Crisis response to COVID-19: Elements for a successful virtual event transition
Bibliographic record
Abstract
Rapid onset of the COVID-19 pandemic necessitated a crisis response among academic institutions to provide continuity of learning, in an alternate structure, as on-ground campuses across the country closed. This led to a myriad of virtual and online learning formats for collegiate programs. Ironically, it also altered plans among existing online programs scheduled for in-person, on-campus residency requirements. Complying with newly imposed institution regulations, a small private university in southwestern Pennsylvania was required to move their traditional on-ground Doctor of Nursing Practice residency to a virtual platform. Leveraging online tools and creating a new format was needed to effectively meet program requirements. Success of the residency was dependent upon a straightforward information technology program with adequate support and detailed student resources. Residency structure from the existing on-ground program was combined with online tools to successfully adapt the event into a virtual format. Feedback provided by students and faculty was reviewed to streamline and improve future transitions. The advent of COVID-19 created an opportunity for the nursing program to learn how to transition a key educational on-ground event to a successful virtual one. Although crisis response is common in the clinical setting, adapting to meet critical needs is also essential to the academic environment. Rapid response with forming a virtual residency has provided a foundation for continued growth and refinement of on-ground events being moved to an online platform during a time of crisis. Critical elements for transitioning to the virtual environment are summarized.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".