Abstract: Introduction/Background: The COVID-19 pandemic has affected medical training worldwide. Many teaching and learning activities were replaced with online learning. The use of flipped classroom and game-based learning in teaching have been in trend recently. Aim & Objectives: The objective of this report is to describe the experience of using flipped classroom in combination with game-based learning and to study the students’ feedback on their use. Methods/Study Design: Flipped classroom combined with scenario-based Kahoot! quiz during the synchronised online teaching of medical ethics was tested on second year medical students. Results/Findings: Based on their objective scoring and subjective feedback, almost all students agreed that the combination of flipped classroom and scenario-based Kahoot! quiz helped them understand the topics and achieve the learning outcomes. However, almost half of them were unsure whether they preferred the new methods over the traditional face-to-face lecture. Among the main problem for online learning was poor internet connection which interrupted their concentration and participation in class. Discussion & Conclusion: As a conclusion, medical students were still sceptical whether flipped classroom and game-based learning were their preferred methods over the traditional face-to-face lecture. However, these combined methods were feasible to do during the pandemic and received good feedback from students. The main concern is the internet connection that may interrupt the running of the class. Keywords: Flipped classroom, Game-based learning, Kahoot, Online learning, Medical students
Introduction The number of children with mental health problems has more than doubled since the COVID-19 pandemic. However, the effect of long Covid on children’s mental health is still debatable. Recognising long Covid as a risk factor for mental health problems in children will increase awareness and screening for mental health problems following COVID-19 infection, resulting in earlier intervention and lower morbidity. Therefore, this study aimed to determine the proportion of mental health problems post-COVID-19 infection in children and adolescents, and to compare them with the population with no previous COVID-19 infection. Methodology A systematic search was done in seven databases using pre-defined search terms. Cross-sectional, cohort and interventional studies reporting the proportion of mental health problems among children with long COVID in the English language from 2019 to May 2022 were included. Selection of papers, extraction of data and quality assessment were done independently by two reviewers. Studies with satisfactory quality were included in meta-analysis using R and Revman software programmes. Results The initial search retrieved 1848 studies. After screening, 13 studies were included in the quality assessments. Meta-analysis showed children who had previous COVID-19 infection had more than two times higher odds of having anxiety or depression, and 14% higher odds of having appetite problems, compared to children with no previous infection. The pooled prevalence of mental health problems among the population were as follows; anxiety: 9%(95% CI:1, 23), depression: 15%(95% CI:0.4, 47), concentration problems: 6%(95% CI: 3, 11), sleep problems: 9%(95% CI:5, 13), mood swings: 13% (95%CI:5, 23) and appetite loss: 5%(95% CI:1, 13). However, studies were heterogenous and lack data from low- and middle-income countries. Conclusion Anxiety, depression and appetite problems were significantly increased among post-COVID-19 infected children, compared to those without a previous infection, which may be attributed to long COVID. The findings underscore the importance of screening and early intervention of children post-COVID-19 infection at one month and between three to four months.
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