April_eMagazine Volume 40

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OUR PEOPLE, OUR MISSION A New Series: SARS-COV2 PANDEMIC AND US Global Health eMagazine April 2022 Watch this video!! Bani Adam by Saadi Shirazi Highlights Perspectives Behind the Scenes Announcements Spotlight Reflections Nursing Division SARS COV-2 Pandemic and Us Clinical Case Report A New Column Global Health and the Arts Articles of the Month Videos of the Month Calendar Resources A Nursing Professor’s Perspective in Teaching During a Pandemic Part 2/3 Written by Monica Sousa Ed.D, ACNS-BC, APRN Professor of Nursing at Western Connecticut State University One of the big challenges was to decide how to proctor an exam online in a secure way that minimizes the possibility of academic dishonesty. In the past, we had wanted to administer exams electronically but did not have the software to ensure they would be secure. Examples of challenges we had seen occur included students opening another browser or tab and looking up answers; printing the exam to students in another part of the building; and instant messaging each other regarding answers. We had no way to prevent cheating, so this was a huge concern for faculty when we went virtual. Luckily, the university purchased an online proctoring software that would prevent students from doing anything else but take the exam. It also video-recorded students while they took the test. Students had to do a room scan to show their table surface and around the room to ensure they were taking the exam independently without assistance or other materials. Faculty had access to these recordings and the software would flag areas where the student was spending too much time looking away from the screen or there was extra noise in the room, etc. Importantly, another idea we had to help minimize cheating was student review and signature of the academic honesty statement prior to beginning each exam. Failure to comply with the policy would result in a zero grade on the exam and possible failure of the course and the nursing program. There was a learning curve for all faculty to learn how to set up their exams on Blackboard using the proctoring software. A few faculty unofficially became super-users who assisted other faculty in setting up and administering the exams. Our department was also fortunate to have an instructional designer to help troubleshoot Blackboard issues and establish online courses. Setting up students for success by minimizing the chances of academic dishonesty was important to maintaining academic integrity and fairness. Another positive occurrence and one I will always remember is the way in which the faculty helped each other during this turbulent time. Some became unofficial superusers of technological aspects and resource points for others if needed. We would all meet weekly to discuss challenges with technology, student concerns, and next steps would to meet the ongoing changes related to COVID-19. We created a team to help us get through any challenge before us. When the summer of 2020 arrived, we were told that classes would be all online asynchronous. During the fall 2020 semester I was to teach a medical-surgical nursing class to juniors along with three other faculty. We spent hundreds of hours planning and creating a student-centered interactive learning environment. One faculty member suggested a flipped classroom approach to deliver the information in a virtual environment. This was new to the rest of us, but under the circumstances we thought it was a clever idea to try it out. We recorded voiceover PowerPoint lectures and assigned case studies and other interactive learning assignments to provide opportunities for students to apply the information they read in chapters and reviewed in lecture. We each had designated times that we would be on video conferencing to review assignment answers and review the concepts of the week. Unfortunately, many students did attend these video conferences as they were not mandatory. The active learning assignments we developed and assigned were to engage students to apply the information to a scenario or situation. When they take our course exams or the state board exam, the questions are designed to apply the information with applying critical thinking and clinical judgment. We wanted to foster this way of thinking and processing. Students initially struggled with the coursework and felt that the assignments were just busywork. However, after reviewing the first exam with students and demonstrating how the concepts and critical thinking were used to answer the questions, they began to see the value in the assignments. 24
OUR PEOPLE, OUR MISSION CLINICAL CASE OF THE MONTH Global Health eMagazine April 2022 Watch this video!! Bani Adam by Saadi Shirazi Editor: Majid Sadigh, MD Boda-bodas: A Bittersweet Transport Mode and a Silent Killer Written by Joshua Matsiko, medical student at MakCHS Highlights Perspectives Behind the Scenes Announcements Spotlight Reflections Nursing Division SARS COV-2 Pandemic and Us Clinical Case Report A New Column Global Health and the Arts Articles of the Month Videos of the Month Calendar Resources It is 8:36 PM when a 17-year-old male is rushed in a semi-conscious state with signs of multiple trauma after being involved in a boda-boda accident 18 hours ago. Primary and secondary surveys are immediately performed and the patient receives initial care to save his life. After a few minutes, the doctors realize he is sliding into hemorrhagic shock, and immediately a Focused Assessment with Sonography (FAST) reveal the patient has a ruptured spleen with massive intra-abdominal hemorrhage. The patient quickly goes in for an exploratory laparotomy with splenectomy and two liters of blood are drained from the abdomen as he is fighting for his dear life. One thing he has in common with dozens of trauma patients who flock the casualty ward daily is that a boda-boda accident was involved in their cause for trauma. For those who wonder what boda-boda is, it is the motorcycle form of taxi used throughout Uganda and particularly at a higher rate in Kampala since it provides a faster way to move through the ever-slow or static traffic around the city. Every minute of the day, at the causality ward (emergency room) of Mulago National Referral Hospital, numerous ambulances and police patrols flock in with trauma patients of every kind from accidents, beatings, and stab wounds from thugs and fights. The casualty ward is full to the brim as usual with the number of patients exceeding the number of beds available. Some will have to painfully wait on the floor or outside the ward. As a medical student, something continued to strike my mind every time I reviewed a fresh patient about the cause of trauma: it was amazing to notice that this one word was common among a great deal of patients. I decided to carry out a study research and the results will amaze you. During the one-month period between January and February 2022, 622 trauma patients were studied. Of these, 336 (54%) were from road traffic crashes (RTCs) of which 252 directly involved a boda-boda, accounting for 75% of all the 336 RTCs and approximately 41% of all trauma cases. One should take note that this only caters for direct accidents but there are also patients coming in with indirect boda-boda involvements, for example boda-boda riders who are badly beaten 25 Clinical Case continued on next page >>
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April_eMagazine Volume 40

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