход, рассматривая несколько критериев определения термина «видеоконференц-связь», а так же анализирует различные тактические рекомендации по производству допроса в новых условиях. В статье обосновывается, что видеоконференц-связь оказывает влияние на тактику следствия. Цель исследования: разработка тактики дистанционного допроса. Для ее достижения анализируются с тактической точки зрения вопросы пространственного размещения участников дистанционного допроса, одновременной фиксации в кадре всех участников следственного действия, находящихся на удаленном расстоянии, а также возможности последующего использования данной видеоинформации с целью решения диагностических вопросов искренности, добровольности и эмоциональности допрашиваемого. Обосновывается разработка тактики допроса с использованием видеоконференц-связи, перспективным видится формирование подраздела криминалистики – тактики дистанционных следственных действий., The article discusses the possibilities of conducting an interrogation using videoconferencing, analyzes the experience already gained over the year of using this technology for investigative purposes. Tactical issues are also being studied, taking into account the experience gained by investigators in the republics of the Union state. The author applies a conceptual approach, considering several criteria for defining the term "videoconferencing", as well as analyzes various tactical recommendations for conducting interrogation in new conditions. The article substantiates that videoconferencing has an impact on the tactics of the investigation. The purpose of the study: development of remote interrogation tactics. To achieve it, the issues of spatial placement of participants in remote interrogation, simultaneous fixation of all participants in the investigative action at a remote distance in the frame, as well as the possibility of subsequent use of this video information in order to solve diagnostic issues of sincerity, voluntariness and emotionality of the interrogated are analyzed from a tactical point of view. The development of interrogation tactics using videoconferencing is justified, the formation of a subsection of criminalistics – tactics of remote investigative actions is seen as promising., Международный научно-исследовательский журнал, Выпуск 1 (127) 2023

This article aims to describe the construction and annotation of a multimodal and multilingual (French, English, and Mandarin Chinese) corpus for the study of second language acquisition and professional development in language teaching. The corpus was built within a research project whose main objective is to determine which techno-semio-pedagogical competencies are developed informally and which ones require formal training. In this paper, we explain the theoretical framework adopted, characterized by an ecological approach to the interactive environment. We subsequently illustrate the procedures for the collection of audio, video and eye-tracking data. We also provide details of the annotation of raw data to produce a corpus of analysis drawing on different automatic and semi-automatic annotation tools. Finally, we explain how such a corpus enables us to study the development of learners’ multimodal competence and tutors’ techno-pedagogical competence and point to some other possible research questions. Notre article vise à décrire la constitution et l’annotation d’un corpus multimodal et multilingue (français, anglais et chinois mandarin) pour l’étude de l’acquisition d’une langue seconde et du développement professionnel en enseignement des langues. Le corpus a été construit dans le cadre d’un projet de recherche dont l’objectif principal est de déterminer quelles compétences techno-sémio-pédagogiques peuvent être développées de manière informelle et lesquelles nécessitent une formation formelle. Nous expliquons le cadre théorique adopté, caractérisé par une approche écologique de l’environnement interactif. Nous illustrons ensuite les procédures de collecte de données audio, vidéo et oculométriques. Nous détaillons également l’annotation des données brutes pour produire un corpus d’analyse s’appuyant sur différents outils d’annotation automatiques et semi-automatiques. Enfin, nous expliquons comment un tel corpus nous permet d’étudier le développement de la compétence multimodale des apprenants et de la compétence techno-pédagogique des tuteurs et pointons vers d’autres questions de recherche possibles.

The study analyzed how two types of graphical representation tools influence the way in which dyads use shared and unshared knowledge resources in different collaboration scenarios, and how learners represent and transfer shared knowledge under these different conditions. We varied the type of graphical representation (content-specific vs. content-unspecific) and the collaboration scenario (videoconferencing vs. face-to-face). 64 university students participated. Results show that learning partners converged in their profiles of resource use. With the content-specific external representation, learners used more appropriate knowledge resources. However, learners in the videoconferencing scenarios differed from learners in direct collaboration in how they use the representation tools.

The paper reports an empirical study of the use of videoconferences in decentralized university education. The study focuses on breakdowns that occur during the transition of educational practices from regular classrooms to videoconference-based environments. It was found that the main cause of breakdowns was discoordinations of teaching and learning resulting from physical and organizational distribution of decentralized education. The paper concludes that implementation of educational activities in new types of learning environments requires both downwards contextualization, an adaptation to the limitations and affordances of the environment, and upwards contextualization, locating the activity in a larger-scale context.

Background: Due to the restrictive measures introduced to tackle the COVID-19 pandemic, therapists working with people with mild intellectual disabilities have had to use video conferencing to continue to conduct their psychological assessments and therapy sessions. This qualitative study explored therapists’ experiences of using video conferencing during the initial lockdown period in the Netherlands.Method:In total, seven therapists working at a service organisation supporting people with intellectual disabilities participated in this qualitative study (M = 34.4 years; SD = 6.0, range: 26-42). The therapists documented their experiences via audio recordings, which were subsequently analysed using thematic analysis.Results:Five themes emerged: 1) An immediate transition to virtual working; 2) Developing virtual ways to support service users in both coping with COVID-19 related stress and with continuing therapy; 3) Lacking the appropriate equipment; 4) Limitations in virtually attuning to people with mild intellectual disabilities; and 5) Unforeseen opportunities for distance-based psychological assessments and therapy.Conclusions:This study provides valuable insights into the experiences of therapists using video conferencing to support people with mild intellectual disabilities during the COVID-19 pandemic. These insights can help inform clinical practice with respect to the use of video conferencing for psychological assessment and therapy with people with mild intellectual disabilities.

Our previous interviews with students and tutors taking part in online tutorials showed that transparency was needed for the tutors on what was happening in breakout rooms. In particular, tutors wanted to know if students were engaging with the content and interacting with each other. In cases where this was not happening, tutors wanted to be made aware so they could enter the breakout rooms to support the group. Based on previous work using AI to measure engagement in a videoconferencing platform, we devised a mock experiment to trial ways of showing engagement levels of each breakout room to the tutor.

Die COVID-19 Pandemie veränderte global das Berufs- und Privatleben der Menschen und führte zu einer zunehmenden Nutzung von Digitaltechnologien, insbesondere von Videokonferenzsystemen (z. B. Zoom, Webex, Teams, Skype). Trotz der möglichen Vorteile dieser Systeme (z. B. Einsparung von Emissionen durch Reiseverzicht) wird in Wissenschaft und Praxis zunehmend über ein negatives Phänomen berichtet: Videoconference Fatigue (VCF) (synonym oft als Zoom Fatigue bezeichnet). Damit wird die Erschöpfung und Ermüdung beschrieben, die aus der Nutzung von Videokonferenzsystemen resultiert. Im vorliegenden Beitrag berichten wir über eine Analyse der Fachliteratur, deren Ziel es ist, den Stand der Forschung zu Bewältigungsstrategien zu dokumentieren. Die Analyse der Bewältigungsstrategien hilft, das Phänomen VCF besser zu verstehen sowie die Ermüdung und Erschöpfung zu verhindern bzw. zu reduzieren. Weiter sind die hier berichteten Ergebnisse eine Grundlage für zukünftige Arbeiten. Konkret haben wir mit Stand Mai 2022 48 wissenschaftliche Artikel zu VCF identifiziert, von denen sich 37 auch mit Bewältigungsstrategien befassen. Wir gliedern diese Strategien in organisatorische (z. B. Pausen während und zwischen Meetings), persönliche (z. B. Vermeidung von Multitasking) und technologische (z. B. Nutzung des „together mode“ in Teams) Maßnahmen. Ein wesentlicher Befund unserer Analyse ist zudem, dass die Wirksamkeit der Bewältigungsstrategien – mit einer Ausnahme – bislang nicht direkt empirisch untersucht und somit auch nicht nachgewiesen wurde. Dies eröffnet großes Forschungspotenzial für die Zukunft. The COVID-19 pandemic has changed people’s professional and private lives globally and has led to an increasing use of digital technologies, especially video conferencing systems (e.g. Zoom, Webex, Teams, Skype). Despite the possible advantages of these systems (e.g. savings in emissions by avoiding travelling), a negative phenomenon has been reported in science and practice: Videoconference Fatigue (VCF) (often synonymously referred to as Zoom Fatigue). This term describes the exhaustion and fatigue that results from the use of videoconferencing systems. In this article we report on an analysis of the academic literature, the aim of which is to document the current state of research on coping strategies. The analysis of coping strategies helps to better understand the phenomenon of VCF and to prevent or reduce fatigue and exhaustion. Furthermore, the results reported here are a basis for future work. Specifically, as of May 2022, we have identified 48 scientific articles on VCF, 37 of which also deal with coping strategies. We divide these strategies into organizational (e.g. taking breaks during and between meetings), personal (e.g. avoiding multitasking) and technological (e.g. use of the “together mode” in Teams). An important finding of our analysis is that with the exception of one paper, the effectiveness of the coping strategies has not yet been empirically examined and thus proven. This opens up enormous future research potential. Fonds zur Förderung der Wissenschaftlichen Forschung P30865 Version of record

The video conferencing software is regarded as a significant tool for social distancing and getting incorporations up and going. Due to the indeterminacy of epidemic evolution and the multiple criteria, this paper proposes a video conferencing software selection method based on hybrid multi-criteria decision making (HMCDM) under risk and cumulative prospect theory (CPT), in which the criteria values are expressed in various mathematical forms (e.g., real numbers, interval numbers, and linguistic terms) and can be changed with natural states of the epidemic. Initially, the detailed description of video conferencing software selection problem under an epidemic are given. Subsequently, a whole procedure for video conferencing software selection is conducted, the approaches for processing and normalizing the multi-format evaluation values are presented. Furthermore, the expectations provided by DMs under different natural states of the epidemic are considered as the corresponding reference points (RP). Based on this, the matrix of gains and losses is constructed. Then, the prospect values of all criteria and the perceived probabilities of natural states are calculated according to the value function and the weighting function in CPT respectively. Finally, the proposed method is illustrated by an empirical case study, and the comparison analysis and the sensitivity analysis for the loss aversion parameter are conducted to prove the effectiveness and robustness. The results show that considering the psychological characteristics of DMs in selection decision is beneficial to avoid the unacceptable and potential loss risks. This study could provide a useful guideline for managers who intend to select appropriate video conferencing software. [ABSTRACT FROM AUTHOR] Copyright of Journal of Intelligent & Fuzzy Systems is the property of IOS Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)