Many recommendations emerged including the need to integrate online learning into the curriculum at favorable percentages. Individuals moved faster than bodies and relied on support existing outside the universities when catastrophe happened. Finally, there is a communication problem with the students that leads to their detachment. Additionally, 64.1% of the participants identified a clinical skills teaching challenge and 76.3% of them reported absence of alternative methods for summative assessment. They reported conflicting views about the proper role of medical education units but reinforced the idea of Egyptian Knowledge Bank’s crucial role in this transition. The staff level of preparedness for that unexpected shift was evaluated as optimum to high and a good leadership support was reported by 70% of them. The responses of the participants were categorized according to main themes University preparedness, Role of faculty in the transition, Role of ME units/Departments/National/Regional bodies in the transition, Role of Egyptian Knowledge Bank, New teaching methods/strategies, New assessment methods/strategies and Projection into the future. Data was collected through a questionnaire and focus groups.
The study aims to explore how medical schools in Egypt responded to COVID-19 pandemic regarding teaching and learning/assessment for undergraduate students.Ī mixed method exploratory 2-phase study was conducted. The novel RIAMS model has the potential to be extensively deployed for virtual learning in post-COVID settings.Ĭoronavirus (COVID19) appears to be an inflection point that is forcing a disruption in medical education. The output analysis of each of the RIAMS modalities and the combined results emphasize the effectiveness and reliability of our system in the attendance management for virtual learning. Furthermore, the RIAMS’ multimodal architecture and its sub-modalities’ adaptive weight system enable teachers to customize their attendance strategy for every course. This distinctive feature of randomness in our design ensures that students’ attention and engagement in virtual learning are enhanced.
Both the face recognition and ancillary modalities operate at random intervals of time. In order to improve the efficiency of the system, we introduced two ancillary modalities – verifying students’ responses to CAPTCHAs and UIN (Unique Identification Number) queries.
#Mac auto clicker random intervals software
In RIAMS, we employed a face recognition module built using the Dlib open-source software library. In this paper, we introduce the ‘Random Interval Attendance Management System’ (RIAMS), which is an innovative solution for attendance monitoring issues, students’ disengagement, and attendance faking during virtual learning. It is quite difficult to identify students’ disengagement and even to know whether they are in front of their smart devices or not. However, students’ attendance management during virtual learning is a challenging problem. Teachers and students are making use of online learning in virtual classrooms as an alternative for face-to-face learning in physical classrooms. The exceptional circumstance caused by the COVID-19 pandemic demands substantial modifications in the teaching-learning processes across the globe.