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INTRODUCTION: The environmental impact of holding in-person academic conferences and continuing medical education (CME) programs can be significant. In-person conferences provide a unique social and professional platform to engage in networking and foster professional development; however, there is an opportunity for hybrid and virtual platforms to provide CME for broader audiences looking to improve their clinical skills and strengthen their knowledge base. This study seeks to describe the reduction in carbon emissions associated with a webinar hosted by an online dermatology-focused medical education platform. METHODS: This cross-sectional study used the location of deidentified virtual attendees of a webinar to predict the carbon emissions produced if attendees had instead traveled to the location of the most recent Integrative Dermatology Symposium (Sacramento, CA). Following collection of each virtual attendees location, the mode of transportation was predicted on the basis of each participants distance to the conference. RESULTS: The estimated carbon emissions were calculated for 576 participants. The total estimated, unadjusted carbon emissions for both attendees predicted to fly or drive was 370,100 kg CO2. The emissions produced per participant from those expected to fly to an in-person CME after adjusting for all additional passengers on every flight were 4.5 kg CO2. The emissions produced per participant from those expected to drive were 42.7 kg CO2. CONCLUSION: The use of a virtual CME webinar led to a significant reduction in travel-related carbon dioxide emissions when compared to running the same program in-person event. When accounting for all passengers traveling via plane on any flight, driving to an event produced more emissions per participant than flying.

The COVID-19 pandemic forced instructors of chemistry lab classes to develop a variety of alternative materials for remote delivery of traditional hands-on content. One solution to this challenge was virtual choose-your-own-adventure (CYOA) laboratories that allowed students to practice realistic decision-making and collect authentic data. With the return to in-person instruction, these CYOA laboratories can be modified into prelab exercises to support and supplement in-person experiments. Four virtual CYOA laboratories were adapted into prelab exercises for an upper-division instrumental analysis course to prepare students for experiments in chromatography method development and electronic circuit design. Students were surveyed to gauge their opinions on the prelabs and their comfort in the laboratory overall. Survey results indicated that students enjoyed the CYOA prelab activities and found them helpful in feeling prepared for experiments and understanding the source and quality of their experimental data. Students who completed the virtual prelabs met more learning objectives in several important categories on lab reports for two electronic circuit design experiments. Virtual CYOA prelabs may be a good way for instructors to expand the depth of their lab curriculum, improve student learning in the lab, and reduce the anxiety that their students feel before complex experiments.

Many expect upward trends in online college course enrollment to continue. Despite perceived improvements in online pedagogical practice and advantages afforded by virtual platforms, most students and professors still perceive social interaction, engagement, and overall learning to be more challenging online than in person. More than 3 in 10 college students are less willing to participate in discussions online compared to in person. More than 7 in 10 professors report needing help with strategies for keeping students engaged online. As such, we must identify strategies that cater to students' academic, and social-emotional needs in an online environment. Breakout rooms have often been implemented to promote discussion and collaboration, however, when not well-structured, they often increase social discomfort instead. In this mixed methods study, using surveys, interviews and class observations, we examine student-led talking circles in an undergraduate adolescent development course (N = 61), in which student discussion leaders prepared questions and facilitated small group conversations using structured turn-taking protocols. Nearly 95% of students felt talking circles increased peer connectedness, 92% felt they improved content learning, and 90% felt they increased engagement. Students largely attributed these benefits to specific elements of the talking circle format. Regression results revealed significant associations between peer connectedness and perceived academic benefit, after accounting for demographics, basic psychological needs, dispositional factors, and norms of communication. [ABSTRACT FROM AUTHOR]

Objectives: The interruption to clinical professions' instruction due to closures from the coronavirus disease 2019 pandemic posed a significant hurdle to clinical education and presented a necessity to shift how instruction was delivered to resume educational activities. This study sought to answer the research question: did the transition from in‐person to virtual instruction for interprofessional education (IPE) have an impact on students' perceptions of team attitudes and skills to learn and work in interprofessional groups? Methods: All participating first–year dental and second–year dental hygiene students enrolled in the campus‐wide IPE course were invited to complete the Team Skills Scale (TSS) assessment before and after the course for two academic years 2019–2020 and 2020–2021. Paired t‐tests were utilized to assess the change in student attitudes and skills from pre‐ to post‐course assessment, and t‐tests were used to assess mean differences between student cohorts 2019–2020 and 2020–2021. Results: Within the student cohort 2019–2020 students reported significant improvement in all TSS items. Within the student cohort, 2020–2021 students reported significant improvement in all but three TSS items. There were only significant differences in mean values for student reported improvement in attitudes and skills for two TSS items between the 2019–2020 and 2020–2021 cohorts. Conclusions: Dental and dental hygiene students report significant improvement in team attitudes and skills after participation in a campus‐wide IPE course. The mode of administration of the course, in‐person or virtual, did not have a significant impact on student‐reported improvements. [ABSTRACT FROM AUTHOR]

In little more than 15 years, the podcast has gone from being virtually unknown to becoming a multibillion-dollar industry. There are an estimated half-billion podcast listeners worldwide. Podcasts are available for various interests, from entertainment to news, politics, sports, hobbies, and education. Podcasting in medicine has similar origins, beginning with journals and academic/educational institutions wishing to share information on new clinical trials or publications, as well as by those who wanted to promote the free and open access model of online education. The COVID-19 outbreak led to a renaissance in the availability of infectious diseases–oriented audio podcasts, due to the need for regular information about SARS-CoV-2 and the pandemic-related preference for virtual learning. However, many in the infectious diseases community have not yet been introduced to available infectious diseases podcast resources. In this article, we highlight 38 of the most popular infectious diseases–oriented audio podcasts. [ABSTRACT FROM AUTHOR]

This article presents a systematic review of the Service-Learning (in Spanish, Aprendizaje-Servicio or Aps ) methodology and its digitization between 2019 and 2023, concerning its impact on the participating students in European higher education institutions. The objective was to test the competencies achieved by the student body after applying Aps combined with information and communication technologies. We conclude that, despite the students’ preference for face-to-face learning, the impact of digital a p s is beneficial, positively influencing civic, digital, social, motivational, work-related, and didactic competencies, and that digitization in the classroom constitutes an interstitial instrument for innovation in the Aps methodology of the future. [ABSTRACT FROM AUTHOR]

The Journey of Hope (JoH) is an evidence-based behavioral health prevention intervention model designed for disaster-affected children and youth. While the in-person JoH model has been extensively delivered and studied, the virtual implementation of this intervention, specifically tailored for the unique needs of children and youth during the COVID-19 pandemic, has not been previously explored. In this context, authors of this article adapted the JoH to a virtual delivery model, aiming to provide access to behavioral health preventive services for children and youth during the COVID-19 pandemic when in-person services were not feasible. This adaptation, utilizing the dynamic adaptation process (DAP) and community-based participatory research (CBPR) principles, was carefully designed to meet pandemic-related challenges while maintaining the core components of the original intervention. The primary objectives of this article are twofold: (1) to provide an overview of the theoretical and conceptual underpinnings of the JoH-C19, including the framework that guided the adaptation, and (2) to describe the virtually adapted curriculum and initial pilot of the JoH-C19. This adaptation represents a crucial step in ensuring the accessibility of virtual behavioral health interventions for young populations facing various collective traumas and challenges in a rapidly evolving world. [ABSTRACT FROM AUTHOR]

The aim of the research was to examine different complications of learning mathematics online and their effects on students' academic performances. A crosssectional survey design was employed among 2311 students from the school to university levels in Nepal. Hierarchical linear regression and machine learning were major statistical techniques used in the research. The findings indicated that access to and cost of digital devices, training on digital skills, assignment submission skills, digital literacy, and a separate study room at home were major complications for students in learning mathematics online. Additionally, these complications to learning mathematics online negatively affect students' academic performance. This research gives new insights into the complications of online learning and its effect on learners' performance in mathematics as well. [ABSTRACT FROM AUTHOR]

This study aimed to investigate Iranian pre-service primary teachers' self-efficacy and attitudes toward teaching science during the COVID-19 pandemic. Data were collected through surveys with 360 pre-service primary teachers who completed their Science Education courses through virtual learning platforms. Results showed that the participants had positive attitudes, high science teaching outcome expectancy, and teaching science efficacy. The study also revealed no significant differences in self-efficacy and attitudes toward teaching science based on gender and year of entering the university. However, there was a statistically significant difference in self-efficacy and attitudes based on the type of high school field. Graduates in the Humanities field have a lower average attitude and self-efficacy toward teaching science than participants in the Science field. Additionally, a highly significant positive correlation was observed between pre-service teachers' attitudes and their self-efficacy toward science teaching, suggesting that assessing their attitudes toward science teaching can be a robust predictor of their self-efficacy. These findings underscore the importance of nurturing positive attitudes among pre-service teachers to enhance their confidence and effectiveness in teaching science. [ABSTRACT FROM AUTHOR]

Background: Empathy declines during medical training, despite its importance. Methodology: In this randomized controlled trial, we assessed the impact of Zoom improv on medical student empathy using a concurrent mixed-methods approach. Quantitative assessment with three survey tools and qualitative assessment by content analysis of Zoom session field notes were conducted. Results: Zoom improv participants had higher empathy scores in perspective-taking and fantasy and lower scores in personal distress compared with the control group. Medical students who participated in Zoom improv exercised emotional expression, active listening, and giving "gifts," which apply to healthcare settings in which affirming team members with empathic concern can advance communication, patient rapport, and teamwork. Discussion: This pilot study highlights promising findings for the incorporation of Zoom improv in medical education, including enhanced empathy, self-reflection, and understanding how these skills impact work in healthcare. Future studies may expand on the optimal timing to teach improv. Future studies conducted on virtual platforms may also further investigate our finding that the fantasy domain of empathy increases after Zoom improv sessions, whereas this increase in fantasy was absent from previous in-person studies. Given the increase in telehealth and virtual medical visits, exercising empathy skills through a screen during training may be an important addition to medical curricula. [ABSTRACT FROM AUTHOR]

In the United States, and across the globe, educational disruptions during the COVID-19 pandemic resulted in many challenges for families of children with intellectual and developmental disabilities (IDD). However, during this time, families used their community cultural wealth to demonstrate resilience and ingenuity to offer a new lens on what education could be for their children. In this qualitative study, 15 caregivers of elementary-aged children with IDD participated in two semi-structured interviews. Each virtual interview lasted between 30 and 60 minutes. Transcripts were coded inductively and deductively, and collaborative approaches were used in thematic analysis. Through these interviews, families shared their sensemaking and offered positive experiences drawn from virtual learning. Caregiver narratives on supporting their children during virtual learning recounted strategies for reducing barriers to digital instruction, enhancing collaboration with educators remotely, and resisting deficit narratives about student ability that can enhance future home-school partnerships. Our findings include evidence of increased transparency, improved communication, and shifting assumptions of competence in teachers and parents in response to the transition to virtual learning. [ABSTRACT FROM AUTHOR]

The objective of the study is to study the training needs of the use of virtual labs in the teaching of chemistry of the point of view of secondary school teachers in Tabuk city, due to the problem of the seriousness of some materials and chemical experiments or the lack of materials and tools necessary to conduct the required experiments Training needs of chemistry teachers in the secondary stage to use modern technologies as virtual laboratories. To achieve the objective of the study, the researcher used the quantitative descriptive method suitable for the nature of the study and its questions. He constructed a questionnaire that measures the training needs of chemistry teachers. The questionnaire distributed among sample of 86 teachers of chemistry of secondary schools in Tabuk city Data entry in the computer for the statistical processing of data using the Statistical Package Program (SPSS) to reach a number of conclusions and recommendations. The main result is the chemistry teachers need a high level in the secondary stage to train in the use of modern technologies, especially virtual laboratories, and showed their main need for the existence of technical training programs, followed by education and specialization. Considering the results, the recommendation focused on the design of training programs for secondary school teachers to train technology in the computer and virtual laboratory technology in the teaching of chemical experiments because of their prominent role in the development of the output of the educational process in high school. [ABSTRACT FROM AUTHOR]

Start Strong, a 4-week culinary nutrition education and obesity prevention program designed for rural family care providers in low-income areas of Minnesota, was initially an in-person training program and was recently adapted into a virtual version. Using a quasi-experimental design, this study examined within-group and between-group (in-person versus virtual) changes in culinary skill confidence and familiarity with food assistance programs after Start Strong participation. Additionally, we examined post-program participant experiences. The in-person program (n = 12, mean age of 45 years, September 2019) took place at community locations. The virtual program (n = 27, mean age of 41 years, Fall 2021–Winter 2022) used online learning and videoconferencing. Following data collection pre- and post-program, we used t-tests to examine within-group changes after Start Strong participation, repeated measures analysis of variance tests to compare outcomes between the in-person and virtual implementations, and Fisher's exact test to compare post-survey outcomes. The in-person and virtual programs demonstrated similar improvements in cooking skill confidence and familiarity with food assistance programs. Compared to the virtual program, in-person participants reported significantly greater connection with other providers. This evaluation is relevant to addressing disparities in obesity prevention and provides an initial model for public health and community partnerships with ECE providers. [ABSTRACT FROM AUTHOR]

Has in-person learning and virtual learning produced equivalent results when it comes to student achievement? How can a district be flexible with learning options but also strategic with how to best achieve student learning gains? This case-study examines how one district leveraged virtual learning and flexible learning options during COVID-19 and suggests the continuation of virtual learning as a means to provide a flexible learning option for students and families. COVID-19 provided many challenges for district leaders to effectively educate students during the 2020-2021 school year. Consequently, the pandemic provided those same district leaders with a variety of virtual learning strategies from which to study and adapt to maximize student achievement. As virtual school enrollment trends continue to increase nationally and chronic absenteeism continues to rise, flexible learning environment options become more appealing to districts focused on addressing students' needs in a post-pandemic environment. [ABSTRACT FROM AUTHOR]

The 21st century presents significant global health challenges that necessitate an integrated health workforce capable of delivering person-centered and integrated healthcare services. Interprofessional collaboration (IPC) plays a vital role in achieving integration and training an IPC-capable workforce in sub-Saharan Africa (SSA) has become imperative. This study aims to assess changes in IPC confidence among learners participating in a team-based, case-based HIV training programme across diverse settings in SSA. Additionally, it sought to examine the impact of different course formats (in-person, synchronous virtual, or blended learning) on IPC confidence. Data from 20 institutions across 18 SSA countries were collected between May 1 and December 31, 2021. Logistic regression analysis was conducted to estimate associations between variables of interest and the increases in IPC confidence. The analysis included 3,842 learners; nurses comprised 37.9% (n = 1,172) and physicians 26.7% (n = 825). The majority of learners (67.2%, n = 2,072) were pre-service learners, while 13.0% (n = 401) had graduated within the past year. Factors significantly associated with increased IPC confidence included female gender, physician cadre, completion of graduate training over 12 months ago, and participation in virtual or in-person synchronous workshops (p <.05). The insights from this analysis can inform future curriculum development to strengthen interprofessional healthcare delivery across SSA. [ABSTRACT FROM AUTHOR]

Though technological capabilities to provide high-quality, flexible interprofessional education (IPE) have continued to grow, this remains a largely undeveloped area in the clinical learning environment (CLE). To address this gap, the University of Minnesota launched the Collaboration in Action: Learner-Driven Curriculum (CIA-LDC) as an IPE model designed for sustainability in a post-pandemic world. Over the course of two academic years, the CIA-LDC framework evolved and expanded through an iterative, data-informed approach incorporating student feedback, academic programme co-creation, evolving literature, and lessons learned. Modifications to individual activities and the overall model are presented, as well as key lessons learned. The majority of CIA-LDC evaluation responses across 2 years agreed that the amount of time spent was reasonable, participation placed little to no burden on their preceptor or site, the experience supported target interprofessional competency development, and that IPE should be provided in the CLE. The CIA-LDC holds promise as a successful, quality model for IPE in the CLE, available to learners from any profession in any geographic location in any practice setting. Outcomes demonstrate a pedagogical design with buy-in and feasibility in a post-pandemic world, with tremendous potential for advanced educational research to prepare the next generation as a collaborative practice-ready workforce. [ABSTRACT FROM AUTHOR]

Purpose: To explore student and tutor perspectives on the learning efficacy of virtual, compared to in-person, problem-based tutorial (PBT) in occupational therapy, physiotherapy, and speech-language pathology health professional programs. Materials and Methods: This was a quality improvement study using a cross sectional survey at a single institution. Separate student and tutor surveys were disseminated online. Students received the survey at two timepoints, tutors received the survey at one timepoint. Descriptive statistics summarized quantitative survey questions. Chi-squared or Fischer's Exact analyses explored differences between in-person and virtual PBT. Exploratory analyses determined if associations amongst programs and/or between cohorts existed on variables of interest. Open-ended survey questions were analyzed using content analysis. Results: A total of 241 students and 85 tutors completed the survey. Results demonstrate most students and tutors were satisfied with the use of virtual tutorials (77%; 89% respectively) and felt that they were effective in exploring content within the PBT course. However, students in the most recent cohort rated virtual tutorials more highly (p = 0.01). Conclusions: Virtual modes of PBT were successful in achieving course objectives and led to high satisfaction in users. Health professional programs can use this information when designing virtual problem-based tutorial courses in the post-pandemic era. IMPLICATIONS FOR REHABILITATION: Problem-based learning (PBL) involves the active engagement of students in self-directed learning where learning gaps are identified, and information is retrieved and critically appraised to apply clinical reasoning to healthcare decisions. Traditionally, the PBL process has been implemented in-person through the use of small group tutorial with six to eight students and a tutor, however, the COVID-19 pandemic led to a quick transition to virtual tutorials. This study found that virtual modes of conducting PBL tutorial were successful in achieving course objectives and both students and tutors were satisfied with using virtual means to achieve course objectives in three professional rehabilitation programs (Occupational Therapy, Physiotherapy, Speech Language Pathology). Health professional programs in rehabilitation can use this information when designing courses using PBL processes in the future, and clinicians can use this information when considering the use of virtual means for care and for collaboration between professionals in various healthcare settings. [ABSTRACT FROM AUTHOR]

Gustavo Salata Romão,1 Sheyla Ribeiro Rocha,2 Milton Faria Junior,1 Marina de Toledo Durand,1 Reinaldo Bulgarelli Bestetti1 1Medical Course, University of Ribeirão Preto, Ribeirão Preto, São Paulo, Brazil; 2Department of Medicine, Federal University of São Carlos, São Carlos, São Paulo, BrazilCorrespondence: Gustavo Salata Romão; Reinaldo Bulgarelli Bestetti, Email gsalata@uol.com.br; rbestetti44@gmail.comPurpose: To evaluate medical students’ perceptions about using peer teaching (PT) in the online Clinical PBL (C-PBL).Materials and Methods: The C-PBL used in the Primary care Unit (PCU) of the medical course of the Ribeirao Preto University was adapted to the virtual environment. A PT session was included to enhance students’ intrinsic motivation. This cross-sectional study applied a 14-item survey to evaluate the perceptions of 378 medical students from the first to the seventh semester about the use of PT in this context.Results: According to participants’ perceptions, the use of PT in the online C-PBL allowed the interactive participation of students and produced satisfactory knowledge acquisition. Preparing and presenting a slideshow and being taught by peers contributed significantly to their learning. The survey used to collect information presented a high internal consistency measured by Cronbach’s alpha.Conclusion: From the students’ perspectives, the use of PT in the online C-PBL was satisfactory and improved learning for peer teachers and learners. This study contributes additional evidence suggesting that PT is an effective teaching strategy in online learning and can be associated with PBL. This finding has implications for curriculum development and the health system.Keywords: peer teaching, clinical PBL, problem based learning, virtual learning, educational technology

Abstract Background Empathy declines during medical training, despite its importance. Methodology In this randomized controlled trial, we assessed the impact of Zoom improv on medical student empathy using a concurrent mixed-methods approach. Quantitative assessment with three survey tools and qualitative assessment by content analysis of Zoom session field notes were conducted. Results Zoom improv participants had higher empathy scores in perspective-taking and fantasy and lower scores in personal distress compared with the control group. Medical students who participated in Zoom improv exercised emotional expression, active listening, and giving “gifts,” which apply to healthcare settings in which affirming team members with empathic concern can advance communication, patient rapport, and teamwork. Discussion This pilot study highlights promising findings for the incorporation of Zoom improv in medical education, including enhanced empathy, self-reflection, and understanding how these skills impact work in healthcare. Future studies may expand on the optimal timing to teach improv. Future studies conducted on virtual platforms may also further investigate our finding that the fantasy domain of empathy increases after Zoom improv sessions, whereas this increase in fantasy was absent from previous in-person studies. Given the increase in telehealth and virtual medical visits, exercising empathy skills through a screen during training may be an important addition to medical curricula.

Purpose: Social media has become a popular platform for forming professional learning communities (PLCs) for educators. However, few studies have been conducted to understand physical educators' behaviors in these social media-based PLCs. This study aimed to investigate physical educators' help-seeking behaviors in a social media-based PLC on Facebook. Method: A case study was conducted to explore physical educators' help-seeking behaviors. A total of 4,323 posts were collected and analyzed using content analysis procedures. Both descriptive and qualitative analyses were performed. Findings: More than half (51.45%) of posts published in this Facebook PLC aimed to seek help. Six themes reflecting the types of help that physical educators sought were generated: teaching ideas and materials, equipment and technology, classroom management and discipline, extracurricular event and program development, career and professional development, and social and emotional support. Conclusion: The findings suggest that social media-based PLCs can provide physical educators at all levels opportunities to seek help. [ABSTRACT FROM AUTHOR]

Start Strong, a 4-week culinary nutrition education and obesity prevention program designed for rural family care providers in low-income areas of Minnesota, was initially an in-person training program and was recently adapted into a virtual version. Using a quasi-experimental design, this study examined within-group and between-group (in-person versus virtual) changes in culinary skill confidence and familiarity with food assistance programs after Start Strong participation. Additionally, we examined post-program participant experiences. The in-person program (n = 12, mean age of 45 years, September 2019) took place at community locations. The virtual program (n = 27, mean age of 41 years, Fall 2021–Winter 2022) used online learning and videoconferencing. Following data collection pre- and post-program, we used t-tests to examine within-group changes after Start Strong participation, repeated measures analysis of variance tests to compare outcomes between the in-person and virtual implementations, and Fisher’s exact test to compare post-survey outcomes. The in-person and virtual programs demonstrated similar improvements in cooking skill confidence and familiarity with food assistance programs. Compared to the virtual program, in-person participants reported significantly greater connection with other providers. This evaluation is relevant to addressing disparities in obesity prevention and provides an initial model for public health and community partnerships with ECE providers.

The development of lexical competence in foreign languages is one of the skills that presents difficulties in the teaching-learning process, as it requires stimulation and retention on the part of the student and creativity from the teacher. In this sense, digital resources emerge as a conducive means to promote new knowledge and consolidate acquired vocabulary. In this context, the present research aimed to determine if digital comics influence the development of lexical competence in English in virtual environments at the higher education level. Methodologically, an experimental design divided into three phases (pre-treatment, treatment, and post-treatment) took place with a sample of 60 students during the autumn of 2023. The results demonstrated an association between digital comics and lexical competence development variables, influencing lexicon acquisition, experiencing creativity, dynamism, and language involvement. Besides, comics supported by Canva, Makebeliefscomix, and Pixton applications contributed to students' cultural, linguistic, and communicative repertoire. Concurrently, users' confidence increased through gradual and systematic recovery, use, and inventive writing activities. Supports such as images, dialogues, characters, and colors encouraged the retrieval of words for subsequent use. In this way, the cognitive process of recall ceased to be merely memorising to transition to a level of long-term significant comprehension. In conclusion, digital comics were plausible for encouraging practical, flexible, and playful vocabulary improvement in a virtual environment.

Abstract Background While minoritized ethnoracial groups were most likely to be in online learning during the COVID-19 pandemic, the impact of these ethnoracial disparities on adolescent mental health is unclear. Since past studies do not directly examine whether the association between school modality and self-reported mental health outcomes varied by race and ethnicity among U.S. adolescents during the COVID-19 pandemic, this study addresses the gap. Methods Adolescents aged 13 to 17 years old (n = 510) were surveyed for self-reports of anxiety and depression symptoms using the 4-item Patient Health Questionnaire during Spring 2021. Seemingly unrelated regressions were used to estimate the differential association between school modality and mental health by respondents’ race and ethnicity. Results Estimates without interaction between school modality and race and ethnicity suggested that Latino respondents reported a significantly higher frequency of depressive symptoms than their White counterparts (b = 0.459; p

Introduction. The online format is becoming the most popular and in-demand way of getting an education in the modern world every day. This trend is due to the rapid pace of technology development and the availability of the Internet, as well as a number of other advantages of online education. The analysis and study of trends in the development of online education allows us to identify key areas of its development, problems faced by stu-dents and teachers, as well as ways to improve the quality and effectiveness of online education. Methods and materials. The research methods were such as analysis, synthesis, monographic, system analysis, generalization. Results. The analysis of trends in the development of online education is carried out. A system of factors for the development of online education is proposed. Discussion. Online education is becoming more relevant and popular, due to many factors. Online education is the next stage in the development of traditional education. The development of online education is largely due to modern tools and methods of work. Conclusion. Online education in Russia is under active development, adapting to modern educational require-ments. The development of online education is supported by both educational organizations and students, as well as the state.

In the rapidly evolving world of education, particularly within STEM disciplines, innovation in teaching methods is crucial. This study explores the potential of a new learning approach designed to address the deficiencies of traditional methods, with a focus on mathematics at the secondary school level. The researchers aimed to test the effectiveness of a Virtual Learning model using the Student Facilitator and Explaining (SFAE) approach in enhancing mathematical representational skills and conceptual understanding among high school students. A total of 120 students participated in the study, divided into two groups: 60 students in the experimental group received SFAE-based learning, and 60 students in the control group were taught using standard expository methods. Utilizing a control group design and post-test, the research revealed significant improvements in the experimental group's mathematical representation abilities and conceptual understanding compared to the control group. These findings demonstrate that integrating the SFAE approach within virtual learning environments not only broadens the scope but also enhances the quality of mathematical understanding. This study underscores the substantial potential of innovative learning approaches in the digital era, providing effective solutions to challenges in mathematics education.

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This study explores students' perceptions of the advantages of academic campuses as the location of studies that involve social interaction, with a focus on the role of social interaction in the learning experience. The study examines students' perspectives approximately five years after the time of COVID-19, when online studies have become more prevalent. Participants were 1048 students from several departments at two academic institutions, a university and a college, of whom 39.1% (407) were male and 60.9% (633) female. The age of the respondents ranged from 18–23 (30.4%), 24–30 (60.3%), and 31–63 (9.3%). Among all respondents, 64.2% were studying social sciences and 35.8% engineering. A mixed methods research design was employed, combining qualitative and quantitative analysis. Structural equation modeling (SEM) was utilized to test the goodness-of-fit of the presented model. The research findings showed that measures of comprehensibility, concentration, and contact with the lecturer enhance learning in a physical classroom more than learning via online teaching. However, interaction with peers does not improve one's studies at all and is not a sufficient reason to attend classes. These findings are based on analysis of survey responses, after applying SEM to test the goodness-of-fit of the presented model. The final model showed a good fit: CMIN/DF = 1.26, CFI = 0.999, NFI = 0.996, TLI = 0.994, RMSEA = 0.02. The findings of this study may hold importance for leaders of higher education when endeavoring to plan teaching, learning, and evaluation at academic institutions and for shaping the academic campus as a significant educational space in the future. Moreover, the findings may have important implications for education management strategies towards sustainable development. Higher education institutions need to re-evaluate the role of the physical campus and social interaction within it in the era of remote learning. [ABSTRACT FROM AUTHOR]

Background: While minoritized ethnoracial groups were most likely to be in online learning during the COVID-19 pandemic, the impact of these ethnoracial disparities on adolescent mental health is unclear. Since past studies do not directly examine whether the association between school modality and self-reported mental health outcomes varied by race and ethnicity among U.S. adolescents during the COVID-19 pandemic, this study addresses the gap. Methods: Adolescents aged 13 to 17 years old (n = 510) were surveyed for self-reports of anxiety and depression symptoms using the 4-item Patient Health Questionnaire during Spring 2021. Seemingly unrelated regressions were used to estimate the differential association between school modality and mental health by respondents' race and ethnicity. Results: Estimates without interaction between school modality and race and ethnicity suggested that Latino respondents reported a significantly higher frequency of depressive symptoms than their White counterparts (b = 0.459; p < 0.05). Similarly, the estimates without the interaction suggested respondents reporting hybrid learning had a higher frequency of depressive symptoms than in-person learning (b = 0.504; p < 0.05). Estimates with interaction between school modality and race and ethnicity suggested fully online learning was associated with poorer mental health only among White respondents and better mental health among Black respondents. Among adolescents attending school fully online, Black adolescents reported fewer mental health symptoms than their White counterparts (anxiety, b =– 1.364; p < 0.05, and depression, b =– 1.647; p < 0.05). Conclusions: Fully online learning may have benefitted the mental health of Black adolescents during the COVID-19 pandemic, perhaps because it buffered racial discrimination and social anxiety in schools. Additional interventions should be explored to promote in-person school environments that better support the mental health of Black adolescents. Moreover, prioritizing equitable access to broadband internet will provide better access to online learning and ensure positive mental health, particularly for adolescents from minoritized ethnoracial groups during instances of future pandemics. Future research should continue to consider the race and ethnicity of adolescents to promote mental well-being in schools across learning modalities. [ABSTRACT FROM AUTHOR]

Introduction: In response to the COVID-19 crisis, this study aimed to introduce a new virtual teaching model for anatomy education that combines Peer-Assisted Learning (PAL) and flipped classrooms, aligning with constructivist principles. Method: The Flipped Peer Assisted (FPA) method was implemented in a virtual neuroanatomy course for second-year medical students at Birjand University of Medical Sciences via a descriptive study. The method involved small groups of PAL, with peer learning serving as educational assistants and the teacher acting as a facilitator. Educational content was uploaded to the university's learning management system (LMS). The opinion of medical students regarding the teaching method were evaluated using a 15-item questionnaire on a five-point Likert scale. Results: A total of 210 students participated in the instruction using the FPA method. The analysis of students' scores revealed an average score of 26.75 ± 3.67 on the 30-point test. According to student feedback, this teaching method effectively motivated students to study, enhanced teamwork and communication skills, transformed their perspective on the anatomy course, provided opportunities for formative assessment and feedback, and demonstrated the teacher's dedication to education. Conclusion: The FPA model demonstrates its effectiveness in transforming traditional classroom teaching and fostering teaching and learning in virtual environments, particularly during pandemics like COVID-19. This model holds promise for enhancing anatomy education in challenging circumstances. [ABSTRACT FROM AUTHOR]

In the context of a high-tech educational reality, fundamentally new trends are emerging in the acquisition of knowledge, altering the trajectory of the educational system to ensure the effective organization of the learning process through the use of the latest technologies while accounting for the anthropological component. The article addresses aspects of the actual and potential impact of advanced technologies on education. With the advent of the information technology era, the use of online resources in education has become a key stage in achieving a high level of awareness and knowledge. Educational reality is enriched by multi-faceted communication, enabling every individual who receives information through various channels to equally participate in a complete and identical discussion context, with the opportunity to listen and be heard. Information technologies allow for overcoming many physical barriers to communication, such as spatial and temporal distance, and they facilitate the construction and transformation of virtual identities. Thanks to the internet and mobile applications, individuals gain access to a vast array of informational and methodological resources that simplify the learning process. Technology enables the creation of personalized learning content tailored to individual needs and preferences. Adaptive learning platforms use algorithms to analyze performance and provide individualized learning paths and feedback. The rapid development of computer telecommunication and information systems, as well as multimedia tools, has a significant impact on education and has driven the emergence of new language teaching methods. Integrating artificial intelligence (AI) into foreign language learning has led to substantial advancements in how people acquire language skills. Personalized learning, real-time feedback, accessibility, immersive environments, increased engagement, and improved pronunciation have made language learning more efficient, effective, and enjoyable thanks to AI. [ABSTRACT FROM AUTHOR]

Virtual Reality (VR) stands at the forefront of transformative educational technologies in the 21st century, promising to redefine traditional learning paradigms. This research delves into the impact of VR on higher education students' Reading Comprehension (RC) skills, contrasting it with conventional paper-based reading environments. By conducting a comparative analysis of RC skills among students engaged in reading a selected narrative through VR glasses and those using a paper-based format, this study offers valuable insights into the efficacy and challenges of VR in enhancing reading comprehension. A cohort of 98 undergraduate students participated in this study, which employed a mixed-methods research approach to scrutinize the differences in RC outcomes between the experimental (VR) and control (paper-based) groups. The findings reveal a notable disparity in RC scores, with the control group outperforming their VR counterparts, highlighting the need for further investigation into the obstacles faced by students when reading in a VR setting. Qualitative analysis sheds light on the underlying reasons for the diminished RC levels observed in the VR group, providing a nuanced understanding of the interaction between medium and comprehension. The implications of this research are far-reaching, offering crucial guidance to educational technologists, curriculum designers, policy makers, and educators contemplating the integration of VR into educational frameworks. By identifying the constraints and potential of VR in reading instruction, this study paves the way for optimizing VR-based learning environments to foster higher levels of reading comprehension among students. [ABSTRACT FROM AUTHOR]

This article discusses the challenges and opportunities of virtual learning for multilingual learners (MLs) in the context of the United States. It emphasizes the importance of humanizing virtual learning environments to support MLs and promote their diverse linguistic resources. The article introduces the concepts of translanguaging and multimodality as approaches to enhance content and language-integrated learning. It also provides strategies for educators to leverage virtual learning tools and create meaningful and equitable instructional activities for MLs. The article concludes by highlighting the benefits of a translingual and transmodal approach for all learners. [Extracted from the article]

Problem: Traditionally, clinical reasoning is developed with purposeful exposure to clinical problems through case-based learning and clinical reasoning conferences that harvest a collaborative exchange of information in real-life settings. While virtual platforms have greatly expanded access to remote clinical learning, case-based clinical reasoning opportunities are scarce in low and middle income countries. Intervention: The Clinical Problem Solvers (CPSolvers), a nonprofit organization focused on clinical reasoning education, launched Virtual Morning Report (VMR) during the COVID-19 pandemic. VMR is an open-access, case-based clinical reasoning virtual conference on the Zoom platform modeled after an academic morning report format available to participants worldwide. The authors conducted 17 semi-structured interviews with CPSolvers' VMR participants from 10 different countries to explore the experiences of the international participants of VMR. Context: The CPSolvers was founded by US physicians and has now expanded to include international members throughout all levels of the organization. VMR is open-access to all learners. Preliminary survey data collected from VMR sessions revealed 35% of the attendees were from non-English speaking countries and 53% from non US countries. Impact: Analysis generated four themes that captured the experiences of international participants of VMR: 1) Improving clinical reasoning skills where participants had little to no access to this education or content; 2) Creating a global community from a diverse, safe, and welcoming environment made possible by the virtual platform; 3) Allowing learners to become agents of change by providing tools and skills that are directly applicable in the setting in which they practice medicine; 4) Establishing a global platform, with low barriers to entry and open-access to expertise and quality teaching and content. Study participants agreed with the themes, supporting trustworthiness. Lessons Learned: Findings suggest VMR functions as and has grown into a global community of practice for clinical reasoning. The authors propose strategies and guiding principles based on the identified themes for educators to consider when building effective global learning communities. In an interdependent world where the virtual space eliminates the physical boundaries that silo educational opportunities, emphasis on thoughtful implementation of learning communities in a global context has the potential to reduce medical education disparities in the clinical reasoning space and beyond. [ABSTRACT FROM AUTHOR]

Introduction The aims of this survey were to assess the experiences of the transition from in-person to virtual meetings among European pediatric surgeons since the beginning of the coronavirus disease 2019 (COVID-19) pandemic and to identify preferences for future formats. Materials and Methods An online questionnaire was circulated among members of the European Reference Network for rare Inherited and Congenital Anomalies Network (ERNICA) in 2022. Two time periods were compared (3 years before the COVID-19 pandemic vs. the year 2021). Results A total of 87 pediatric surgeons from 16 countries completed the survey. In addition, 27% of respondents were trainees/residents and 73% consultants/lead surgeons. Consultants participated in significantly more in-person congresses prior to the COVID-19 pandemic compared with trainees (5.2 vs. 1.9; p < 0.001). A significant increase in attendance of virtual meeting was reported during 2021 compared with pre-COVID-19 (1.4 vs. 6.7; p < 0.001). Consultants had experienced significantly less absenteeism thanks to virtual meetings compared with trainees (42/61 vs. 8/23; p < 0.05). Most surgeons considered virtual meetings more economic (82%), practical (78%), and family-friendly (66%). However, a majority reported missing social events (78%). The communication among attendees or between attendees and speakers or scientific faculty was deemed worse. A minority (14%) experienced equalized representation of trainees and consultants at virtual meetings. Most respondents (58%) agreed that future meeting strategies should focus on offering virtual formats. Regarding future congresses, respondents prefer hybrid (62%) over in-person (33%) or virtual (6%) formats. Conclusion According to European pediatric surgeons, virtual learning formats hold multiple advantages and should be continued. Improved technology must meet the challenges, particularly to enhance communication, equal representation, and networking between attendees. [ABSTRACT FROM AUTHOR]

Access to effective field experiences in teacher preparation has been an ongoing challenge with the pandemic exacerbating concerns about adequate theory-to-practice experiences. However, the virtual fieldwork first necessary for the safety of students could now offer promising possibilities for pedagogical development. In this qualitative case study, we examined secondary English language arts preservice teachers' pedagogical content knowing (PCKg) during online fieldwork. We bring Youth Lens theory and Repositioning Pedagogy to Ecological Systems Theory, theorizing a virtual fieldwork microsystem from recorded online teaching sessions and subsequent interviews with preservice teachers (n = 4) and high school students (n = 3) who participated in the online fieldwork. Findings reveal a co-created, shared, interdependent virtual microsystem of learning. Implications for teacher preparation include embedding learning partnerships across multiple courses to disrupt hierarchical relationships between teachers and students, leaning toward democratic ways of relating and being responsive to individual learners. [ABSTRACT FROM AUTHOR]

Online instructional delivery has always been viewed as beneficial due to its flexibility in settings and times, but the Covid-19 pandemic produced an essential need for the ability to engage in learning without direct contact with others. For students with Autism Spectrum Disorder and Intellectual Disability (ASD and ID) who have extensive support needs, developing the skills required to engage with online content is critical for utilizing and interacting with distance learning platforms and resources. Using a visual task analysis, least-to-most prompting, and reinforcement, students with ASD and ID can be taught to use technological devices for virtual instruction without adult support. By teaching students to access and use point-of-view video modeling for online instructional delivery, teachers can facilitate skills their students need to access evidence-based practices and meet diverse learning goals and objectives. [ABSTRACT FROM AUTHOR]

Introduction Literature demonstrates the detrimental impact of discrimination and microaggressions at personal and institutional levels in the health care workplace. Residents in our program requested curricula to help with addressing manifestations of bias. In response, we designed and implemented an adaptable and reproducible 4-hour virtual simulation session aimed at helping residents identify and constructively respond to microaggressions. Methods This curriculum, influenced by a preceding needs assessment, was delivered to 68 senior internal medicine residents. It began with a didactic overview to establish foundational knowledge of bias. This was followed by a workshop focused on strategies to address microaggressions. The session culminated with skills practice in a virtual simulation activity where learners addressed microaggressions as bystanders in realistic case scenarios employing simulated participants. We administered pre- and postevaluation individual key-linked surveys assessing learner confidence in responding to microaggressions. Results A total of 68 residents participated in the curriculum over two academic years, 27 of whom provided complete data for analysis. Overall, there was a statistically significant increase in learner confidence identifying microaggressions. As both a bystander and target/recipient of microaggressions, there were statistically significant increases in learner confidence addressing gender-based microaggressions, race-based microaggressions, and microaggressions reflecting other types of bias. Furthermore, there were statistically significant increases in learner confidence addressing microaggressions in low-acuity contexts, high-acuity contexts, across interprofessional disciplines, with a supervisor, and with a supervisee. Discussion Our virtual experiential curriculum on responding to microaggressions can help increase learner confidence in addressing microaggressions.