Patients’ perception of using telehealth for consultation: insights after pandemic and development of an online calculator platform to predict acceptance of remote consultation: the TELEMED international study
Luis Sánchez‐GuillénCristina LilloXavier BarberCésar González-MoraMario Álvarez GallegoArgyrios IoannidisS. H. E. M. ClermontsAlice FrontaliRoberto SaldañaJulio MayolGianluca PellinoAna Belén Gallardo-HerreraLaura Colao-GarcíaCarlota García-FernándezSara Subirats-BortAitor LandaluceBegoña Estraviz‐MateosJorge Martínez-Íñiguez BlascoCristina Tejedor-CarreñoTeresa Calderón-DuqueLourdes Gómez-RuizJuan José Segura‐SampedroAndrea Craus‐MiguelAna María García‐CabreraMaría Luisa Reyes‐DíazIrene María Ramallo SolísPatricia TejedorLuis de Nicolas NavasElena Viejo MartínezAlicia Ruiz de la Hermosa García PardoRebeca Saeta CampoAna Apio-CepedaCarlos Cerdán SantacruzLara Blanco-TerésDavid Moro‐ValdezateErnesto Muñoz-SornosaSara Roldán-BañosE. BarzolaIsmael AntónAntonio Navarro‐SánchezDaniela RegaPaolo DelrioHosam Hamed TruelifeMohd Shahrir Mohamed SaidAndrea BelliRenato PatroneArcangelo PicciarielloDonato F. AltomareSohail BakkarLuca PioLiza AliPierfrancesco LapollaAndrea MingoliLjiljana MilićDragana ArbutinaVíctor Turrado-Rodríguez
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Telehealth
Pandemic
Calculator
Technology Acceptance Model
Computer-assisted web interviewing
If you have experienced the excitement of a group of children who realize they will be using a hand calculator, you will agree that the calculator should have a role to play in the elementary school classroom. In stant motivation! The most “ reluctant” learner is anxious to have a chance to use the calculator.
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The first section 'Introduction to pocket calculator analysis' is an extended review of styles of calculator together with some techniques of operation and formulae for functions, mostly standard on any scientific calculator. Sections 2 and 3 contain methods and standard numerical formulae with some key stroke sequences for evaluation.
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The objective of the study was to examine the acceptance of technology for Bachelor of Arts in Accounting and Finance (BAAF) students of Kolej Poly-Tech MARA Bangi (KPTM) in collaboration with Dublin Business School (DBS), Ireland on online learning and online examination during Covid-19. This study applied Technology Acceptance Model (TAM) to ascertain BAAF students' acceptance level of technology on online learning and online examination. The factors of TAM model are Perceived Usefulness (PU), Perceived Ease of Use (PEOU), User Satisfaction (US), and Attribute of Usability (AU). The survey research and a questionnaire have been used as the research instrument. The questionnaires were distributed to BAAF students, and a total of 350 data were collected. This study found that PU provides a high level of acceptance on the usage of technology. Therefore, students believe that using technology on online learning and examinations helps them improve their academic performance. Meanwhile, three (3) other factors (PEOU, US, AU) had a moderate level of acceptance on the usage of technology in online learning and examinations during Covid-19.
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The first author discovered the property below while playing with his pocket calculator, and the second author then tried to find out what was behind this property. We enjoyed this voyage of discovery and thought that you might like to share it with us. Actually, a calculator is not essential, but you will need a square array like in front of you. If your calculator looks different, that is no problem: all standard keyboards will work just as well.
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The School Mathematics Project: SMP calculator series Discover how to use your electronic calculator. Pp 32. 55p. Growth and decay: financial and other applications. Pp 31. 55p. Sequences and iterative processes. Pp 47. 65p. Calculator supplement to Books X, Y and Z. Pp 47. 65p. Calculator supplement by topics. Pp 47. 6Sp. Teacher’s guide for the SMP calculator series.£1·95. 1979. SBN 0 521 22704 6/22705 4/22706 2/22707 0/22708 9/22709 7 (Cambridge University Press) - Volume 64 Issue 429
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Objectives: Physical therapists in Riyadh have traditionally used conventional methods to diagnose and treat patients; however, the emergence of the COVID-19 pandemic gave rise to the need to implement telehealth services. The aim of the study was to investigate physical therapy practitioners’ knowledge, perceptions, and barriers to telehealth and the effects of the pandemic on physical therapy telehealth practice. Materials and Methods: In this cross-sectional survey study, a self-administered questionnaire was used to collect data which included five main sections, namely demographic characteristics, knowledge about telehealth technology, perception towards telehealth practice, COVID-19 impact on telehealth, and possible barriers to telehealth practice. The respondents completed the questionnaire on their own to ensure that their privacy was not breached and that confidentiality was maintained. Results: A total of 214 participants responded to the survey. A majority reported low or very low to questions under knowledge about telehealth practice. Many agreed or strongly agreed to the questions under perception towards telehealth practice. Similarly, a majority also agreed or strongly agreed that there was an impact of the pandemic on telehealth practice among physical therapists. Most participants were also in agreement with the questions regarding barriers to telehealth among physical therapists. Conclusion: A majority of physical therapists had little knowledge and experience with telehealth technology, though some training and administrative support are warranted to ensure that they become highly competitive in executing such a program.
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Previous research on calculator use in standardized assessments of quantitative ability focused on the effect of calculator availability on item difficulty and on whether test developers can predict these effects. With the introduction of an on‐screen calculator on the Quantitative Reasoning measure of the GRE ® revised General Test, it is possible to explore calculator use in more detail. This study investigates calculator usage for the GRE examinee population across examinee and item characteristics. Results suggest that calculator usage in the GRE is very common (75% of responses used a calculator) but is less prevalent for low and high ability examinees and for male, Black, and Hispanic examinees. Items associated with lower levels of calculator usage tended to be more difficult, required less time to answer, and did not present a real‐world application. Quantitative comparison items were also associated with less calculator usage, but other item type and content distinctions showed small differences in usage. Most items exhibited a positive relation between calculator usage and response accuracy (after controlling for examinee ability), that is, responses that used the calculator were more likely to be correct. Items that did not show an association between calculator use and accuracy tended to be easier and had less overall usage of the calculator.
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