Browsing by Author "Gholami, Mandana"

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COVID-19 and healthcare workers: A systematic review and meta-analysis
(2021) Gholami, Mandana; Fawad, Iman; Shadan, Sidra; Rowaiee, Rashed; Ghanem, HedaietAllah; Hassan Khamis, Amar; Ho, Samuel B
Background: The COVID-19 pandemic has focused attention on the challenges and risks faced by frontline healthcare workers (HCW). This study aimed to describe the clinical outcomes and risk factors for SARSCoV-2 infection in HCW. Methods: Three databases were surveyed and 328 articles were identified. Of these, 225 articles did not meet inclusion criteria; therefore, 97 full-text article were reviewed. Finally, after further revision, 30 articles were included in the systematic review and 28 were used for meta-analysis. Results: Twenty-eight studies were identified involving 119,883 patients. The mean age of the patients was 38.37 years (95% CI 36.72–40.03) and males comprised 21.4% (95% CI 12.4–34.2) of the population of HCW. The percentage of HCW who tested positive for COVID-19 was 51.7% (95% CI 34.7–68.2). The total prevalence of comorbidities in seven studies was 18.4% (95% CI 15.5–21.7). The most prevalent symptoms were fever 27.5% (95% CI 17.6–40.3) and cough 26.1% (95% CI 18.1–36). The prevalence of hospitalisation was 15.1% (95% CI 5.6–35) in 13 studies and of death was 1.5% (95% CI 0.5–3.9) in 12 studies. Comparisons of HCW with and without infection showed an increased relative risk for COVID-19 related to personal protective equipment, workplace setting, profession, exposure, contacts, and testing. Conclusion: Asignificantnumber of HCWwere reported to be infected with COVID-19 during the first 6 months of the COVID-19 pandemic, with a prevalence of hospitalisation of 15.1% and mortality of 1.5%. Further data are needed to track the continued risks in HCW as the pandemic evolves and health systems adapt.
The COVID-19 Pandemic and Health and Care Workers: Findings From a Systematic Review and Meta-Analysis (2020–2021)
(2023) Gholami, Mandana; Fawad, Iman; Shadan, Sidra; Rowaiee, Rashed; Ghanem, HedaietAllah; Hassan Khamis, Amar; Ho, Samuel B
Objectives: The COVID-19 pandemic has greatly impacted health and care workers (HCW) globally, whom are considered at greater risk of infection and death. This study aims to document emerging evidence on disease prevalence, clinical outcomes, and vaccination rates of HCWs. Methods: Three databases were surveyed resulting on 108 final articles between July–December 2020 (period 1) and January–June 2021 (period 2). Results: Amongst the overall 980,000 HCWs identified, in period 1, the estimates were 6.1% (95% CI, 4.1–8.8) for the PCR positivity rate. Regarding outcomes, the hospitalization prevalence was 1.6% (95% CI, 0.7–3.9), and mortality rate of 0.3% (95% CI, 0.1–0.8). In period 2, the PCR positivity rate was 8.1% (95% CI, 4.6–13.8). Analysis of outcomes revealed a hospitalization rate of 0.7% (95% CI 0.3–1.8), and average mortality rate of 0.3% (95% CI 0.1–0.9). Our analysis indicated a HCW vaccination rate of 59.0% (95% CI, 39.4–76.1). Conclusion: Studies from the latter half of 2020 to the first half of 2021 showed a slight increasing trend in PCR positivity among HCW, along with improved clinical outcomes in the 1-year period of exposure. These results correlate well with the improving uptake of COVID-19 vaccination globally.
Design, Implementation, and Evaluation of a Distance Learning Framework to Adapt to the Changing Landscape of Anatomy Instruction in Medical Education During COVID-19 Pandemic: A Proof-of-Concept Study
(2021) Naidoo, Nerissa; Azar, Aida J; Hassan Khamis, Amar; Gholami, Mandana; Lindsbro, Marjam; Alsheikh-Ali, Alawi; Banerjee, Yajnavalka
Abstract: This study presents the design of a DL-framework to deliver anatomy teaching that provides a microfiche of the onsite anatomy learning experience during the mandated COVID-19 lockdown. First, using nominal-group technique, we identified the DL learning theories to be employed in blueprinting the DL-framework. Effectiveness of the designed DL-framework in anatomy teaching was demonstrated using the exemplar of the Headand Neck (H&N) course during COVID-19 lockdown, in the pre-clerkship curriculum at our medical school. The dissemination of the DL-framework in the anatomy course was informed by the Analyse, Design, Develop, Implement, and Evaluate (ADDIE) model. The efficiency of the DL-framework was evaluated using the first two levels of Kirkpatrick’s model. Versatility of the DL-framework was demonstrated by aligning its precepts with individual domains of key learning outcomes framework. The framework’s blueprint was designed amalgamating principles of: Garrison’s community inquiry, Siemens’ connectivism and Harasim’s online-collaborative-learning; and improved using Anderson’s DL-model. Following the implementation of the DL-framework in the H&N course informed by ADDIE, the framework’s efficiency was evaluated. In total, 70% students responded to the survey assessing perception toward DL (Kirkpatrick’s Level: 1). Descriptive analysis of the survey results showed that the DL-framework was positively received by students and attested that students had an enriched learning experience, which promoted collaborative-learning and student-autonomy. For, Kirkpatrick’s Level: 2 i.e., cognitive development, we compared the summative assessment performance in the H&N course across three cohort of students. The results show that the scores of the cohort, which experienced the course entirely through DL modality was statistically higher (P < 0.01) than both the other cohorts, indicating that shift to DL did not have an adverse effect on students’ learning. Using Bourdieu’s Theory of Practice, we showed that the DL-framework is an efficient pedagogical approach, pertinent formedical schools to adopt; and is versatile as it attests to the key domains of students’ learning outcomes in the different learning outcomes framework. To our knowledge this is the first-study of its kind where a rationale and theory-guided approach has been availed not only to blueprint a DL framework, but also to implement it in the MBBS curriculum.
Response to “RE: COVID-19 and healthcare workers: A systematic review and meta-analysis.”
(2021) Gholami, Mandana; Hassan Khamis, Amar; Ho, Samuel B
Letter to the Editor: The purpose of this paper was to extract data for meta-analysis from all comprehensive studies reporting characteristics and outcomes of healthcare workers (HCW) with PCR-proven Covid-19 infection. We included the N (total population) of HCW in all the tables only if actual data concerning this population was provided in the publication. Our requirement for this data was that it be collected by some form of actual survey or testing and not from secondary sources. We did not include data that merely represented an estimate, was a secondary source or had unclear methodology. We were consistent throughout the study to use these criteria. We acknowledge that a limitation of this analysis is that some of the included papers lacked accurate data related to the denominator, resulting in overestimating the result as it relates to an entire population of HCW. Furthermore, we would like to emphasize that the final estimates of percentages and confidence intervals reported in meta-analyses result from estimates of the individual weight of a given study, which is derived from the measures of study size and homogeneity and does not reflect a simple input of the total numbers from all studies into the numerator and the denominator.
Students’ Perception of Formative Assessment as an Instructional Tool in Competency-Based Medical Education: Proposal for a Proof-of-Concept Study
(2023) Otaki, Farah; Gholami, Mandana; Fawad, Iman; Akbar, Anjum; Banerjee, Yajnavalka
Background: In competency-based medical education (CBME), “Assessment for learning” or “Formative Assessment” (FA) plays a key role in augmenting student learning. FAs help students to measure their progress over time, enabling them to proactively improve their performance in summative assessments. FAs also encourage students to learn in a way where they address their knowledge gaps and gaps in their conceptualization of the subject matter. The effectiveness of an FA, as a learning and development instrument, relies on the degree of student involvement in the corresponding educational intervention’s design and implementation. The extent of students’ engagement in FA can be evaluated by appraising their perception regarding the educational intervention itself. Objective: This proof-of-concept study aims to develop a systemic understanding of a Formative Assessment as an Instructional Tool (FAIS) implemented in a biochemistry course in the Basic Medical Sciences component of an undergraduate entry, CBME. Methods: The educational intervention in question is an FAIS, which is implemented in a biochemistry course in the first semester of a 6-year bachelor of medicine, bachelor of surgery program. When developing the FAIS, each area of knowledge, skills, and attitudes were considered. Assessment formats are developed per Miller’s learning pyramid. This multiphase study is meant to rely on a convergent mixed methods design, where qualitative and quantitative data are independently collected and analyzed. Thereafter, the outputs of analyses are systematically merged using joint display analysis process. Qualitative data are collected through a focus group session that captures the students’ perception toward the FAIS. Data collection, integral to this focus group session, is exploratory. The inductive qualitative data analysis follows Braun and Clarke’s 6-step framework. The quantitative component of this study revolves around investigating the effect of the FAIS on the course’s summative assessment. The summative assessment performance of the 71 students, enrolled in the FAIS cohort, will be compared to that of the students in the non-FAIS cohort. The total duration of the proposed multiphase research study is 6 months. Results: This proposed multiphase study is expected to showcase, from a systemic perspective, the effectiveness of the respective educational intervention. It will shed light on the participating students’ attitudes in relation to the usefulness of FA in achieving competency goals and in fostering self-directed learning. The proposed study could also uncover the hypothesized association between the FA intervention and enhanced performance in summative assessments. Conclusions: Our findings will generate evidence regarding the application of FAs, which can be leveraged by other medical educators in contexts similar to those under investigation