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Background: Social distancing restrictions and the suspension of in-person treatment and support contributed to an increase in postnatal depression during the coronavirus disease 2019 (COVID-19) pandemic. Creative health interventions can help to alleviate anxiety and depression, with studies showing that singing is particularly effective for supporting the mental health of new mothers. We adapted an in-person group singing programme (Breathe Melodies for Mums (M4M)) to online delivery during the COVID-19 pandemic to support the mental health of new mothers, and, in a feasibility study, found improvements in postnatal depression (PND) symptoms at 6-month follow up. The current qualitative study aimed to explore how and why M4M-online impacted the mental health of those taking part. Methods: We took a theory-based approach using the INgredients iN ArTs in hEealth (INNATE) Framework of 'active ingredients' and the Multi-level Leisure Mechanisms Framework of 'mechanisms of action' to identify and categorise intervention components and change mechanisms. Iterative consensus building between three researchers was complemented by qualitative semi-structured online interviews with 24 women experiencing PND symptoms who took part in M4M-online. Data were analysed inductively using reflexive thematic analysis. Results: Consistency was found between the online and in-person interventions in active ingredients relating to project design, content, programme management and the composition of the group. Key differences were in the social and contextual ingredients. Psychological, social and behavioural mechanisms for improved mental health and wellbeing included: (1) Increased self-confidence as a mother, (2) Increased positive emotional responses, (3) A supported exploration of self-dentity, (4) Reduced loneliness and isolation, (5) Increased social bonding and connections with family and (6) Enhanced sense of time through new routines. Conclusions: Participating in online group singing can support new mothers experiencing PND by triggering psychological, social and behavioural responses that lead to improved mental health. Key programme features are identified which can be used to design future online creative health interventions or tailor in-person activities for remote delivery to support populations who may face practical and social barriers to attending in-person. [ABSTRACT FROM AUTHOR]

Introduction: Short educational programs prior to metabolic and bariatric surgery (MBS) provide information to prepare patients adequately for surgery and subsequent changes. Our knowledge of the beneficial effects of these programs on stabilizing and improving mental health of patients with obesity awaiting surgery is incomplete. The objective of this study was to assess the effects of a group-based educational program before MBS on three key factors: (i) patients' mental health, (ii) the program's perceived helpfulness from the patients' perspective, and (iii) the effectiveness of delivering the program online via videoconferencing. Methods: Validated questionnaires for anxiety, depression, stress, and quality of life before and after the program were assessed. Additionally, participants' perspectives of benefits were assessed. Two subgroups, one participating in face-to-face classes, the other participating online via videoconferencing, were compared. Results: Three hundred five patients with obesity waiting for MBS participated in the program. The dropout rate was 3%. On mean average, symptoms of anxiety (−1.1 units [SD 4.6], p < 0.001), depression (−0.9 units [SD 4.6], p < 0.001), and stress (−4.6 units [SD 15.6], p < 0.001) improved, while physical quality of life (+1.7 units [SD 9.7], p = 0.016) and body weight (−0.3 kg [SD 8.7], p = 0.57) remained stable. Patients perceived the program as very beneficial. The results were similar between delivery methods (face-to-face vs. videoconferencing). Conclusion: The educational program proved to be effective in bridging the gap in preoperative preparation while also stabilizing participants' mental health. In addition, participants perceived the program as supportive. Online participation via video conferencing can be offered as an equivalent option to face-to-face classes. [ABSTRACT FROM AUTHOR]

Abstract During the COVID-19 pandemic, the online delivery model became the primary mode of education. With multiple pressures on society and families, mental health issues for parents have become particularly pronounced. Most of the current research has focused on the psychological state of education practitioners and children, with little attention to parents’ mental health issues. Therefore, this study explored the attitudes and coping styles of parents who experienced the process of their children being taught online over a long period and the factors influencing their mental health. This cross-sectional study was conducted between November 2021 and January 2022, using an anonymous online questionnaire to survey 1500 parents with children aged 6–13 years. The Chinese versions of the Patient Health Questionnaire Depression Scale (PHQ-9), the Parenting Stress Scale (PSS), the General Mental Health Questionnaire (GHQ-12), and the Brief Coping Style Scale (SCSQ), and a related factors questionnaire were used to survey the subjects. The normal distribution of the data was examined using the Shapiro–Wilk method. A multivariate regression analysis was conducted to identify factors significantly associated with parental mental health during the COVID-19 pandemic. Only 30.24% of parents agreed with online classes during the pandemic, and 52.28% used positive coping methods during stressful situations. Multivariate regression models identified significant factors associated with parental mental health: parent’s gender, child’s grade level, perceived stress about online classes, whether the child has ADHD, positive or negative coping styles, and subjective attitudes of support for online classes or not. The results of the study suggest that as online classes become more socially acceptable, it is necessary to be concerned about the risk of mental illness for parents and develop policies and interventions, especially for parents who adopt negative coping styles and endorse online classes. The focus should be on the stress of online classes on parents, improving the acceptance of online classes and psychological well-being, regulating the way parents deal with their children, and targeting subgroups of children with ADHD symptoms during the COVID-19 pandemic.

Introduction: Oral pre‐exposure prophylaxis (PrEP) is highly effective, but coverage remains low in high HIV prevalence settings. Initiating and continuing PrEP remotely via online pharmacies is a promising strategy to expand PrEP uptake, but little is known about potential users' preferences. Methods: We conducted a discrete choice experiment (DCE) to assess preferences for online pharmacy PrEP services. We partnered with MYDAWA, an online pharmacy in Nairobi, Kenya. Eligibility criteria were: ≥18 years, not known HIV positive, interested in PrEP. The DCE contained four attributes: PrEP eligibility assessment (online self‐assessed, guided), HIV test type (provider administered, oral HIV self‐test [HIVST], blood‐based HIVST), clinical consultation (remote, in‐person) and user support options (text messages, phone/video call, email). Additionally, participants indicated whether they were willing to uptake their selected service. The survey was advertised on MYDAWA's website; interested participants met staff in‐person at a convenient location to complete the survey from 1 June to 20 November 2022. We used conditional logit modelling with an interaction by current PrEP use to estimate overall preferences and latent class analysis (LCA) to assess preference heterogeneity. Results: Overall, 772 participants completed the DCE; the mean age was 25 years and 54% were female. Most participants indicated a willingness to acquire online PrEP services, with particularly high demand among PrEP‐naive individuals. Overall, participants preferred remote clinical consultation, HIV self‐testing, online self‐assessment and phone call user support. The LCA identified three subgroups: the "prefer online PrEP with remote components" group (60.3% of the sample) whose preferences aligned with the main analysis, the "prefer online PrEP with in‐person components" group (20.7%), who preferred in‐person consultation, provider‐administered HIV testing, and guided assessment, and the "prefer remote PrEP (18.9%)" group who preferred online PrEP services only if they were remote. Conclusions: Online pharmacy PrEP is highly acceptable and may expand PrEP coverage to those interested in PrEP but not accessing services. Most participants valued privacy and autonomy, preferring HIVST and remote provider interactions. However, when needing support for questions regarding PrEP, participants preferred phone/SMS contact with a provider. One‐fifth of participants preferred online PrEP with in‐person components, suggesting that providing multiple options can increase uptake. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, the online delivery model became the primary mode of education. With multiple pressures on society and families, mental health issues for parents have become particularly pronounced. Most of the current research has focused on the psychological state of education practitioners and children, with little attention to parents' mental health issues. Therefore, this study explored the attitudes and coping styles of parents who experienced the process of their children being taught online over a long period and the factors influencing their mental health. This cross-sectional study was conducted between November 2021 and January 2022, using an anonymous online questionnaire to survey 1500 parents with children aged 6–13 years. The Chinese versions of the Patient Health Questionnaire Depression Scale (PHQ-9), the Parenting Stress Scale (PSS), the General Mental Health Questionnaire (GHQ-12), and the Brief Coping Style Scale (SCSQ), and a related factors questionnaire were used to survey the subjects. The normal distribution of the data was examined using the Shapiro–Wilk method. A multivariate regression analysis was conducted to identify factors significantly associated with parental mental health during the COVID-19 pandemic. Only 30.24% of parents agreed with online classes during the pandemic, and 52.28% used positive coping methods during stressful situations. Multivariate regression models identified significant factors associated with parental mental health: parent's gender, child's grade level, perceived stress about online classes, whether the child has ADHD, positive or negative coping styles, and subjective attitudes of support for online classes or not. The results of the study suggest that as online classes become more socially acceptable, it is necessary to be concerned about the risk of mental illness for parents and develop policies and interventions, especially for parents who adopt negative coping styles and endorse online classes. The focus should be on the stress of online classes on parents, improving the acceptance of online classes and psychological well-being, regulating the way parents deal with their children, and targeting subgroups of children with ADHD symptoms during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Determine self-reported parental feeding behavior changes and perspectives on parental feeding intervention at 12-month follow-up. Telephone focus groups using a 2 × 2 design (English/Spanish × in-class or online) with Expanded Food and Nutrition Education Program participants (n = 37) with children 2–8 years and high exposure to the Food, Feeding, and Your Family intervention (7 lessons). Researchers (n = 3) independently identified themes. Parental behavior changes that (1) positively influenced children's diets, (2) involved children in food-related activities, (3) eased stressful situations around food, (4) led to healthier food choices, and (5) saved money when food shopping. Commonly implemented practices included establishing structured mealtime routines, introducing new foods multiple times, and encouraging children's eating competence. Online participants noted materials were easily accessible via text messages. Incorporating parental feeding content (in-class or online) into nutrition education interventions, such as the Expanded Food and Nutrition Education Program , supports developing positive parental feeding behaviors in families with low income. [ABSTRACT FROM AUTHOR]

The article discusses strategies for safely conducting online fitness assessments, tailoring protocols to population needs, and leveraging technology for efficiency. Topics include ensuring participant safety, the role of qualified exercise professionals, and selecting appropriate online fitness measures to evaluate physical fitness and function effectively in populations like cancer survivors.

Objectives: Informal carers are an integral part of any health care system. However, provision of informal care is associated with caregiver burden and decreased wellbeing. Mindfulness programs can reduce caregiving burden and improve wellbeing among informal carers, but they face challenges when participating in face-to-face programs. Studies have explored the effects of online delivery of mindfulness programs for informal carers. However, the enablers and barriers for participation are not well understood. This review aimed to synthesise the evidence and provide a comprehensive understanding of the enablers and barriers to participation in online mindfulness programs among this population. Methods: A mixed-methods systematic review was conducted following the Joanna Briggs Institute mixed-methods systematic review approach and using eight databases. All empirical studies published in English and involving informal carers aged over 18 years were included. Critical appraisal was conducted using the Mixed Methods Appraisal Tool. Thematic analysis was conducted to integrate the data. Results: Nine studies were included: three quantitative, two qualitative, and four mixed methods. Three subthemes for enablers and barriers were developed. Three subthemes for enablers included self-motivation, positive experience of mindfulness, and program structure and delivery. Three subthemes for barriers included lack of self-motivation, external factors preventing participation, and program structure and delivery. The enablers and barriers were interrelated within and across the identified themes. Conclusions: A comprehensive synthesis of current evidence was provided for consideration when developing online mindfulness-based interventions for informal carers. Further investigation is recommended, particularly in relation to the enablers and barriers to engagement by informal carers. Preregistration: The review protocol was registered with PROSPERO (CRD42023409311). [ABSTRACT FROM AUTHOR]

The spread of COVID-19 resulted in restrictive lockdowns. For families supporting young people with autism spectrum disorder (ASD), the service system was stripped away. The aim of this study was to explore the impact of this challenging situation on a group of Australian carers and parents of children and young people with ASD, with an intention to inform policy and practice based on the lived experiences of these families. A survey of parents of children and young people with ASD in Australia returned 117 responses, of which 86 responded to open-ended questions about COVID-19 lockdowns. Twelve parents responded to the invitation to be interviewed. Interview and survey data were analysed thematically. Five themes emerged: accessing support services, receiving support services online, changes in behaviour, higher levels of conflict, and impact on health and relationships. The experience of lockdowns under COVID-19 undermined informal and formal support systems, and had a particularly strong negative impact on the experiences of children with ASD and their families. These findings also provide support for understanding the social model of disability as a mainstay in the lives of children with disabilities and their carers. IMPLICATIONS The social model of disability was dismantled for children and young people and their carers during the COVID crisis. This unacceptable attack on the human rights of disabled people (people with a disability) needs future planning to ensure that it does not occur again. Future crises require more nuanced policy and practice responses that do not close off all child and family supports to children with ASD and their carers. [ABSTRACT FROM AUTHOR]

Abstract Background Case-Based Learning (CBL) in medical education is a teaching approach that engages students as learners through active learning in small, collaborative groups to solve cases from clinical patients. Due to the challenges afforded by the COVID-19 pandemic, small group learning such as CBL, transitioned quickly to include technology-enhanced learning to enable distance delivery, with little information on how to apply pedagogical frameworks and use learning theories to design and deliver online content. Methods To extend understanding of online CBL a scoping review protocol following the PRISMA-ScR framework explored the literature that describes the use of online CBL application in medical education and the outcomes, perceptions, and learning theories. A literature search was conducted in January 2022 followed by a subsequent review in October 2022. After peer review using the PRESS guidelines, the CASP appraisal tool was used to assess the rigor of each study design. Results The scoping review identified literature published between 2010 and 2022 (n = 13 articles), on online CBL in the field of medical education with 11 observational studies describing student and facilitator perceptions and two randomized controlled studies. Positive perceptions of online learning included a flexible work-life balance, connection with learners, and improved accessibility. Negative experiences of online CBL included poor internet access, a distracting learning environment, and loss of communication. In the studies that collected student performance data, results showed equivalent or improved outcomes compared to the control. The CASP appraisal tool highlighted the deficiencies in most study designs, lack of framework or learning theory, and poor reproducibility of the methods to answer the research questions. Conclusion This scoping review identified literature to describe the academic outcomes, and student and facilitator perceptions of online CBL in medical education. However, the CASP tool uncovered deficiencies in study descriptions and design leading to poor quality evidence in this area. The authors provide recommendations for frameworks and learning theories for the future implementation of online CBL.

Purpose: This systematic review assesses the effectiveness of face-to-face and online delivery modes of continuing professional development (CPD) for science teachers. It focuses on three aspects: evaluating the effectiveness of these modes, summarizing the literature on the factors influencing them, and conducting a comparative analysis of their advantages. Methods: The research team employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method and the Mixed Methods Appraisal Tool (MMAT) for article quality assessment. A total of 12 articles, selected from a potential 82, were included in the study. Results: This research suggests that the face-to-face and online CPD modes are equally effective and that external factors, such as psychological variables and establishing communication communities, influence their effectiveness. Face-to-face CPD fosters communication communities, while online CPD offers geographical flexibility and cost-saving benefits. Implications: The effectiveness of face-to-face and online CPD relies on external psychosocial factors. Future research should focus on strategies to enhance participants' communication engagement in online communities. Additionally, it is worth conducting further investigations of the potential relationships between psychosocial variables and the effectiveness of online CPD, along with the impact of digital skills on online CPD. [ABSTRACT FROM AUTHOR]

Nursing has employed distance education for decades. In the 21st century, distance programs have often been delivered online. This became even more prevalent since the COVID-19 pandemic. Despite the preponderance of online nursing courses, the delivery of courses virtually does not necessarily mean that these offerings are intentionally developed online education. We discuss a secondary analysis of data examining the formation of online nursing programs at Athabasca University. This historical inquiry used interpretive description of the pedagogy, both learning strategies and the theories that substantiate the strategies, using thematic analysis. Participants discussed their theoretical substantiation of online education. We posit that online nursing education involves a purposeful pedagogy including theoretical bases and would benefit from a strong sense of mission behind the course delivery. Findings from this study may apply to online programs, irrespective of profession or discipline. [ABSTRACT FROM AUTHOR]

Abstract Background Postnatal depression (PND) affects over 12% of mothers, with numbers rising during COVID-19. Singing groups can support mothers with PND; however, online delivery has never been evaluated. SHAPER-PNDO, a single-arm clinical trial, evaluated the feasibility, clinical efficacy, and well-being outcomes of a 6-week online version of Breathe Melodies for Mums (M4M) singing intervention developed for mothers with PND during COVID-19 lockdowns. Methods The primary objective of this study was to assess the feasibility of a group online singing intervention for new mothers with postnatal depression. This was ascertained through recruitment rates, study retention rates, attendance rates to the singing sessions, and study completion rates. The secondary objective of the study was to assess the clinical efficacy and well-being outcomes of the singing intervention. Specifically, we measured change in Edinburgh Postnatal Depression Scale (EPDS), State-Trait Anxiety Inventory (STAI), Perceived Stress Scale (PSS), and Office for National Statistics Wellbeing Scale (ONS) scores from baseline to end-of-intervention (week 6); follow-up assessments were completed at weeks 3, 16, and 32. Mothers were eligible if they scored ≥10 on the baseline EPDS. Results Eighty-seven percent of the 37 recruited mothers completed the study, attending, on average, 5 of the 6 group singing sessions. With regard to secondary outcomes, at end-of-treatment, mothers experienced significant reductions in depression (EPDS, 16.6 ± 3.7 to 11.2 ± 5.3, 95% CI [0.79,1.65]), anxiety (STAI-S, 48.4 ± 27.1 to 41.7 ± 26.8, 95% CI [4.96, 17.65]) and stress (PSS, 29.0 ± 5.7 to 19.7 ± 5.3, 95% CI [1.33, 7.07]); and, furthermore, significant improvements in life satisfaction (ONS, 50.5 ± 23.0 to 72.8 ± 11.7, 95% CI [− 39.86, − 4.64]) and feelings of worthwhileness (ONS, 51.7 ± 30.4 to 78.6 ± 15.1, 95% CI [− 52.79, − 0.85]). Reduction on the EPDS correlated with a reduction on the BDI and the STAI-S and maternal childhood maltreatment was predictive of a smaller treatment response. Conclusions M4M online was feasible to mothers who partook in the programme. Furthermore, M4M online supports the mental health and well-being of new mothers experiencing PND, especially when barriers to in-person treatment are present. Trial registration ClinicalTrials.gov NCT04857593 . Registered 22 April 2021, retrospectively registered;

Abstract Purpose The primary objective was to investigate the feasibility of a synchronous, online-delivered, group-based, supervised, exercise oncology maintenance program supported with health coaching. Methods Participants had previously completed a 12-week group-based exercise program. All participants received synchronous online delivered exercise maintenance classes, and half were block randomized to receive additional weekly health coaching calls. A class attendance rate of ≥ 70%, a health coaching completion rate of ≥ 80%, and an assessment completion rate of ≥ 70% were set as markers of feasibility. Additionally, recruitment rate, safety, and fidelity of the classes and health coaching calls were reported. Post-intervention interviews were performed to further understand the quantitative feasibility data. Two waves were conducted — as a result of initial COVID-19 delays, the first wave was 8 weeks long, and the second wave was 12 weeks long, as intended. Results Forty participants (n 8WK = 25; n 12WK = 15) enrolled in the study with 19 randomized to the health coaching group and 21 to the exercise only group. The recruitment rate (42.6%), attrition (2.5%), safety (no adverse events), and feasibility were confirmed for health coaching attendance (97%), health coaching fidelity (96.7%), class attendance (91.2%), class fidelity (92.6%), and assessment completion (questionnaire = 98.8%; physical functioning = 97.5%; Garmin wear-time = 83.4%). Interviews highlighted that convenience contributed to participant attendance, while the diminished ability to connect with other participants was voiced as a drawback compared to in-person delivery. Conclusion The synchronous online delivery and assessment of an exercise oncology maintenance class with health coaching support was feasible for individuals living with and beyond cancer. Providing feasible, safe, and effective exercise online to individuals living with cancer may support increased accessibility. For example, online may provide an accessible alternative for those living in rural/remote locations as well as for those who may be immunocompromised and cannot attend in-person classes. Health coaching may additionally support individuals’ behavior change to a healthier lifestyle. Trial registration The trial was retrospectively registered (NCT04751305) due to the rapidly evolving COVID-19 situation that precipitated the rapid switch to online programming.

Nursing has employed distance education for decades. In the 21st century, distance programs have often been delivered online. This became even more prevalent since the COVID-19 pandemic. Despite the preponderance of online nursing courses, the delivery of courses virtually does not necessarily mean that these offerings are intentionally developed online education. We discuss a secondary analysis of data examining the formation of online nursing programs at Athabasca University. This historical inquiry used interpretive description of the pedagogy, both learning strategies and the theories that substantiate the strategies, using thematic analysis. Participants discussed their theoretical substantiation of online education. We posit that online nursing education involves a purposeful pedagogy including theoretical bases and would benefit from a strong sense of mission behind the course delivery. Findings from this study may apply to online programs, irrespective of profession or discipline.

• Providing professional support to toddler educators is critical but often challenging for them to engage. • Participants were highly satisfied with ECI-TE and found the experience helpful. • Participants showed higher noticing skills and higher quality of educator-child interactions. • Educators' attrition raises concern about the workforce stability. • Results have implications for how we consider and support the professional development needs of toddler educators. This study aims to explore participation in the Effective Classroom Interactions for Toddler Educators (ECI-TE) course and if doing so was associated with changes in their noticing and implementing effective educator-child interactions. Sixty-one center-based toddler educators were randomly assigned to control or participation in ECI-TE, an online content and coaching professional development course. Findings showed that participants who engaged in the course were highly satisfied with ECI-TE and found the experience helpful. Both groups showed low noticing skills and quality of educator-child interactions; however, participants in the treatment condition showed greater noticing skills and higher quality of educator-child interactions with a medium effect size. Nonetheless, educators' participation in the course raises concern about the workforce stability. Specifically, during the course, many educators either left the field or had difficulty engaging due to competing demands, limiting the stability in the field and potential to transform early care quality at scale. Results have implications for how we consider and support the professional development needs of toddler educators to foster children's positive development and future school readiness. [ABSTRACT FROM AUTHOR]

This study aims to analyze the influence of service quality and promotion on social media on customer loyalty, with brand image as an intervening variable. The respondents in this study are all users of the Go-Food application, consisting of 400 active respondents who ordered food from October 2021 to April 2022. Questionnaires were distributed via 13 WhatsApp Groups (WAGs), and SPSS was used for data analysis. The study showed that service quality has a significant relationship with customer loyalty, both directly and indirectly (through brand image). However, the relationship between promotion on social media, whether direct or indirect through brand image, towards customer loyalty, did not show any significance. Moreover, brand image also did not affect customer loyalty. Thus, only service quality can affect Go-Food customer loyalty. In conclusion, this study supports the scientific community by understanding what influences consumers' buying decisions and the impact of social media promotion and service quality on brand image. [ABSTRACT FROM AUTHOR]

Considering the real- time and urgent request in emergent delivery, an online truck- drone parallel delivery problem for request allocation and route plan is proposed. Firstly, an online delivery model is constructed, and the lower bound of the problem is proved to be 1.5 by online analysis. Secondly, an online equalization algorithm is designed based on plan-at-home idea, the competitive ratio of the algorithm is proved to be 2.5 by the worst-case analysis. Considering the online equalization algorithm invokes an offline algorithm, a corresponding offline problem is studied and a drone priority balance algorithm is designed. Its effectiveness is verified by comparing with the persecution results in small-scale cases. Finally, the stability of the online equalization algorithm with different input parameters is verified by simulation. This study provides online algorithm for truck-drone parallel delivery of emergency supplies. [ABSTRACT FROM AUTHOR]

Background: Case-Based Learning (CBL) in medical education is a teaching approach that engages students as learners through active learning in small, collaborative groups to solve cases from clinical patients. Due to the challenges afforded by the COVID-19 pandemic, small group learning such as CBL, transitioned quickly to include technology-enhanced learning to enable distance delivery, with little information on how to apply pedagogical frameworks and use learning theories to design and deliver online content. Methods: To extend understanding of online CBL a scoping review protocol following the PRISMA-ScR framework explored the literature that describes the use of online CBL application in medical education and the outcomes, perceptions, and learning theories. A literature search was conducted in January 2022 followed by a subsequent review in October 2022. After peer review using the PRESS guidelines, the CASP appraisal tool was used to assess the rigor of each study design. Results: The scoping review identified literature published between 2010 and 2022 (n = 13 articles), on online CBL in the field of medical education with 11 observational studies describing student and facilitator perceptions and two randomized controlled studies. Positive perceptions of online learning included a flexible work-life balance, connection with learners, and improved accessibility. Negative experiences of online CBL included poor internet access, a distracting learning environment, and loss of communication. In the studies that collected student performance data, results showed equivalent or improved outcomes compared to the control. The CASP appraisal tool highlighted the deficiencies in most study designs, lack of framework or learning theory, and poor reproducibility of the methods to answer the research questions. Conclusion: This scoping review identified literature to describe the academic outcomes, and student and facilitator perceptions of online CBL in medical education. However, the CASP tool uncovered deficiencies in study descriptions and design leading to poor quality evidence in this area. The authors provide recommendations for frameworks and learning theories for the future implementation of online CBL. [ABSTRACT FROM AUTHOR]

Objectives: During the pandemic, establishing effective interventions to mitigate burnout is essential to ensure the provision of stable healthcare. This study examined the efficacy of a 4-week online mindfulness program on healthcare workers' burnout to explore whether brief online programs can influence healthcare workers' wellbeing by decreasing signs and symptoms of burnout. Methods: We examined differences between healthcare workers' burnout (emotional exhaustion, depersonalization, and personal accomplishment) at three time points (baseline, post-intervention, and follow-up survey) using linear regression analyses accounting and without accounting for covariates. Covariates included demographic (age, sex), work-related (year of work experience, mode of care), resiliency (the ability to bounce back from hardship), and mindfulness-related factors (number of practices per week, prior experience of mindfulness, number of sessions attended). A total of n = 130 healthcare workers in Ontario, Canada, participated in the study (October 2020 to March 2021). Results: Without accounting for the covariates, the two components of burnout, emotional exhaustion (feelings of being emotionally overextended and exhausted by one's work) and depersonalization (an unfeeling and impersonal response toward recipients of one's service, care, treatment, or instruction) levels, were significantly lower after the 4-week mindfulness program compared to the baseline and remained lower after 4 weeks. However, the personal accomplishment level (feelings of competence and achievement in one's work) remained unchanged after the mindfulness program. Resiliency significantly contributed to reducing emotional exhaustion. Number of mindfulness practices contributed to reducing emotional exhaustion, depersonalization, and enhancing personal accomplishment. Conclusions: The findings provide a basis for healthcare organizational development decision-makers to consider employee-facing mindfulness programs. It also informs curriculum designers of mindfulness education and training programs to create online programs for maximum efficacy. [ABSTRACT FROM AUTHOR]

Multi-intervention outreach is defined as combining two or more activities into an ongoing programme of support for students at different stages of their education. This paper details three multi-intervention outreach programmes in the disciplines of Law, Social Sciences, and Health Sciences. The Preparing for Law programme was designed as an in-person multi-intervention outreach programme; the Preparing for Social Sciences programme transitioned from face-to-face to online delivery, and the Preparing for Health Sciences programme was planned solely online due to COVID-19 pandemic restrictions. The discussion draws on the experiences and reflections from three academic leads who designed and implemented the programmes. The focus of these reflections centre on programme design, resourcing and engagement, entwined with their learnings from design changes due to the COVID-19 pandemic. It is imperative for future programme leads to consider the timing in designing a multi-intervention outreach programme, along with factors affecting participant motivation to enhance programme engagement. Additional consideration should be given to the cost-effectiveness of online/hybrid programmes. [ABSTRACT FROM AUTHOR]

Unprecedented emergency remote teaching (ERT) during the COVID-19 lockdowns has hindered research-based learning in the life sciences worldwide, holding potential consequences for the students’ ability to develop essential skills for the contemporary workforce. In this article, we report redevelopment of an undergraduate capstone subject in the food science major at The University of Melbourne for bichronous ERT delivery, which previously aimed to provide students with analytical, problem-solving and communication skills through laboratory-based practical experimentation or internship projects. When in-person exchanges became unfeasible during 2020, we redesigned the online learning environment to best facilitate personalised learning and collaborative relationships between learners, instructors and subject content. This includes the redevelopment of laboratory-based projects as data mining or literature reviews delivered under four major themes including food microbiology. Despite the drawbacks in peer-based interactions through remote delivery, participation in design-based research remains a viable approach to support students in gaining essential transferrable skills during ERT.

Background: Postnatal depression (PND) affects over 12% of mothers, with numbers rising during COVID-19. Singing groups can support mothers with PND; however, online delivery has never been evaluated. SHAPER-PNDO, a single-arm clinical trial, evaluated the feasibility, clinical efficacy, and well-being outcomes of a 6-week online version of Breathe Melodies for Mums (M4M) singing intervention developed for mothers with PND during COVID-19 lockdowns. Methods: The primary objective of this study was to assess the feasibility of a group online singing intervention for new mothers with postnatal depression. This was ascertained through recruitment rates, study retention rates, attendance rates to the singing sessions, and study completion rates. The secondary objective of the study was to assess the clinical efficacy and well-being outcomes of the singing intervention. Specifically, we measured change in Edinburgh Postnatal Depression Scale (EPDS), State-Trait Anxiety Inventory (STAI), Perceived Stress Scale (PSS), and Office for National Statistics Wellbeing Scale (ONS) scores from baseline to end-of-intervention (week 6); follow-up assessments were completed at weeks 3, 16, and 32. Mothers were eligible if they scored ≥10 on the baseline EPDS. Results: Eighty-seven percent of the 37 recruited mothers completed the study, attending, on average, 5 of the 6 group singing sessions. With regard to secondary outcomes, at end-of-treatment, mothers experienced significant reductions in depression (EPDS, 16.6 ± 3.7 to 11.2 ± 5.3, 95% CI [0.79,1.65]), anxiety (STAI-S, 48.4 ± 27.1 to 41.7 ± 26.8, 95% CI [4.96, 17.65]) and stress (PSS, 29.0 ± 5.7 to 19.7 ± 5.3, 95% CI [1.33, 7.07]); and, furthermore, significant improvements in life satisfaction (ONS, 50.5 ± 23.0 to 72.8 ± 11.7, 95% CI [− 39.86, − 4.64]) and feelings of worthwhileness (ONS, 51.7 ± 30.4 to 78.6 ± 15.1, 95% CI [− 52.79, − 0.85]). Reduction on the EPDS correlated with a reduction on the BDI and the STAI-S and maternal childhood maltreatment was predictive of a smaller treatment response. Conclusions: M4M online was feasible to mothers who partook in the programme. Furthermore, M4M online supports the mental health and well-being of new mothers experiencing PND, especially when barriers to in-person treatment are present. Trial registration: ClinicalTrials.gov NCT04857593. Registered 22 April 2021, retrospectively registered; [ABSTRACT FROM AUTHOR]

Purpose: The primary objective was to investigate the feasibility of a synchronous, online-delivered, group-based, supervised, exercise oncology maintenance program supported with health coaching. Methods: Participants had previously completed a 12-week group-based exercise program. All participants received synchronous online delivered exercise maintenance classes, and half were block randomized to receive additional weekly health coaching calls. A class attendance rate of ≥ 70%, a health coaching completion rate of ≥ 80%, and an assessment completion rate of ≥ 70% were set as markers of feasibility. Additionally, recruitment rate, safety, and fidelity of the classes and health coaching calls were reported. Post-intervention interviews were performed to further understand the quantitative feasibility data. Two waves were conducted — as a result of initial COVID-19 delays, the first wave was 8 weeks long, and the second wave was 12 weeks long, as intended. Results: Forty participants (n8WK = 25; n12WK = 15) enrolled in the study with 19 randomized to the health coaching group and 21 to the exercise only group. The recruitment rate (42.6%), attrition (2.5%), safety (no adverse events), and feasibility were confirmed for health coaching attendance (97%), health coaching fidelity (96.7%), class attendance (91.2%), class fidelity (92.6%), and assessment completion (questionnaire = 98.8%; physical functioning = 97.5%; Garmin wear-time = 83.4%). Interviews highlighted that convenience contributed to participant attendance, while the diminished ability to connect with other participants was voiced as a drawback compared to in-person delivery. Conclusion: The synchronous online delivery and assessment of an exercise oncology maintenance class with health coaching support was feasible for individuals living with and beyond cancer. Providing feasible, safe, and effective exercise online to individuals living with cancer may support increased accessibility. For example, online may provide an accessible alternative for those living in rural/remote locations as well as for those who may be immunocompromised and cannot attend in-person classes. Health coaching may additionally support individuals' behavior change to a healthier lifestyle. Trial registration: The trial was retrospectively registered (NCT04751305) due to the rapidly evolving COVID-19 situation that precipitated the rapid switch to online programming. [ABSTRACT FROM AUTHOR]

COVID-19 has recently driven a shift in formal education environments through the transition from on-campus to online learning. The urgency of this transition has challenged the traditional perception of what a higher education experience should look like for educators and higher education institutions. However, flexibility in the delivery of formal education environments is not new. This paper explores the development of flexibility as a concept within higher education against an established flexibility framework. This paper adapts the 'Roberts Model' to reflect contemporary definitions of flexibility and uses this adapted framework to evaluate 12 online courses to validate/moderate. It then considers the implications for institutions who are increasingly exploring online delivery models appropriate for the contemporary student. [ABSTRACT FROM AUTHOR]

Many young individuals at risk for eating disorders spend time on social media and frequently search for information related to their body image concerns. In a large randomized study, we demonstrated that a guided chat-based intervention could reduce weight and shape concerns and eating disorder pathology. The goal of the current study was to determine if a modified single session mini-course, derived from the aforementioned chat-based intervention, could reduce body image concerns among individuals using eating disorder related search terms on a social media platform. Over a two-month period of prompting individuals, 525 people followed the link to the web-based application where the intervention was hosted and subsequently completed the mini-course. This resulted in a significant improvement on the one-time body image satisfaction question pre-to post intervention (p <.001) with a moderate effect size (Cohen's d = 0.54). A d ditionally, individuals completing the program showed significant improvement on motivation to change their body image (p <.001) with a small effect size (Cohen's d = 0.28). Additionally, users reported that the program was enjoyable and easy to use. These results suggest that a single session micro-intervention, offered to individuals on social media, can help improve body image. • Digital interventions are impactful when adapted and delivered in an online setting. • The mini-course improved body image for those searching ED terms on social media. • The mini-course was well received and can be delivered at scale. [ABSTRACT FROM AUTHOR]

Inclusivity is an underlying principle of community arts, particularly for learning disabled and autistic people for whom the arts can create spaces of equity and inclusive participation. The Covid-19 pandemic required practitioners to find ways of replicating this sense of inclusivity through online delivery. This "digital turn" raised two recurring concerns. First, the accessibility and inclusivity of online activities; second, the quality of alternative digital provision. This paper examines these themes in the specific context of the Creative Doodle Book, which modelled inclusive online practice with learning disabled participants. Drawing on over 20 interviews with learning-disability focused community arts groups, the paper explores barriers to access, but also issues surrounding support and expectations. However, the focus is equally on the benefits once within an online "space", including new skills, widening networks, the development of inclusive capital and the opportunity to enable greater agency and self-advocacy both during Covid and beyond. [ABSTRACT FROM AUTHOR]

Background Postnatal depression (PND) affects 13% of new mothers, with numbers rising during the COVID-19 pandemic. Despite this prevalence, many women have difficulty with or hesitancy towards accessing pharmacological and/or psychological interventions. Group-based mother-baby activities, however, have a good uptake, with singing improving maternal mental health and the mother-infant relationship. The recent lockdowns highlight the importance of adapting activities to an online platform that is wide-reaching and accessible. Aims The SHAPER-PNDO study will primarily analyse the feasibility of a 6-week online singing intervention, Melodies for Mums (M4M), for mothers with PND who are experiencing barriers to treatment. The secondary aim of the SHAPER-PNDO study will be to analyse the clinical efficacy of the 6-week M4M intervention for symptoms of postnatal depression. Methods A total of 120 mothers and their babies will be recruited for this single-arm study. All dyads will attend 6 weekly online singing sessions, facilitated by Breathe Arts Health Research. Assessments will be conducted on Zoom at baseline and week 6, with follow-ups at weeks 16 and 32, and will contain interviews for demographics, mental health, and social circumstances, and biological samples will be taken for stress markers. Qualitative interviews will be undertaken to understand the experiences of women attending the sessions and the facilitators delivering them. Finally, data will be collected on recruitment, study uptake and attendance of the programme, participant retention, and acceptability of the intervention. Discussion The SHAPER-PNDO study will focus on the feasibility, alongside the clinical efficacy, of an online delivery of M4M, available to all mothers with PND. We hope to provide a more accessible, effective treatment option for mothers with PND that can be available both during and outside of the pandemic for mothers who would otherwise struggle to attend in-person sessions, as well as to prepare for a subsequent hybrid RCT. Trial registration ClinicalTrials.gov Identifier: NCT04857593 . Registered retrospectively on 22 April 2021. The first participants were recruited on 27 January 2021, and the trial is ongoing.

Purpose: This systematic review assesses the effectiveness of face-to-face and online delivery modes of continuing professional development (CPD) for science teachers. It focuses on three aspects: evaluating the effectiveness of these modes, summarizing the literature on the factors influencing them, and conducting a comparative analysis of their advantages. Methods: The research team employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method and the Mixed Methods Appraisal Tool (MMAT) for article quality assessment. A total of 12 articles, selected from a potential 82, were included in the study. Results: This research suggests that the face-to-face and online CPD modes are equally effective and that external factors, such as psychological variables and establishing communication communities, influence their effectiveness. Face-to-face CPD fosters communication communities, while online CPD offers geographical flexibility and cost-saving benefits. Implications: The effectiveness of face-to-face and online CPD relies on external psychosocial factors. Future research should focus on strategies to enhance participants’ communication engagement in online communities. Additionally, it is worth conducting further investigations of the potential relationships between psychosocial variables and the effectiveness of online CPD, along with the impact of digital skills on online CPD.

The electronic governance (e-Gov) mechanism and the introduction of Information and Communication Technology (ICT) have evolved the working of democratic governments and their interaction with the diverse populace. A technology-driven integrated information, communication, and delivery system steered the West Bengal government and its people toward sustainable transformations and development, to approach United Nations' ten significant SDGs. The balance of socioeconomic development while protecting natural resources for future generations in a fast-changing digital ecosystem is called Electronic Governance for Sustainable Development (e-Gov for SDGs). This academic paper elaborates on an integrated model of e-Governance for sustainability communications with citizens at the grassroots in West Bengal. It explains the nuances of information and communication technologies in a citizen-centric service delivery system through e-Gov units called Bangla Sahayata Kendra (BSKs). The e-Governance model, dependent of technology-driven digital communication system for public service deliveries, showcases a highly intertwined process of sustainable development. BSKs: Are units of e-Governance in West Bengal Provide electronic delivery of informational and transactional services to citizens - by publishing government information, increasing public participation in government decision-making and making government services readily available to citizens. Fulfil UN's Sustainable Goals by providing universal access to public services and connecting different government departments through online interactive communication platform. Building on the intersection of e-Gov, ICT (information, communications and technology) driven digital communications and SDG, the paper examines ten initiatives run through the BSK portal that unifies government systems, sustainability initiatives, and digital communications tools through a single online window. The platform mitigates five significant sustainability challenges: increased inequalities, gender inequality, unsustainable community practices, climate inaction, and poverty. Finally, the paper evaluates the role of information, communication and technology (ICT) systems in e-governance enterprises and its contribution toward achieving Sustainable Development Goals (SDGs). [ABSTRACT FROM AUTHOR]

Mental health literacy (MHL) training is essential in college environments. These programs are commonly delivered in-person via workshops or for-credit courses. Campuses now seek high-quality online options. We compare the effectiveness of a for-credit MHL course against a comparison course, focusing on whether online asynchronous delivery was as effective as in-person synchronous delivery. This quasi-experimental pretest/posttest treatment/comparison study included 1049 participants across five semesters (pre-COVID-19) who were 18 years or older and self-selected enrollment in a Mental Health Awareness and Advocacy (MHAA) course (treatment; n = 474) or a general lifespan development course (comparison; n = 575). Using linear mixed effect modeling, changes in MHL were compared across groups and across online/in-person modalities. Students in the treatment group significantly increased their MHL knowledge (βIdentifying =.49, p <.001; βLocating =.32, p <.001; βResponding =.46, p <.001) and self-efficacy (β =.27, p <.001), and treatment effects did not differ across modalities. With increased concern regarding mental health issues of isolated college students during the COVID-19 pandemic, this study supports the efficacy of delivering MHL courses online. [ABSTRACT FROM AUTHOR]

The foodservice industry is one of the fastest-growing industries in the world and it contributes to the development of the Vietnamese economy. However, with the appearance of COVID-19, this industry has been affected. The purpose of this study is twofold, to find out if there is a difference in customer behaviour before and during COVID-19, and to determine the most important factor that customers consider before and during their visit to a restaurant. To reach this aim, a quantitative method is conducted together with a snowball, and volunteer sampling method in which 117 people have participated from different age groups. The study found out that layout /design has the biggest influence on customer satisfaction and cleanliness is the factor that guests care about the most when choosing a restaurant to dine out. Additionally, safety regulations affect customer experience and their decision on restaurant selection. Moreover, delivery service is proved to continuously develop after the quarantine starts. Thus, restaurant managers are recommended to pay more attention to the cleanliness and safety regulations of the outlets during COVID-19. Regarding delivery companies, they should have competitive prices to attract more users.

Background: Postnatal depression (PND) affects 13% of new mothers, with numbers rising during the COVID-19 pandemic. Despite this prevalence, many women have difficulty with or hesitancy towards accessing pharmacological and/or psychological interventions. Group-based mother-baby activities, however, have a good uptake, with singing improving maternal mental health and the mother-infant relationship. The recent lockdowns highlight the importance of adapting activities to an online platform that is wide-reaching and accessible. Aims: The SHAPER-PNDO study will primarily analyse the feasibility of a 6-week online singing intervention, Melodies for Mums (M4M), for mothers with PND who are experiencing barriers to treatment. The secondary aim of the SHAPER-PNDO study will be to analyse the clinical efficacy of the 6-week M4M intervention for symptoms of postnatal depression. Methods: A total of 120 mothers and their babies will be recruited for this single-arm study. All dyads will attend 6 weekly online singing sessions, facilitated by Breathe Arts Health Research. Assessments will be conducted on Zoom at baseline and week 6, with follow-ups at weeks 16 and 32, and will contain interviews for demographics, mental health, and social circumstances, and biological samples will be taken for stress markers. Qualitative interviews will be undertaken to understand the experiences of women attending the sessions and the facilitators delivering them. Finally, data will be collected on recruitment, study uptake and attendance of the programme, participant retention, and acceptability of the intervention. Discussion: The SHAPER-PNDO study will focus on the feasibility, alongside the clinical efficacy, of an online delivery of M4M, available to all mothers with PND. We hope to provide a more accessible, effective treatment option for mothers with PND that can be available both during and outside of the pandemic for mothers who would otherwise struggle to attend in-person sessions, as well as to prepare for a subsequent hybrid RCT. Trial registration: ClinicalTrials.gov Identifier: NCT04857593. Registered retrospectively on 22 April 2021. The first participants were recruited on 27 January 2021, and the trial is ongoing. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has highlighted the mental health care needs of health care workers. The primary aim of this study was to explore the effects of an online mindfulness program on resiliency in health care workers during the pandemic using a mixed-methods approach. An online 4-week mindfulness program was delivered to healthcare workers (N = 130) in Ontario, Canada. Resiliency was assessed at 3-time points (i.e., pre, post, and 1-month follow-up), and the mindfulness program's efficacy on resiliency was analyzed using linear regression. Semi-structured interviews (N = 10) were conducted to substantiate their experiences. Healthcare workers' resiliency significantly increased after the mindfulness program compared to the baseline, maintaining the effect after 1 month in both unadjusted and adjusted regression models. These findings were further bolstered by the positive experiences shared by participants highlighting the program's efficacy on empathy and resiliency. Evidence suggests that mindfulness is associated with promoting resiliency in healthcare workers and may be an important strategy to promote resiliency in this population.

Peer-Assisted Learning (PAL) schemes typically involve student volunteers (PAL Leaders) designing and delivering sessions that support groups of students in lower years with their studies. This paper discusses three different PAL schemes, within Mathematics degrees at Sheffield Hallam University (a Post-92 University) and The University of York (a Russell Group University), which took place entirely remotely during the Covid-19 pandemic. In this paper, we explore the challenges and benefits of remote PAL schemes via the three case studies, from both staff and student perspectives. There are aspects of PAL in a pandemic that we would (or would not) take forward to a blended or in-person approach in the future. In particular, we found that, while students and staff alike are looking forward to in-person contact to provide them with interactions and easier methods of communication, the remote provision for peer support has real value in terms of accessibility and inclusivity. Furthermore, integrating technology enhanced learning into in-person sessions can provide added value. [ABSTRACT FROM AUTHOR]

Objectives: This study reveals the learning gained by Canadian and Rwandan nursing students from a course to enhance cross cultural clinical decision-making skills using a collaborative approach across two countries., Methods: A qualitative descriptive study was conducted using thematic analysis. The study included analysis of end of course reflections of 94 students., Results: Students became more open-minded, curious, strengthening teamwork, increasing their critical thinking, and identifying cross-cultural similarities in practice. They challenged their previous beliefs about others., Conclusions: Students achieved a transformation of previous knowledge and decision-making skills. Results indicate the value of underpinning courses with theories and being open in allowing students to develop their own means to achieve expected learning outcomes., Implications for an International Audience: Creating learning environments designed to stimulate open mindedness and exploration of cultures among students can be achieved through online learning. Providing opportunities for students to learn across other countries about their nursing practices and health systems are critical to understanding how future patients who are immigrants and refugees from other countries differing perspectives to their health care needs., (© 2024 the author(s), published by De Gruyter, Berlin/Boston.)

The foodservice industry is one of the fastest-growing industries in the world and it contributes to the development of the Vietnamese economy. However, with the appearance of COVID-19, this industry has been affected. The purpose of this study is twofold, to find out if there is a difference in customer behaviour before and during COVID-19, and to determine the most important factor that customers consider before and during their visit to a restaurant. To reach this aim, a quantitative method is conducted together with a snowball, and volunteer sampling method in which 117 people have participated from different age groups. The study found out that layout /design has the biggest influence on customer satisfaction and cleanliness is the factor that guests care about the most when choosing a restaurant to dine out. Additionally, safety regulations affect customer experience and their decision on restaurant selection. Moreover, delivery service is proved to continuously develop after the quarantine starts. Thus, restaurant managers are recommended to pay more attention to the cleanliness and safety regulations of the outlets during COVID-19. Regarding delivery companies, they should have competitive prices to attract more users. [ABSTRACT FROM AUTHOR]