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Optic Neuritis within a Patient with Seropositive Myelin Oligodendrocyte Glycoprotein Antibody During the Post-COVID-19 Interval.
In comparison to participants of the IPAPAED, however, the self-evaluation did not reveal any self-perceived acquisition of other interprofessional skills or competences. I-reCovEr can therefore serve as an introduction to interprofessional training, but it cannot replace interprofessional learning and working on an interprofessional training ward.COVID-19 has turned the 2020 spring semester upside down. Three days before the start of the block week of the "Teamwork" module, the Federal Office of Public Health (FOPH) announced the ban on live interaction, which made it impossible to conduct five days of practice in the simulation centre of the University Hospital of Zurich. But how can the teaching of all the learning objectives necessary for medical training be guaranteed during an exceptional situation with constantly changing conditions? In the case of the BSc Human Medicine at ETH Zurich (ETHZ), the answer is Hybrid teaching. The field report "COVID-19 as a chance for hybrid teaching concepts" outlines how ETHZ switched to hybrid teaching within a very short time and how hospital placements were combined with video conferences. The qualitative surveys conducted at the end of the semester and the weekly quantitative surveys of students from March to June indicate the importance of personal exchange despite the ban on contact and that interactivity is possible even without physical proximity. An example from the autumn semester will also be used to show which aspects have proved to be successful and can therefore be retained.Objective In the course of the COVID-19 crisis it became necessary to convert the majority of classroom teaching to e-learning. This should be done in a uniform and transparent way for the study programs of the Medical University of Graz. Methodology We built on the Virtual Medical Campus, which has existed since 2003. For the summer semester 2020, we focused on an expansion of the automatic lecture recording system, microlearning and the implementation of video conferences as well as the learning platform LT. Results The number of lecture recordings increased from 170 to more than 700, weekly accesses reached more than 80,000, with nearly 4,200 students. In the Microlearning system, an average of 82,516+-12,071 SEM learning steps per week were completed, which represented a highly significant increase compared to the same period of the previous year (15,101+-4,278 SEM; t-test t=5,2638, p less then 0,0001). Video conferencing via WebEx was a newly introduced tool that was used extensively for interactive seminars, but also for oral exams. The LT platform from AdInstruments was successfully used as a replacement for practical training, especially in physiology. Conclusions Based on sufficient preparatory work, a rapid expansion of e-learning ensured that teaching could be continued in the form of home learning despite the exceptional situation caused by COVID-19. Success factors were the provision of selected technical tools, consistent communication of the university management and technical and content support for teachers and students by a central staff unit.Objective Replacing face-to-face lessons by remote teaching due to COVID-19 led to a markedly reduced interaction between students and lecturers. In our opinion, one of the main reasons for this is the raise hand function of the respective web conference systems, which (independent of the system used) results in an unobtrusive signal that can easily be missed by the lecturer. Given the necessary focus on one's own presentation, questions can therefore only be perceived with a considerable time delay and can only be integrated into the lessons to a limited extent. Thus, the idea arose to display question requests of the auditorium by a clear visual signal in PowerPoint® itself. Methodology With Visual Basic for Applications (VBA), Microsoft PowerPoint® holds an integrated programming language that extends its functionality. Accordingly, VBA was used to program a routine running in the background of the presentation, which periodically retrieves the contents of a web-based "signal file" in a cycle of a few seconds. The content of this signal file, in turn, can be modified by the students by calling up an URL (i.e. from any Internet-capable device) - this results in a (customizable) visual signal in PowerPoint® that is temporarily visible and does not further interfere with the presentation. Conclusion With the concept presented here, a raise hand function was realized in PowerPoint®, which manifests itself as a clear visual signal independent of the web conferencing system used. This enables the lecturers to respond instantly to questions from the audience during live transmission of lectures.Situation The COVID-19 pandemic made the traditional bedside teaching inaccessible for medical students. Problem Within a short period of time, established bedside teaching concepts had to be converted into online formats to meet the requirements of the health authorities. Approach The Department of Neurology at the University Hospital Essen transformed the examination course in the 5th clinical semester into a live stream, taking into account data protection guidelines. This enabled students to participate from a distance, allowing them to take the medical history from a patient and to interact with the medical examiners. Thus, this concept goes beyond the video-based formats of the examination course. Optimization During the course, we performed online evaluations to ensure an immediate feedback from the students. This enabled us to implement ongoing changes that had a positive impact on the course format, for example using better equipment to ensure a better video and audio quality. RMC-7977 order In the future, we hope to create a clinic's own online channel to further increase data security.Objectives The COVID-19 pandemic has led to major adjustments in health care systems and significantly affected medical education. Accordingly, our mentoring program MeCuM-Mentor had to expand its virtual elements, in order to continue to meet the needs for mentoring at the medical faculty of the Ludwig-Maximilians-University Munich. Methods Here we report on our recently implemented online formats to facilitate training for currently coached peer mentors, as well as the introduction of an online consultation hour and a new social mentoring event called PubQuiz. Results First results demonstrated feasibility of the above-mentioned virtual formats, which were positively rated by the participants in small voluntary evaluation questionnaires. Utilization rates indicate existing need for mentoring during the pandemic. In addition, the new event PubQuiz promotes social interaction among peers during isolation due to COVID-19. Conclusion With the transition to online formats, mentoring at the Medical Faculty could be continued during COVID-19.
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