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OBJECTIVE: To assess the educational impact of a worldwide webinar approach to myopia progression management in children

Evaluation is an essential organizational practice in sport, but many organizations do not have adequate capacity to engage in evaluative work. To address this gap, academic researchers partnered with Canada's Sport Information Resource Centre, a nationally serving nonprofit dedicated to knowledge translation in sport, to develop, deliver and evaluate a series of webinars and knowledge products (e.g. blog posts, videos) that aimed to build evaluation capacity among sport organizations. The initiative produced four webinars and 16 knowledge products that reached 753 sport stakeholders, with 86% of survey respondents reporting an increase in evaluation knowledge. Using the Knowledge to Action and RE-AIM frameworks, this paper provides a blueprint for higher education professionals seeking to co-develop, co-deliver and co-evaluate knowledge translation initiatives in partnership with nonprofit sport organizations in Canada. [ABSTRACT FROM AUTHOR]

In a COPSS-NISS webinar focused on leadership at the intersection of statistics and genomics, esteemed panelists Drs. Rafael Irizarry and Mingyao Li shared their leadership journeys and provided insights into this interdisciplinary field to inspire future leaders. They discussed the value of statistics in distinguishing signal from noise in the artificial intelligence (AI) era, the strengths of statisticians in ensuring rigor and robustness in genomics research, and the trade-offs between model expressiveness and interpretability. Additionally, they offered advice on how junior faculty can seek collaborations and increase their visibility, balance staying current with technological advancements, while developing methods carefully and thoroughly, and best practices for collaborating with domain experts. The recording of the webinar is available at https://www.youtube.com/watch?v=t6SsAoh95ig. [ABSTRACT FROM AUTHOR]

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.

The COVID-19 pandemic has forced schools to adopt online teaching and other alternative delivery modes of education. Since this is an unforeseen happening, most learning institutions are not ready for this transition. This gives birth to a virtual community service project named "e-TuroMo." In this paper, we describe the e-TuroMo project and assess its relevance. An openended questionnaire was distributed to gather feedback from the respondents. The project aims primarily to help schools as they try to shift from traditional classes to online teaching. It offers free services such as webinars for teachers, a course creator account on the e-TuroMo Moodle site, consultation, and technical assistance in establishing a Learning Management System (LMS). Through this project, 51 respondents have created initial online courses as an output of the webinars. Consultation sessions on online course design, delivery, and assessment were provided to some respondents. Two schools availed of technical assistance in the setup of their LMS. The respondents acknowledged the services offered by the project as timely, relevant, and valuable to their work as teachers. Overall, the results showed high admiration and approval for the project. Cost-effective software, efficient structuring of webinars based on literature, and a stable internet connection for both the organizer and participants are deemed essential when implementing a virtual community service project similar to this case. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Sciences (2520-2634) is the property of Al-Farabi Kazakh National University 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.)

Copyright of Qardhul Hasan: Media Pengabdian Kepada Masyarakat is the property of Universitas Djuanda 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.)

Objective: This study involved the development, dissemination, and pre- and postassessment of a mental illness awareness webinar. The goal of the webinar is to educate the general public about serious mental illness (SMI) and reduce stigmatizing attitudes. Method: The study included 203 participants (n = 101 treatment group; n = 102 control group). Each completed a pretest and posttest measure of a mental illness stigma scale and a transphobia scale in this randomized control trial research design, along with a demographic form and participant feedback questionnaire. Results: Results revealed that stigma was significantly reduced from pretest to posttest depending on group condition. Participant feedback reflected generally positive responses to the benefits of participating in the webinar in terms of feeling more knowledgeable about SMI in particular (75.5%). Furthermore, while prior contact with people with—and prior education about—SMI alone did not appear to significantly impact stigma scores from pre- to posttest, these variables did appear to have a significant interaction in their combined impact on stigma scores. Conclusions and Implications for Practice: Findings suggest that the mental illness awareness training holds promise as an effective tool or reducing stigma among members of the general public. The electronic nature of the webinar allows for widespread and cost-effective dissemination and can also be tailored to meet the needs of specific populations such as law enforcement, first responders, and veterans to destigmatize SMI and improve treatment seeking. Impact and Implications: Results revealed that stigma was significantly reduced from pretest to posttest after participating in the stigma-reducing webinar depending on group condition and that this webinar holds promise as an effective tool or reducing stigma among members of the general public. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic in Indonesia is increasing, health workers, the community and the management of the Mosque Prosperity Council (DKM) play a role in helping the relocation of corpses. The D-3 Medical Laboratory Technology Study Program facilitated the implementation of a COVID-19 corpse screening webinar for Cimahi and the Bandung Regency area. The implementation stages consist of problems with the COVID-19 pandemic, compiling and coordinating webinar activities, information dissemination and implementation, implementation of webinars, discussion sessions, and evaluations. The level of public knowledge about the circulation of COVID-19 bodies as much as 43% did not know the procedures for circulating COVID-19 bodies. Based on the results of the questionnaire 96% stated that it was very useful and the assessment of the activities was 75% very appropriate. At the end of the event, the DKM representatives were given a gown to help with the process of relocating the bodies of COVID-19. [ABSTRACT FROM AUTHOR]

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.

With the coronavirus disease 2019 public health emergency (PHE), telehealth (TH) became essential for continued delivery of care. Members of the North American Society for Pediatric Gastroenterology, Hepatology and Nutrition (NASPGHAN) formed the Telehealth for Pediatric Gastrointestinal Care Now (TPGCN) working group and rapidly organized a telemedicine webinar to provide education and guidance. We aim to describe the webinar development and prospectively assess the effectiveness of this webinar-based educational intervention.MethodsNASPGHAN members who registered for the TPGCN webinar received pre- and post-webinar surveys. Outcome measures included a modified Telehealth Acceptance Model (TAM) survey and a Student Evaluation of Educational Quality (SEEQ) standardized instrument.ResultsSeven hundred seventy-six NASPGHAN members participated in the webinar, 147 (33%) completed the pre-webinar survey; of these, 25 of 147 (17%) completed a post-webinar survey. Before the PHE, 50.3% of the pre-webinar survey participants had no TH knowledge. Webinar participants trended to have increased acceptance of TH for follow-up visits (pre-webinar, 68% versus post-webinar, 81%; P = 0.15) and chronic disease care (pre-webinar, 57% vs post-webinar, 81%; P = 0.01). The overall acceptance of TH as shown by TAM pre-webinar was 1.74 ± 0.8, which improved to 1.62 ± 0.8 post-webinar (lower scores indicate greater acceptance; P < 0.001). SEEQ results indicate that webinar material was understandable (post-webinar, 95%). Participants found breakout sessions informative and enjoyable (post-webinar, 91%).ConclusionThe TPGCN TH webinar was an effective educational intervention that fostered increased TH usage for follow-up and chronic care visits, improved TAM scores, and was well received by participants as seen by high SEEQ scores. Sustained and expanded pediatric gastrointestinal TH usage beyond the coronavirus disease 2019 PHE is expected.

• Webinar increased insight into neurosurgery and the path to become a neurosurgeon. • There is a substantial appetite for virtual content related to neurosurgery. • USMSs, IMSs, and undergraduates have different motivations for webinar attendance. • Webinar format may effectively provide international exposure to neurosurgery. During the COVID-19 pandemic, the American Association of Neurological Surgeons (AANS) Young Neurosurgeons Committee (YNC) and Neurosurgery Research & Education Foundation (NREF) launched the YNC-NREF Webinar Series to provide young and aspiring neurosurgeons with timely information, education, and inspiration in the absence of in-person programming. Five 90-minute Zoom webinars were evaluated, each including 1–2 keynote speakers, a panel discussion, and an audience question-and-answer section. Topics included overviews of neurosurgery, the match, subspecialties, and inspirational career stories. Optional pre- and post-webinar surveys with 11-point Likert-type scores were distributed to attendees. We compared groups using chi-squared and Kruskal-Willis tests, and perceptions pre- and post-webinar using Mann-Whitney tests. The webinars were live using Zoom, and the recordings were published on NREF's YouTube channel. The webinar series targeted young neurosurgeons. The first five episodes had a particular focus on medical students and undergraduates. A total of 673 unique participants attended the webinar series; 257 (38%) and 78 (11%) attendees completed the pre- and post-webinar survey, respectively. Respondents had high baseline interest in neurosurgery and were motivated to learn about the match and training in the US, understand neurosurgeons' day-to-day lives, and ask questions. There were significant differences in perceptions between USMSs, IMSs, and undergraduate students. The webinar improved attendees' knowledge about neurosurgical specialties, the match, and US neurosurgery training. The YNC and NREF effectively engaged a large, diverse audience through an online webinar series, building a foundation for future virtual programming by organized neurosurgery. ACGME competencies. 1. Medical Knowledge. 2. Professionalism. 3. Interpersonal Skills and Communication. [ABSTRACT FROM AUTHOR]

AbstractIntroduction: The Transgender Awareness Webinar was designed to educate the general public about transgender individuals and reduce stigmatizing attitudes toward transgender and gender diverse people.Methods: The present study involved the development of an update of the webinar to be more inclusive of non-binary gender identities and to evaluate the revised webinar using a pilot randomized control trial (RCT) design. The study included 203 participants (n = 102 treatment group; n = 101 control group). Each participant completed a pre-test and post-test of the Transphobia Scale before and after participation in the webinar.Results: Results indicated that transphobia scores went down from pre-to-posttest among participants in the high baseline transphobia category. In addition, several demographic groups had significantly higher levels of mean transphobia scores (higher income, male gender, traditional religious groups).Conclusions: The results of this study suggest that the updated Transgender Awareness Webinar holds promise for reducing transphobia among members of the general public who have high levels of baseline transphobia. Other findings and implications are presented with regard to the development of an anti-stigma webinar. [ABSTRACT FROM AUTHOR]

Context. The aim of farm-systems research is to test concepts in a holistic context that enables results to be as applicable as possible to commercial farmers. A downside of such research has been that it can take several seasons to be confident in the consistency of the outcomes and interpretation of the results. Scientists are often reluctant to communicate outcomes until they have clear conclusions, which conflicts with farmers' desire to see rapid answers and engage with research. Aims. This paper reviews a 3-year farm-systems research project investigating flexible milking strategies for New Zealand dairy farmers. The aims of this paper are to (1) examine the impact of real-time science communication in achieving farm system change, and (2) develop a framework for science communication and engagement in adaptive farm-systems research. Methods. The project involved farmer interviews, a farmlet experiment, a component experiment, partner farms, modelling, and a farmer reference group. We use data from sources such as e-newsletter engagement, webinar participation, web-page engagement, presentation attendance, and farmer feedback to collect insights on the impact of the project. Key results. The analysis highlighted that farmers do not always seek complete information and will follow a project as it evolves, particularly when it is highly topical. We propose a framework for delivering adaptive farm systems research and communication. The framework includes the critical aspects for real-time farm-systems research: credible evidence, rapid results, inclusion of farmer voices, meaningful outcomes, flexible communication channels, iterative feedback loops, and adaptable research design. Conclusion. Farm-systems research can be designed to communicate results to farmers as a project develops, while simultaneously using the engagement with farmers to refine the direction of the research. Implications. This framework can guide scientists leading multi-year farm systems projects to design, implement, and communicate the project outcomes to improve farmer engagement and adoption. [ABSTRACT FROM AUTHOR]

This research paper examines the impact of an online webinar on domestic violence awareness and knowledge of the Domestic Violence Act 2005 in India. It employs a two-group post-test experimental design to compare the knowledge levels of participants who attended the webinar with those who did not. The webinar aims to raise awareness about domestic violence, educate participants about the DV Act 2005, and empower individuals to take action. The findings will provide insights into the effectiveness of the webinar in enhancing understanding and knowledge of legal measures to address domestic violence. This research contributes to the existing literature and informs future efforts in designing effective awareness campaigns and educational interventions to combat domestic violence In India. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Community Service & Empowerment is the property of Journal of Community Service & Empowerment 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.)

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.

Copyright of Die Unfallchirurgie is the property of Springer Nature 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.)

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. [ABSTRACT FROM AUTHOR]

Noof Albaz,&ast; Sajida Agha&ast; 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&ast;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.

Background: Oral health education of school teachers will surely have a direct influence on evolving oral habits at an inchoate stage and assuredly help to garner oral health knowledge in children. The aim of this study was to assess the knowledge of school teachers about pediatric oral health and the assessment of the impact of a webinar training intervention in improving their knowledge. Methods: A total of 153 teachers participated in the research. A self‑administered, 30‑item questionnaire was designed in the English language and consisted of two sections: the first section included demographic details; the second section included 30 questions on pediatric oral health with three divided subsections as follows: Subsection A (including 7 questions): Questionnaire on general pediatric oral health, Subsection B (including 9 questions): Questionnaire on preventive pediatric oral health, Subsection C (including 14 questions): Questionnaire on clinical pediatric oral health. After receiving Google forms, all the participants participated in an oral health education webinar program using a web-based online education training protocol on the Zoom platform. After this webinar training session, post-training assessment of the oral health knowledge scores was done using the same online semi‑structured self‑administered questionnaire. Results: The inadequacy in knowledge of school teachers was evident and they need to be trained in many preventive and clinical protocols of pediatric oral health. However, a highly statistically significant increase (P < 0.001) in mean knowledge scores of school teachers was seen after a 1‑day training program. Conclusion: The training method was well received and improved the knowledge of school teachers on pediatric oral health.

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.

Rehabilitation is important in the care of patients with cancer for improving function, pain, and quality of life. However, only a small number of clinicians are formally trained in cancer rehabilitation. Virtual learning environments may play a promising role in cancer rehabilitation education, especially in the coronavirus pandemic era where in-person learning is not readily available. A national, interprofessional cancer rehabilitation education program involving a monthly longitudinal webinar series and a 2-day virtual bootcamp was developed through the US Department of Veterans Affairs Extension for Community Healthcare Outcomes to improve Department of Veterans Affairs clinician understanding of cancer rehabilitation and ultimately increase the availability of cancer rehabilitation services in the Veterans Health Administration. From March 2020 to July 2022, 923 individuals participated with an average of 72 participants per session and 204 participants per session in the bootcamp. Participants' most common disciplines were physical therapy, occupational therapy, nursing, medicine (physicians), advanced practice providers, speech therapy, and pharmacy. Participants reported improved knowledge of cancer rehabilitation and anticipated that the knowledge would change their practice. Virtual education can be a useful means to educate Department of Veterans Affairs–based healthcare professionals about cancer rehabilitation and improve access to rehabilitation services for veterans with cancer. [ABSTRACT FROM AUTHOR]

Die Pandemie hat Kultureinrichtungen in besonderem Maß gefordert: Das in vielen Institutionen in unterschiedlichen Ausprägungen vorhandene digitale Angebot wurde mit der behördlich verordneten Schließung der musealen Einrichtungen und Bibliotheken zu einem „must have", um einerseits nicht den Kontakt zu den Besucher:innen zu verlieren und andererseits nicht als Verlierer in der modernen Museums- u. Bibliothekslandschaft abgestempelt zu werden. Schnell hatten sich – meist kostenlose – Online-Führungen durch Dauer- oder Sonderausstellungen sowie Webinare zur Bibliotheksnutzung als obligatorisches Angebot etabliert. Mit der Rückkehr zum regulären Betrieb steht diese Form der digitalen Kulturvermittlung nun am Prüfstand: Ist sie gekommen, um zu bleiben oder ist/war sie nur Ersatz für ein Erlebnis, das online in dieser Form nie vermittelbar ist? The pandemic has presented a significant challenge to cultural institutions, particularly in terms of their digital programmes. With the closure of museums and libraries, these programmes have become a necessity to maintain contact with visitors and to preserve their reputation in the modern cultural landscape. One prominent example of this is the provision of guided online tours, often free of charge, through permanent or special exhibitions, as well as online courses on library usage. As cultural institutions begin to transition back to pre-pandemic operations, the future of these digital programs is uncertain. The question remains as to whether they will endure as a permanent feature or if they were merely a temporary substitute for an experience that cannot be fully conveyed through online means. [ABSTRACT FROM AUTHOR]

Introduction In contemporary times, the online learning process has become indispensable for healthcare education. In this direction, the European School of Urology (ESU) has taken the challenge to implement new technologies to bring down knowledge barriers. Web-based seminars (webinars) are one of the tools that help us move towards such inclusivity, and in front-facing COVID-19 pandemic, when face-to-face meetings were forbidden. Material and methods Data from ESU webinars was collected from 2016 to 2022. We described the trends through years of: a) number of webinars per year; b) number of oncological versus non-oncological webinars per year; c) number of registrations per year; d) attendance rate; e) YouTube visualisations. We also analysed audience demographics and COVID-19 impact. Results We found a 60% increase in webinars launched per year with a trend towards more non-oncological webinars. A 94% rise in the number of registrations and an 85% increase in the attendance ratio from 2016 to 2022 was observed. The mean YouTube visualisations per webinar decreased over 200%. Among registrations, we had a 3:1 male: female ratio, 53% were older than 40, and a 51% were of European precedence. COVID-19 positively impacted webinars with a remarkable increase on the amount of webinars launched, number of registrations and attendance ratio. Conclusions Webinars are a powerful tool to spread healthcare knowledge, bridging the gap in medical educational access. COVID-19 was a determinant that reinforced its implantation, but our data show that this new learning tool had a positive uptake, and has come to stay. [ABSTRACT FROM AUTHOR]

Background: With regard to nutrition, Indonesia is currently dealing with two issues: stunting, a symptom of malnutrition, and obesity in children, a symptom of overnutrition. Objective: Community service activities aim to increase the insight and knowledge of parents/guardians of TK/KB Lasiyam Surabaya students about "Actions to Prevent Stunting and Obesity in Children". Method: Webinar-style online instruction aimed towards parents of TK/KB Lasiyam kids in Surabaya. After that, a post-activity questionnaire was given to participants to gauge their grasp of the topic "Joint action to prevent stunting and obesity in children." Results: Most participants are between the ages of 25 and 35, have a diploma or bachelor's degree, and work as independent contractors. After viewing the webinar, 78% of participants in this webinar-based education report having a good level of understanding. Conclusion: Stunting and obesity can be prevented through early childhood education institutions thanks to the good level of information that parents of TK/KB Lasiyam Surabaya kids possess. [ABSTRACT FROM AUTHOR]

To assess technical factors and audience preferences before attending orthodontic online learning activity, the demand for which increased dramatically in the era of the COVID-19 pandemic. Cross-sectional study. Online survey. Global orthodontic residents and specialists. A validated and anonymous survey comprising 17 online questions was sent to 3000 individuals. The data were collected three months later. Descriptive statistics and non-parametric tests were applied. The participants' response rate was 19.9%, with almost equal gender participation. Most of the responders were based in Asia (51.4%). Almost half of the participants were aged 25–35 years with less than 5 years of clinical experience. Regardless of the age, gender or global distribution, 57.3% of respondents opted to share limited personal information with the host. One-third of the respondents preferred receiving webinar reminders via email, ideally a day and/or one hour before the webinar, especially being exportable to their calendars. Age played a major role in shaping this trend, as young participants favoured the one hour (1-h) pre-webinar reminder more than other age groups (P=0.02). Receiving information about the speaker, learning outcomes and pre-webinar reading material (WRM) were preferable, particularly among young participants in comparison with the older age groups (P<0.05). Male participants from Asia and Africa preferred to attend online lectures during the mid-evening on weekends compared with women who were in favour of early evening sessions (P<0.05). It must be borne in mind during the interpretation of the results that the data were collected during the COVID-19 pandemic. It is important to take into consideration the gender, age, cultural background and level of experience while setting up virtual orthodontic learning sessions. Organisers need to tailor their events to meet the needs of the attendees. [ABSTRACT FROM AUTHOR]

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.

In the past decade, cryo-electron microscopy (cryoEM) has become a vital tool for structural biologists. Using cryoEM to determine structures of biomolecules at high resolution is a rapidly evolving technique with high barriers to entry for non-microscopists. To help academic researchers remain competitive in their fields, the NIH established a network of centers to broaden access and training in cryoEM. One initiative from this network is the monthly CryoEM Current Practices webinar that provides practical methodological tips and tricks and is openly accessible to anyone interested. Now in its third year, the webinar continues to attract a sizable audience and provides a forum for network building within the structural biology community. [ABSTRACT FROM AUTHOR]

Objective. To determine the most appropriate delay to start a webinar. Methods. This cross-sectional study was conducted on weekly general staff scientific webinars held by the Institute of Human Virology (IHV), University of Maryland School of Medicine, Baltimore, USA. 35 observations were made at arbitrary chosen times of three consecutive IHV webinars. After standardizing the number of participants, a 4th-degree polynomial fit was applied to the data. A cost function was defined as the sum of the time wasted for those who attended the webinar early and the lost for those who attend with delay. The cost function was minimized to compute the most appropriate delay to start the webinar. Results. The model could explain almost 95% of the observed variance in the number of participants. Normally, half of the participants attended the meeting at the webinar set starting time. The cost was a minimum if the webinar was delayed for about 3 minutes. Conclusion. It seems that the most appropriate time for starting the IHV general staff meetings is around 3 minutes after the webinar set starting time. [ABSTRACT FROM AUTHOR]

The department of English language of the College of Education, Majmaah University, has been running weekly/periodical seminars for well over 10 years now. Adopting an interdisciplinary take, these seminars discuss a wide range of topics in both theoretical and applied linguistics, teacher education, EFL theories, SLA, literature, culture studies, research methodology, interdisciplinary, etc. The practice has been uniquely branding the department academically and professionally, painting its distinct academic identity. This paper explored the practice deeply to find out the extent to which it has influenced the academic and professional development of the faculty members of the department. The seminar practices were probed drawing on the literature of Community of Practice (CoP) and the concept of Continuous Professional Development (CPD) (Lave & Wenger, 1991; Swales, 2017; Wenger, 1998). Three forms of grounded qualitative data were collected and triangulated. These included observational field notes, semi-structured interviews and reflective reports. The findings suggest that the long practice of the seminars has profoundly impacted the academic and professional/academic identity/professional development of the participants. The practice was also found to fit very well into the paradigms of Community of Practice resulting in a unique interactive learning, individual and professional and identity. Other layers of the distinctive features and implications of the practice were also explored and discussed. [ABSTRACT FROM AUTHOR]

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