Webinars were also promoted through the Penn State PRO Wellness social media pages and website. Unfortunately, several studies report that the school environment and policy changes that took place as a result of this legislation were less effective than originally hoped, resulting in a need for strategies to improve the development and implementation of stronger, healthier school wellness policy (Kim, 2012; Metos and Murtaugh, 2011; Smith et al., 2012). In addition, the attendance data suggest that different topics attract a different majority of these staff types. Lancet Infect Dis 20(7):777778. In addition, this format of professional development can be accessed at low or even no cost to the participant and their school employer.

Manage cookies/Do not sell my data we use in the preference centre. This is compounded by limits to the time and financial resources available for these individuals to participate in professional development (Anderson and Enge, 2012; Vought-OSullivan et al., 2006).

(2013), Trends in professional development for and collaboration by health education teachers41 states, 2000-2010, Webinar engagement by numbers. B Cluster bar chart showing number of attendees in webinars across professional categories split into those attending 1, 2, and 3 webinars per week.

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Individuals affiliated with a school made up the majority of webinar attendees (79%). All authors declare that they have no competing interests. JUA: Joint Use Agreements; PE: Physical Education; PA: Physical Activity. Those from district hospital settings (10.7% of total respondents) tended to give a lower usefulness rating for the webinars (Fig. The https:// ensures that you are connecting to the California Privacy Statement, Ajay Singh.

Relevant resources were stored with the archived webinar and remain fully accessible to the public.1. It is clear that a major segment of them is from Anaesthesiology and Intensive care and most had attended 2 webinars per week. The WSCC model calls on higher education, philanthropic organisations and government agencies to utilise the framework to develop professional development opportunities for improving school health within the WSCC constructs (Lewallen et al., 2015).

Topics were selected based on the reported interests of school district professionals (data not published) and guidance provided through the Centers for Disease Control and Prevention (CDC) (Centers for Disease Control and Prevention, 2011) and the WSCC model (Lewallen et al., 2015). Data on registrants and attendees were collected at several points.

https://doi.org/10.1186/s42077-021-00187-x, DOI: https://doi.org/10.1186/s42077-021-00187-x. The increased volume and repetition in webinars probably increased boredom. Evaluation of utility and usefulness of webinars on COVID-19 management: a questionnaire-based survey, https://doi.org/10.1186/s42077-021-00187-x, https://doi.org/10.1016/S1473-3099(20)30226-7, https://doi.org/10.1016/j.procs.2010.12.129, https://doi.org/10.1371/journal.pcbi.1006419, https://www.eden-online.org/developing-21st-century-skills-through-teaching-online-opportunities-and-challenges/, https://www.eden-online.org/eden-webinar-series-education-in-time-of-a-pandemic-onlinetogether-covid19-summary/, https://doi.org/10.1080/17453674.2020.1776461, https://www.who.int/emergencies/diseases/novel-coronavirus-2019/global-research-on-novel-coronavirus-2019-ncov, https://www.who.int/publications-detail-redirect/infection-prevention-and-control-for-the-safe-management-of-a-dead-body-in-the-context-of-covid-19-interim-guidance, https://doi.org/10.1186/s12909-018-1240-0, https://doi.org/10.1016/j.bjps.2020.05.032, http://creativecommons.org/licenses/by/4.0/. Webinar attendees by profession (n = 280). The descriptive characteristics of the respondents have been presented as median (IQR) for numerical non-normally distributed data, and categorical data have been presented as number and percentage. In the same figure a clustered bar chart attempts to display the number of respondents from different professional categories divided into series based on number of webinars attended each week (range of 13 webinars per week).

volume13, Articlenumber:67 (2021) Further investigation is necessary to determine the best strategies for promoting webinar engagement. 1.Available at med.psu.edu/PROwellness/webinars, National Library of Medicine Attendee satisfaction was based on an average rating of the pace of delivery, content provided, adherence to objectives and application to the profession of the participant. In addition, limited knowledge among school professionals about the most appropriate strategies to employ can also hinder implementation (Agron et al., 2010; Budd et al., 2009). Ain-Shams J Anesthesiol 13, 67 (2021). Online learning has been the best way to reach large number of health care workers (HCWs) and update knowledge. The new PMC design is here! Webinars featured content experts for the selected topics and were delivered using an online meeting software platform (GoToWebinar), selected for its wide array of available features.

This article describes an approach to webinar delivery to improve school wellness efforts.

https://doi.org/10.1016/j.bjps.2020.05.032, Department of Anaesthesia & Intensive Care, Post Graduate Institute of Medical Education and Research, Sector 12, Chandigarh, 160012, India, Rekha Gupta,B. Naveen Naik,Ajay Singh,Shiv Lal Soni&G. D. Puri, Department of Anaesthesia & Intensive Care, Post Graduate Institute of Medical Education and Research, Chandigarh, 160012, India, You can also search for this author in Epub 2017 Oct 20, Infection prevention and control for the safe management of a dead body in the context of COVID-19: interim guidance.

BMC Med Educ 18(130). The survey indirectly highlights the need to improve the e-learning experience of attendees from webinars. 2) evidenced by their correlation coefficient of 0.843 (95% CI of 1.509 to 0.177) and the greater the number of webinars a person attended in a week the worse they rated the usefulness (correlation coefficient of 0.538 (95% CI of 0.945 to 0.132).

After each webinar, both attendees and registrants who did not attend received a follow-up email.

The questionnaire was validated by a local committee of experts in the field. J Plast Reconstr Aesthet Surg 73(8):15751592. FOIA 2018).

In addition, participation in live webinar polls ranged from 57% to 80% (data only available for seven of eight webinars).

B Boxplot with jitter showing distribution of overall usefulness ratings for webinars across the respondents from different health care settings. A poll at the end to rate the webinar and to review the knowledge gained by attendees, their interests, suggestions, and challenges faced may help organizers in improving webinars in the future. This response is consistent with residents perception in other fields of medicine that online education should be maintained after the COVID-19 crisis (Kumar et al. will also be available for a limited time.

Factors included in the model were gender, professional background, and healthcare setting of the attendees while the covariates included age in years, number of COVID-related webinars attended per week and years of experience in the field. https://doi.org/10.1016/j.procs.2010.12.129, Carvalho-Silva D, Garcia L, Morgan SL, Brooksbank C, Dunham I (2018) Ten simple rules for delivering live distance training in bioinformatics across the globe using webinars. Hence, this study aimed to evaluate the utility and usefulness of COVID-19-related webinars among HCWs by conducting a questionnaire-based survey. The survey was open for a 4-week period with extension of one week.

All webinars were offered free of charge to participants, eliminating the barrier of cost, both in terms of event registration and travel. The online webinars have been designed for these uncertain times, featuring experts in their fields. One barrier to developing good-quality wellness policies and wellness culture is limited knowledge of resources among school professionals.

Aesthet Surg J 40(9):10401041. Regarding the usefulness of webinars, most of the respondents agreed that the webinars had improved their theoretical knowledge regarding COVID-19, helping them to improve their clinical practice. Most importantly, the model also supports professional development as a key factor in improving school wellness environments (Lewallen et al., 2015).

Eight webinars, 3060 minutes in length, were delivered on topics designed to enhance school wellness environments.

Registrants who did not join the live webinar were provided a link to a recorded archived version of the webinar posted on the Penn State PRO Wellness website. The pandemic not only crippled the smooth propagation of on-going clinical care system but also affected the momentum of medical education. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.

Of the 78 (28%) post-webinar survey respondents, 73 (94%) indicated that sharing information with a colleague would be applicable to them (i.e.

To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

The response link allowed completing the survey only once using a particular email address. Multiple other social media platforms such as Twitter, Facebook etc., may be used to extend the interaction beyond the webinars, and the key highlights of the webinar may be posted.

Research emphasises the link between health and academic achievement, suggesting that school-based initiatives which support physical health (i.e.

Lack of face-to-face educational functions and restrictions on academic gatherings has moved us to adopt e-learning using remote working sites. Federal legislation in 2006 and 2010 brought major changes to the landscape of school wellness efforts, particularly in local school wellness policy (United States Department of Agriculture, 2016). Attendees were thanked for their participation, provided a certificate of completion and invited to participate in a post-webinar survey.

This dissatisfaction may probably be reflective of the poor quality of webinars or because the same information was being repeated in multiple webinars.

Participants were engaged throughout each webinar with polling questions, as well as a question and answer session at the end. A number of national and international webinars have been conducted online to overcome the challenges of current pandemic crisis, but were these webinars really worth helpful? Out of 538 individuals registered across the eight webinars, 280 attended the live event (52%). Professional background was categorised as Anaesthesiologists, Intensivist, Physician, and Others. These data suggest that everyone in the school setting should be considered for the role of wellness leader and call for school wellness resources that speak to the differing perspectives of teachers, school nurses and administrators, among others. Obesity prevention in schools: Current role and future practice of school nurses, Lewallen TC, Hunt H, Potts-Datema W, et al.

The questionnaire was designed to assess information regarding COVID-webinars and their usefulness from the end-user standpoint. bullying prevention, mental health) are critical within the school setting (Basch, 2011; Centers for Disease Control and Prevention, 2011). However, participation among individuals not affiliated with a school included wide representation of community-based organisations (recreation authorities, YMCA), national professional public health organisations (CDC, American Academy of Pediatrics) and state departments of health (Idaho, California, Wisconsin, Pennsylvania, South Dakota). With these calls to action, however, come barriers to implementation. PLoS Comput Biol 14(11):e1006419. nutrition, physical activity) and social and emotional health (i.e. The webinars on COVID have successfully allowed sharing of unbiased information and experiences in a comfortable, multifaceted interactive learning environment, enabling participants to feel connected (Hoke et al. #7|ydS; Z^N;wsl^"Sz-Vttu2 Y:C\.t#:q&wJGRJ.=BXRA^!tF[T%c; 5 0 obj Informed consent prior to survey for participation obtained. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the US Centers for Disease Control and Prevention or the US Department of Health and Human Services. When it comes to improving wellness culture, significant barriers exist to implementing and sustaining quality wellness policies and programmes, including staff buy-in, lack of programme leadership and integration of policy and programming into current school culture (Bennett et al., 2016; Inchley et al., 2007). Federal government websites often end in .gov or .mil. Procedia Comput Sci 3:791795. Third, webinars need to be more interactive. Google Scholar, Sleiwah A, Mughal M, Hachach-Haram N, Roblin P (2020) COVID-19 lockdown learning: The uprising of virtual teaching. During registration, interested participants reported their name, email, school/organisation, school district and professional role in a school. However, there is a need for improvisation in the volume of webinars, target-audience-based delivery, and participant interaction to add value to this new dimension of teaching-learning. Webinars were promoted to a Listserv comprising school professionals, community organisations, government agencies and private industry. SS helped with manuscript preparation and manuscript review. affiliated with a school). Through this mechanism, we reached a variety of school professionals, suggesting that many different members within a school can be interested and motivated to learn and take initiative with strategies to improve the wellness environment, including areas such as wellness councils, assessing the school wellness environment and creating a healthier school and community culture through improving opportunities for nutrition, physical education and physical activity. A Age and gender distribution in pie charts. 2020; Nahai and Kenkel 2020).

(2006), Continuing education: A national imperative for school nursing practice, Centers for Disease Control and Prevention, 2014d, Centers for Disease Control and Prevention, 2011, United States Department of Agriculture, 2016, http://blogs.adobe.com/adobeconnect/2014/03/webinar-engagement-by-numbers.html, http://www.ascd.org/ASCD/pdf/siteASCD/publications/wholechild/wscc-a-collaborative-approach.pdf, http://communications.on24.com/webinar-benchmarks-report-wp-2016.html, http://www.education.pa.gov/Pages/PENNLINK.aspx#tab-1, http://www.fns.usda.gov/school-meals/healthy-hunger-free-kids-act, School Health Assessments: Healthier Schools Start Here! In addition, the school wellness council webinar, which described the purpose of a wellness council along with how to develop and sustain a council, had the largest number of participants. Most importantly, in the subgroup of participants that described it as applicable, 83% (n = 49) of respondents reported that they plan to take action through conducting an assessment, creating a wellness council, developing a joint use agreement, suggesting healthier food and beverage marketing or fundraising options, increasing water access in schools or improving physical education and physical activity opportunities. In this article, we describe our approach to webinar delivery as a means to improving knowledge about effective strategies for increasing school wellness efforts.

https://doi.org/10.1080/17453674.2020.1776461, Global research on coronavirus disease (COVID-19).

The study population included doctors in age group of 2575 years who are actively involved in the management of COVID-19 and wish to participate in survey. This aligns with the body of literature that supports a coordinated approach to school wellness (Centers for Disease Control and Prevention, 2011; Lewallen et al., 2015). Cite this article.

(2010), School wellness policies: Perceptions, barriers, and needs among school leaders and wellness advocates. Interest in this topic is timely, due to the federal requirement of all schools that participate in the National School Lunch Program to develop or revise their Local Wellness Policy and implement a wellness council to ensure its implementation and regular revision (United States Department of Agriculture, 2016). Faced with an overnight change in how information about COVID has to be delivered, everybody has to adapt to a new situation, learning new technologies, time management, communication, and elaboration.

The response rate was 54% as 270 out of 500 participants responded to the questionnaire. Responses were rated using a 5-point Likert scale from poor (1) to excellent (5). In addition, the varied group of attendees, both school and community-based, indicates that this model and topics selected are valuable to a general audience.

A questionnaire-based survey was developed in the English language using Google forms after a brief introduction and informed consent. Voluntary response sampling, a type of non-probability sampling, was used in this study.

In addition, relevant resources, guides, templates and contact information of content experts accompany each archived webinar. [cited 2021 Aug 10]; Available from: https://www.who.int/publications-detail-redirect/infection-prevention-and-control-for-the-safe-management-of-a-dead-body-in-the-context-of-covid-19-interim-guidance, Kumar S, More A, Harikar M (2020) The impact of COVID-19 and lockdown on plastic surgery training and practice in India.

A questionnaire-based observational study was conducted after obtaining clearance from the institutions research review board and ethics committee (NO./INT/IEC/2020/SPL-1402). Healthier students are better learners: A missing link in school reforms to close the achievement gap, Bennett AE, Cunningham C and Johnston Molloy C (2016), An evaluation of factors which can affect the implementation of a health promotion programme under the schools for health in Europe framework, Brener ND, McManus T, Wechsler H, et al.

statement and

Health profession and medical care is possibly one of the worst hit field (Infection prevention and control for the safe management of a dead body in the context of COVID-19: interim guidance 2021).

A systematic review and meta-analysis, Smith EM, Capogrossi KL and Estabrooks PA (2012), School wellness policies: Effects of using standard templates, American Journal of Preventative Medicine, United States Department of Agriculture (2016), School meals: Healthy hunger-free kids act, Vought-OSullivan V, Meehan NK, Havice PA, et al. Promotion for each event began several weeks prior to the delivery date.

The availability of continuing education opportunities for school professionals, such as health and physical education teachers, has increased over the last 10 years, but is often limited to the content of the subjects they teach, not school wellness overall (Brener et al., 2013). Finally, webinars as a mechanism for professional development are largely informational and therefore require motivation on the part of the participant to make change as a result of the information they acquire. The lower rating amongst the district hospital respondents could be attributed to the webinars not being tailored to the resources and knowledge base available to them and the poorer rating with increasing number of webinars may be due to repetition of the same information across webinars in the same week. Webinars featured content experts for the selected topics and were promoted to school professionals and wellness organisations.

Second, because the participant intention and knowledge data are only collected through the post-webinar survey with no baseline comparison, our ability to draw certain conclusions is limited.

bus However, over the course of the series, webinar attendees represented a variety of professions (Figure 1). Education and information for practicing school nurses: Which technology-supported resources meet their needs? The data on webinar attendance and engagement were analysed and presented descriptively using frequencies and associated percentages. birkman