Journal articles: 'Face-to-face practice'

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Gray, Denis Pereira, Kate Sidaway-Lee, Alex Harding, and Philip Evans. "Reduction in face-to-face GP consultations." British Journal of General Practice 70, no. 696 (June 25, 2020): 328. http://dx.doi.org/10.3399/bjgp20x710849.

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Blackmon, Shanda H. "Expanding your practice goes beyond face-to-face." Journal of Thoracic and Cardiovascular Surgery 151, no. 6 (June 2016): 1465. http://dx.doi.org/10.1016/j.jtcvs.2016.02.045.

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Atherton, Helen, Heather Brant, Sue Ziebland, Annemieke Bikker, John Campbell, Andy Gibson, Brian McKinstry, Tania Porqueddu, and Chris Salisbury. "Alternatives to the face-to-face consultation in general practice: focused ethnographic case study." British Journal of General Practice 68, no. 669 (January 29, 2018): e293-e300. http://dx.doi.org/10.3399/bjgp18x694853.

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BackgroundNHS policy encourages general practices to introduce alternatives to the face-to-face consultation, such as telephone, email, e-consultation systems, or internet video. Most have been slow to adopt these, citing concerns about workload. This project builds on previous research by focusing on the experiences of patients and practitioners who have used one or more of these alternatives.AimTo understand how, under what conditions, for which patients, and in what ways, alternatives to face-to-face consultations present benefits and challenges to patients and practitioners in general practice.Design and settingFocused ethnographic case studies took place in eight UK general practices between June 2015 and March 2016.MethodNon-participant observation, informal conversations with staff, and semi-structured interviews with staff and patients were conducted. Practice documents and protocols were reviewed. Data were analysed through charting and the ‘one sheet of paper’ mind-map method to identify the line of argument in each thematic report.ResultsCase study practices had different rationales for offering alternatives to the face-to-face consultation. Beliefs varied about which patients and health issues were suitable. Co-workers were often unaware of each other’s practice; for example, practice policies for use of e-consultations systems with patients were not known about or followed. Patients reported benefits including convenience and access. Staff and some patients regarded the face-to-face consultation as the ideal.ConclusionExperience of implementing alternatives to the face-to-face consultation suggests that changes in patient access and staff workload may be both modest and gradual. Practices planning to implement them should consider carefully their reasons for doing so and involve the whole practice team.

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Gené, Joan, Inmaculada Campamà, Javier Gómez, Ignacio Sáenz, Rosana Bas, and Inmaculada Garcia. "Intervention to improve face to face health education in type II diabetic patients." European Journal of General Practice 1, no. 1 (January 1995): 15–20. http://dx.doi.org/10.3109/13814789509160748.

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Chadwick, Ruth. "General practice: How important is the face‐to‐face consultation?" Bioethics 36, no. 7 (August 19, 2022): 733–34. http://dx.doi.org/10.1111/bioe.13083.

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Johannessen, Lars E. F. "Beyond guidelines: discretionary practice in face‐to‐face triage nursing." Sociology of Health & Illness 39, no. 7 (April 20, 2017): 1180–94. http://dx.doi.org/10.1111/1467-9566.12578.

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MOORE, ROBERT J. "When names fail: Referential practice in face-to-face service encounters." Language in Society 37, no. 3 (May 12, 2008): 385–413. http://dx.doi.org/10.1017/s004740450808055x.

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ABSTRACTReferential practice – the variety of ways in and through which speakers refer to things in social interaction – involves a range of very different methods. When referring to physical objects or processes in face-to-face interaction, people may choose from a variety of resources, including verbal categories, names, pointing, verbal descriptors, depictive gestures, and prop demonstrations. This raises the question: Under what circumstances do speakers choose particular resources over others? To address this question, this study examines referential practice in a particular kind of face-to-face workplace setting, the service counter of a quick print shop. At the service counter, not only do customers use alternative resources in referring to the document services they want, but these resources appear to be ordered relative to one another in terms of a preference for minimization. In referring to document services, customers first try the most minimal form, the official name, but if that fails or is unknown, customers fall back on more expanded forms of reference, such as pointing or depicting.

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Rat, Cédric, Erik L. Werner, Jacques Pivette, Rémy Senand, and Jean-Michel Nguyen. "Hypnotic prescription without face to face contact: A report from French family medicine." European Journal of General Practice 19, no. 3 (March 20, 2013): 158–61. http://dx.doi.org/10.3109/13814788.2013.777423.

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Hewitt, Heather, Joseph Gafaranga, and Brian McKinstry. "Comparison of face-to-face and telephone consultations in primary care: qualitative analysis." British Journal of General Practice 60, no. 574 (May 1, 2010): e201-e212. http://dx.doi.org/10.3399/bjgp10x501831.

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Nair, Deepak. "Saving face in diplomacy: A political sociology of face-to-face interactions in the Association of Southeast Asian Nations." European Journal of International Relations 25, no. 3 (January 22, 2019): 672–97. http://dx.doi.org/10.1177/1354066118822117.

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Face-saving is a ubiquitous yet under-theorized phenomenon in International Relations. Prevailing accounts refer to face-saving as a shorthand for status and reputation, as a “cultural” trait found outside Euro-American societies, and as a technique for defusing militarized inter-state crisis, without, however, an explanation of its source and repertoire. In this article, I argue that it is possible to recover face-saving from cultural essentialism, and that face-saving practices geared to avoid embarrassment are micro-level mechanisms that produce international institutions like diplomacy. Drawing on the work of sociologists Erving Goffman and Pierre Bourdieu, I propose a theory of face-saving that accounts for its source, effects, and variation. I evaluate this theory with a study of the Association of Southeast Asian Nations (ASEAN), a diplomacy that has long espoused a discourse of “saving face” couched in Asian cultural exceptionalism. I combine a political sociology of ASEAN’s ruling regimes with an ethnography of its diplomats based on 13 consecutive months of fieldwork in Jakarta, Indonesia, to substantiate this wider theoretical argument. I demonstrate that, first, ASEAN’s face-saving practices are rooted in the legacies of authoritarianism rather than essentialist “culture,” and, second, that face-saving practices enable performances of sovereign equality, diplomatic kinship, and conflict avoidance among ASEAN’s diplomats. This article grants a distinct conceptual space to face-saving in International Relations, contributes to international practice theory by situating practices in the context of state–society relations, and offers a novel interpretation of what the “ASEAN Way” of doing diplomacy looks like in practice.

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Lee, Sue Hyun. "An Action Research for Development of ‘Field Research-based Marketing Strategy Formulating Practice Program’: Focusing on face-to-face/non-face-to-face PBL classes." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 439–64. http://dx.doi.org/10.22251/jlcci.2022.22.24.439.

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Objectives The purpose of this study is to develop the practice program of ‘Establishment of marketing strategy based on field research’ for the face-to-face and non-face-to-face ｢Principles of Marketing｣ PBL classes, respectively. Methods After developing a practice program according to the meaningful learning experience-oriented course design method, it was operated for 4 years (2 years of face-to-face class, 2 years of non-face-to-face class), and has been improved through action research. The researcher's participant observation log (reflection diary), student's learning log and interview data were analyzed using content analysis methods. Causal chains analysis and class structure analysis were also applied. Results The practice program used two linked PBL modules: From the perspective of a company, each team 1) finds consumer pain points based on field research results and 2) establishes marketing strategies that can resolve/improve them. The face-to-face class program focused on problem-solving practice based on field research data. The non-face-to-face class program was structured around the use of CIT (critical Incident Technique) and mini-survey in connection with ZOOM-based interviews instead of participant observation. In the final non- face-to-face ｢Principles of Marketing｣ class to which this method was applied, the result of the lecture evaluation portrayed a high satisfaction level (98.8/100 points). Conclusions The final completed non-face-to-face class and face-to-face class practice program was presented using the ‘course structure diagram’ to make it easier to understand the overall structure. Methods of application in mixed classes (classes using both face-to-face and non-face-to-face instruction), which are expected to increase in the future, are also presented.

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Gottschalk, A. "Time Spent in Face-to-Face Patient Care and Work Outside the Examination Room." Annals of Family Medicine 3, no. 6 (November 1, 2005): 488–93. http://dx.doi.org/10.1370/afm.404.

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Sawada, Nobue. "The Practice and Task of Non-face-to-face Japanese Conversation Class." Korean Journal of Japanese Education 55 (May 31, 2021): 51–66. http://dx.doi.org/10.21808/kjje.55.04.

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Bae, Hye Jin, and Eun Kyung Jun. "A Study on University Writing Diagnostic Assessment Practice and Lesson Application Cases － Focusing on Non-Face-to-Face/Face-to-Face Lesson Feedback." Korean Journal of Literacy Research 12, no. 5 (October 31, 2021): 41–81. http://dx.doi.org/10.37736/kjlr.2021.10.12.5.02.

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Duncan, Lorna J., and Kelly F. D. Cheng. "Modifications to the delivery of NHS face-to-face general practice consultations during the COVID-19 pandemic in England." F1000Research 10 (November 1, 2021): 261. http://dx.doi.org/10.12688/f1000research.52161.3.

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Background: In order to minimise transmission of SARS-CoV-2, the virus causing COVID-19, delivery of English general practice consultations was modified in March 2020 to enable the separation of patients with diagnosed or suspected COVID-19 from others. Remote triage and consultations became the default, with adapted face-to-face contact used only when clinically necessary. Face-to-face delivery modifications were decided locally and this study aimed to identify the different models used nationwide in spring/summer 2020. Methods: In June 2020, a survey was sent by email to the 135 Clinical Commissioning Groups (CCGs) responsible for planning and commissioning NHS health care services in England to identify the local organisation of face-to-face general practice consultations since March 2020. Results: All CCGs responded. Between March and July 2020, separation of patients with diagnosed or suspected COVID-19 (‘COVID-19 patients’) from others was achieved using the following models: zoned practices (used within 47% of CCGs), where COVID-19 and other patients were separated within their own practice;‘hot’ or ‘cold’ hubs (used within 90% of CCGs), separate sites where COVID-19 or other patients registered at one of several collaborating practices were seen;‘hot’ and ‘cold’ home visits (used within 70% of CCGs). For around half of CCGs, either all their GP practices used zoning, or all used hubs; in other CCGs, both models were used. Demand-led hub availability offered flexibility in some areas. Home visits were mainly used supplementally for patients unable to access other services, but in two CCGs, they were the main/only form of COVID-19 provision. Conclusions: Varied, flexible ways of delivering face-to-face general practice consultations were identified. Analysis of the modified delivery in terms of management of COVID-19 and other conditions, and other impacts on staff and patients, may both aid future pandemic management and identify beneficial elements for practice beyond this.

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Podolsky, Robin. "Sumud Freedom Camp: Levinas’ Face-to-Face in Praxis." Religions 10, no. 4 (April 9, 2019): 256. http://dx.doi.org/10.3390/rel10040256.

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In Levinas’s thought, the subject emerges and is founded in relationship with the other, in the face-to-face. In response to other’s summons, the call to respond with discourse, not violence to the vulnerable face of another person, the subject is constituted, and all human society, hence all justice, becomes possible. This relationship, in which the other is always higher than oneself, is complicated by questions of justice and politics. The subject is obliged to respond unreservedly to her neighbor, but what happens when neighbors disagree and the necessity to adjudicate claims arises? This paper describes, based on the author’s direct experience and study, the nonviolent practice of relationship-building initiated at Sumud Freedom camp by diaspora Jews, Palestinians and Israelis who came together in the south Hebron desert hills to form a nonviolent community in which to encounter one another. Initiatives such as Sumud Camp do not represent retreats from the political. They do prioritize the interhuman face-to-face, relationship-building, and they seek to evolve political program based on personal investments in other people’s well-being. Thus, they represent an instance of Levinasian praxis from which a grass new roots politics might emerge.

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Sfoggia, Ana, Clarice Kowacs, Marina Bento Gastaud, Pricilla Braga Laskoski, Ana Margareth Bassols, Charlie Trelles Severo, Diogo Machado, et al. "Therapeutic relationship on the web: to face or not to face?" Trends in Psychiatry and Psychotherapy 36, no. 1 (March 2014): 3–10. http://dx.doi.org/10.1590/2237-6089-2013-0048.

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In this age of unprecedented expansion of media and information dissemination and sharing, the use of electronic means should be reconsidered. The use of new technologies should be studied to understand how it may affect the relationship between patient and therapist during psychotherapy or psychoanalytic treatments. This study offers a critical discussion of the effect of technologies on clinical practice, and vignettes are used to describe their impact on frame, anonymity, abstinence and therapeutic neutrality. Transfer and countertransference issues resulting from these changes are also discussed. The potential benefits of new technologies in psychotherapy are appreciated, but the authors draw attention to the need to reflect about the presence of the therapist in those technologies and the preservation of the therapeutic setting, so that a satisfactory progression of the work of the dyad is ensured. This study also discusses the use of technologies in the expansion of learning and application of the therapeutic technique to overcome geographic and time barriers, among others.

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Youde, Andrew. "“Face-to-Face Trumps Everything”: An Exploration of Tutor Perceptions, Beliefs and Practice Within Blended Learning Environments." Education Sciences 10, no. 5 (May 22, 2020): 147. http://dx.doi.org/10.3390/educsci10050147.

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This paper explores the practices of higher education tutors in blended learning contexts. Significantly, the influence of their perceptions on practice was considered by investigating previous teaching and learning experiences, and their views of the affordances blended learning offers adult learners. The analysis was undertaken in relation to these learners’ perceptions of their tutors whilst studying part-time, vocationally relevant degrees, at a distance. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice. Data analysis suggested that all tutors had negative experiences of online learning as students with these perceptions appearing to influence their practice. They generally avoided online pedagogies and adopted alternative approaches to their practice, namely a focus on face-to-face delivery with enhanced learner support, which was found to align with their described pedagogical beliefs. These tutors considered online teaching and learning as a deficit in this context.

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Newell, Tim. "Face to face with violence and its effects: Restorative justice practice at work." Probation Journal 54, no. 3 (September 2007): 227–38. http://dx.doi.org/10.1177/0264550507080351.

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Lasater, Judith. "Face to Face: The Student-Teacher Relationship and Private Yoga Classes." International Journal of Yoga Therapy 9, no. 1 (January 1, 1999): 63–64. http://dx.doi.org/10.17761/ijyt.9.1.57j14w9003341135.

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The student-teacher relationship is at the heart of learning and teaching Yoga. This article discusses issues arising from that relationship such as the importance of boundaries, the power of clarity, and the need the student has to be heard and understood not only with the mind but with the heart. Bringing modern-day understandings to the student-teacher relationship can serve to integrate Yoga into our culture as well as to protect the student and the teacher as they commit together to the practice of Yoga.

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Duncan, Lorna J., and Kelly F. D. Cheng. "Modifications to the delivery of NHS face-to-face general practice consultations during the COVID-19 pandemic in England." F1000Research 10 (March 31, 2021): 261. http://dx.doi.org/10.12688/f1000research.52161.1.

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Background: To minimise transmission of SARS-CoV-2, the virus causing COVID-19, delivery of general practice consultations has been modified to enable the separation of diagnosed or suspected COVID-19 patients from others. Remote triage and consultations are currently the default model, with adapted face-to-face contact used when clinically necessary. This study aimed to identify the modified face-to-face delivery models used across England, and evidence for their effectiveness. Methods: In June 2020, a national survey was sent by email to the 135 Clinical Commissioning Groups (CCGs) in England to identify local organisation of face-to-face general practice consultations since March 2020. An email was sent to Public Health England (PHE) requesting information about COVID-19 outbreaks or clusters linked to general practice. Results: All CCGs responded. Separation of COVID-19 patients from others was achieved using combinations of the following models: zoned surgeries (used in 47% of CCGs), where COVID-19 and other patients are separated within their own practice;‘hot’ or ‘cold’ hubs (used in 90% of CCGs), separate sites where COVID-19 or other patients registered at one of several collaborating practices are seen;‘hot’ and ‘cold’ home visits (used in 70% of CCGs). One of seven model combinations was used across each CCG, with some flexibility according to changing need shown through hub availability. Concomitant PHE data showed less than 2% of COVID-19 outbreaks or clusters in England were linked to general practice. Conclusions: Varied, flexible ways of delivering face-to-face general practice consultations were identified. While COVID-19 outbreaks or clusters linked to general practice constituted a small proportion of totals, their investigation, together with evaluations of the modified delivery models in terms of management of COVID-19 and other conditions and impacts on staff and patients, may aid future management of the pandemic and identify aspects of adapted practice of benefit beyond this.

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Duncan, Lorna J., and Kelly F. D. Cheng. "Modifications to the delivery of NHS face-to-face general practice consultations during the COVID-19 pandemic in England." F1000Research 10 (August 20, 2021): 261. http://dx.doi.org/10.12688/f1000research.52161.2.

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Background: To minimise transmission of SARS-CoV-2, the virus causing COVID-19, delivery of English general practice consultations was modified in March 2020 to enable separation of diagnosed or suspected COVID-19 patients from others. Remote triage and consultations became the default, with adapted face-to-face contact used only when clinically necessary. This study aimed to identify the modified face-to-face delivery models used nationwide in spring/summer 2020. Information was also sought concerning COVID-19 outbreaks linked to English general practice. Methods: In June 2020, a survey was sent by email to the 135 Clinical Commissioning Groups (CCGs) in England to identify local organisation of face-to-face general practice consultations since March 2020. An email was sent to Public Health England (PHE) requesting data on COVID-19 outbreaks linked to general practice. Results: All CCGs responded. Between March and July 2020, separation of COVID-19 patients from others was achieved using combinations of the following models: zoned surgeries (reported by 47% of CCGs), where COVID-19 and other patients were separated within their own practice;‘hot’ or ‘cold’ hubs (reported by 90% of CCGs), separate sites where COVID-19 or other patients registered at one of several collaborating practices were seen;‘hot’ and ‘cold’ home visits (reported by 70% of CCGs). One of seven combinations of these models was used across each CCG, with some flexibility shown according to changing demand through hub availability. PHE data indicated 25 possible or confirmed COVID-19 outbreaks or clusters in English general practice to July 31st 2020. Conclusions: Varied, flexible ways of delivering face-to-face general practice consultations were identified. Analysis of the modified delivery in terms of management of COVID-19 and other conditions, and impacts on staff and patients, together with learning from investigations into confirmed COVID-19 outbreaks, may both aid future pandemic management and identify beneficial elements for practice beyond this.

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Frič, Pavol, and Martin Vávra. "Czech civil sector face-to-face with freelance activism." International Journal of Sociology and Social Policy 36, no. 11/12 (October 10, 2016): 774–91. http://dx.doi.org/10.1108/ijssp-12-2015-0142.

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Purpose The purpose of this paper is to answer following question: what is the relationship between member activism performed through civil society organizations (CSOs) and individualized freelance activism (in form of online activism, everyday making, political consumerism or checkbook activism) independent of organizational framework? Is it a relationship of mutual competition or support? Design/methodology/approach Analysis is carried out on data from 2009 questionnaire-based survey on volunteering, representative for adult Czech population. The data set allowed the authors to relate member activism with freelance activism and in case of member activism distinguish the type of organization and the level of its professionalization. Findings Dominant pattern the authors identified in data is mutual support of both types of volunteering documented by significant overlap of these forms of public engagement. The most striking is the overlap for active members of new advocacy NGOs and the weakest for traditional clubs. Regression analysis shows that on an individual level “mixed activism” (compared with “pure freelance activism”) is linked with higher education and higher confidence in civic organizations. Originality/value The civil practice of individualized freelance activism was described and analysed by various authors as an activity of specific types of activist, but there has not yet been any research giving reflection on such a large scale of freelance activism types as in the analysis. The authors set them together in contrast to the member (collective, organized) form of civic activism and also took into account the influence of professionalization and type of CSOs.

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Broadhurst, K., and C. Mason. "Social Work beyond the VDU: Foregrounding Co-Presence in Situated Practice--Why Face-to-Face Practice Matters." British Journal of Social Work 44, no. 3 (September 5, 2012): 578–95. http://dx.doi.org/10.1093/bjsw/bcs124.

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Gregori-Signes, Carmen. "The tabloid talkshow as a quasi-conversational type of face-to-face interaction." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 10, no. 2 (June 1, 2000): 195–213. http://dx.doi.org/10.1075/prag.10.2.02gre.

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Media discourse, and in particular programmes such as talkshows, are certainly practices that have extended, enriched, and often taken to the limits, conversation as a speech event. The number of possibilities arising from conversational practice have certainly found a new dimension in the context of the mass media, and on TV in particular (cf. Vande Berg et al. 1991 and 1998). In this article I describe tabloid talkshows as one type of speech event. I focus on the description of the turn-taking organisation in tabloid talkshows by comparing their characteristics to those outlined by Sacks et al. (1974) for conversation. In order to carry out such comparison, I first propose a review and, consequently, a reform of the 14 features listed by Sacks et al. in their article ‘A simplest systematics for the organization of turn-taking in conversation’. The results show that there are differences between both types of interaction.

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Staarman, Judith Kleine. "Face-to-face talk to support computer-mediated discussion in a primary school literacy practice." Reading 37, no. 2 (June 25, 2003): 73–80. http://dx.doi.org/10.1111/1467-9345.3702005.

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Patel, Sima, and Oluwafemi Osunlusi. "SURGICAL HOT TELEPHONE CLINIC: A SAFE ALTERNATIVE TO FACE-TO-FACE HOT CLINIC." International Journal of Advanced Research 11, no. 01 (January 31, 2023): 1122–31. http://dx.doi.org/10.21474/ijar01/16126.

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Introduction: With increasing patients presenting to the accident and emergency department, the use of virtual clinics has shown promising results in medicine to help safely review these patients while avoiding admissions. These clinics often use the same staff and resources being utilised by theemergencyadmission team â€“ this is especially true in the surgical admissions unit. We present data showing that Virtual Clinics (VC) are safe alternatives, improving patient service and relieving a significant burden on the acute surgical units. Method: Baseline assessment of the virtual clinic was carried out over a 4-week period, between 23rd December 2020 and 19th January 2021. The virtual clinic reviewed 78 patients within this 4-week time period. Parameters for data collection included admission dates, scan date, call-backs, diagnosis, referral patterns, readmission rates and eventual outcomes for those who needed surgical interventions. Reassessment of practise was undertaken in August 2021 following the introduction of a registrar led electronic virtual clinic. Results: Assessment of practice showed that 83% of assessed patients had radiological imaging within 72hours with 89.7% of these scans having reports generated on the same day. Following incorporation of an electronic virtual clinic, 112 patients were reviewed over a 4-week period. Results showed a similar trend in terms of frequency of scans requested with zero failed discharges from the service. Conclusion: The virtual clinic provides a safe and efficient method for the review and management of ambulatory patients in whom semi- urgent investigation is needed but admission is not necessary.

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Asa, Muhammad Nurul. "Teachers’ Perspectives on Face-To-Face English Teaching After Teaching Online In Pandemic." Interdiciplinary Journal and Hummanity (INJURITY) 1, no. 3 (December 16, 2022): 98–111. http://dx.doi.org/10.58631/injurity.v1i3.26.

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Before the pandemic, previous research found that online teaching improved teacher face-to-face teaching. Especially in Indonesia, the pandemic has provided an unsatisfactory online teaching experience. Considerably, this study aimed to investigate teachers' perception of face-to-face English teaching after online teaching in a pandemic. The study was designed as a phenomenological study with a sampling method using purposeful random sampling. Sources of data came from interviews with five teachers in urban areas and five teachers in rural areas. Data was supported by documentation and field notes. The study found that teachers perceive face-to-face English teaching practice after the pandemic has changed compared to previous face-to-face teaching. The changes can be seen from three aspects: teaching practice, teaching competencies, and impact on students.

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Kwon, Hae In, and Ka Young Huh. "Learners' Perception of Non-face-to-face Dance Practice Classes at Colleges due to COVID-19." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 12 (June 30, 2022): 119–34. http://dx.doi.org/10.22251/jlcci.2022.22.12.119.

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Objectives This study was to explore the improvement direction for the effective implementation of dance courses by analyzing the current situation of online dance practical courses at colleges and the experiences of students due to COVID-19. The purpose of this study is to help provide high-quality lectures to students, and furthermore, to promote the stabilization and activation of non-face-to-face dance education. Methods In this study, an online survey was conducted on 121 college students who took online dance practical courses in the second semester of 2021 at 5 colleges across the country to explore the average online dance practical courses at domestic colleges. The questionnaire consisted of 7 closed-type questions in multiple-choice format and 3 open-ended questions in subjective format using the Naver form for a total of 10 questions. Results First, the most preferred platform for learners is ‘real-time class’ through ‘Zoom’. Second, ‘good points of the experience of non-face-to-face dance practice classes are ‘freedom of learning and evaluation’, ‘new learning methods and improved participation’, ‘corona prevention’, and ‘difficult points of non-face-to-face dance practice classes’ ‘Difficulty in learning’, ‘environmental difficulties’, and ‘dissatisfaction with non-face-to-face classes’ are the upper categories. As ‘points to be supplemented in non-face-to-face dance practice classes’, ‘supplementation of class format’, ‘study method complementation of instructors’, ‘environmental improvement’, and ‘satisfaction with current status’ were found. Conclusions As a result of this study, ‘real-time class through zoom’ is the most appropriate form and method of ‘non-face-to-face dance practice class’, and the autonomy of the curriculum should be emphasized. In addition, instructors must establish a feedback system and prepare and improve the digital environment for teaching, both in schools, teachers, and learners. It is necessary to have insight into the current situation of college non-face-to-face dance practice classes and the experiences of learners.

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Kwon, Hae In, and Ka Young Huh. "Learners' Perception of Non-face-to-face Dance Practice Classes at Colleges due to COVID-19." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 12 (June 30, 2022): 122–37. http://dx.doi.org/10.22251/jlcci.2022.22.12.122.

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Objectives This study was to explore the improvement direction for the effective implementation of dance courses by analyzing the current situation of online dance practical courses at colleges and the experiences of students due to COVID-19. The purpose of this study is to help provide high-quality lectures to students, and furthermore, to promote the stabilization and activation of non-face-to-face dance education. Methods In this study, an online survey was conducted on 121 college students who took online dance practical courses in the second semester of 2021 at 5 colleges across the country to explore the average online dance practical courses at domestic colleges. The questionnaire consisted of 7 closed-type questions in multiple-choice format and 3 open-ended questions in subjective format using the Naver form for a total of 10 questions. Results First, the most preferred platform for learners is ‘real-time class’ through ‘Zoom’. Second, ‘good points of the experience of non-face-to-face dance practice classes are ‘freedom of learning and evaluation’, ‘new learning methods and improved participation’, ‘corona prevention’, and ‘difficult points of non-face-to-face dance practice classes’ ‘Difficulty in learning’, ‘environmental difficulties’, and ‘dissatisfaction with non-face-to-face classes’ are the upper categories. As ‘points to be supplemented in non-face-to-face dance practice classes’, ‘supplementation of class format’, ‘study method complementation of instructors’, ‘environmental improvement’, and ‘satisfaction with current status’ were found. Conclusions As a result of this study, ‘real-time class through zoom’ is the most appropriate form and method of ‘non-face-to-face dance practice class’, and the autonomy of the curriculum should be emphasized. In addition, instructors must establish a feedback system and prepare and improve the digital environment for teaching, both in schools, teachers, and learners. It is necessary to have insight into the current situation of college non-face-to-face dance practice classes and the experiences of learners.

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Kim, Yanghee, and Eun Sim Yang. "Non-face-to-face Class Design and Operation Strategy for Physical Education Practice Courses." Korea Journal of Sport 19, no. 2 (June 30, 2021): 207–16. http://dx.doi.org/10.46669/kss.2021.19.2.018.

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Kim, Sang-Geun. "Development of non-face-to-face Remote Learning Program – focusing on University Software Practice." Journal of Industrial Convergence 19, no. 6 (December 31, 2021): 59–66. http://dx.doi.org/10.22678/jic.2021.19.6.059.

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Trem, Karen. "Book review: Face to face with practice: Existential forms of research for management inquiry." Management Learning 49, no. 4 (November 1, 2017): 501–4. http://dx.doi.org/10.1177/1350507617738639.

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Davis, Alyssa, Darren L. Linvill, Larry F. Hodges, Albert Florencio Da Costa, and Alexzander Lee. "Virtual reality versus face-to-face practice: a study into situational apprehension and performance." Communication Education 69, no. 1 (November 4, 2019): 70–84. http://dx.doi.org/10.1080/03634523.2019.1684535.

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Lauricella, Sharon. "Mindfulness Meditation with Undergraduates in Face-to-Face and Digital Practice: a Formative Analysis." Mindfulness 5, no. 6 (May 21, 2013): 682–88. http://dx.doi.org/10.1007/s12671-013-0222-x.

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Stoecker, Randy. "Cyberspace vs. Face-to-Face: Community Organizing in the New Millennium." Perspectives on Global Development and Technology 1, no. 2 (2002): 143–64. http://dx.doi.org/10.1163/156915002100419781.

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AbstractThis paper explores the influences of the Internet on the practice of community organizing. There are continuing questions over the scale of community organizing—how much to focus on the local versus the global—as well as over the models of social action—whether to organize institutions or individuals, use conflict or cooperation tactics, and other questions. This paper assesses whether the growing involvement of the Internet in community organizing has any influence on those questions. It looks at the early days of the Internet in community organizing, with particular attention to the free software movement, the Zapatista rebellion, the Communications Decency Act, and the early anti-globalization movement. The analysis of those cases shows that the Internet has influenced the scale of community organizing, allowing for a much better link between local and global efforts. The Internet has not, however, ushered in new effective models of organizing.

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Pei, Xiaoting, Xinwei Jiao, Dingli Lu, Di Qi, Shenzhen Huang, and Zhijie Li. "How to Face COVID-19 in Ophthalmology Practice." Medical Hypothesis, Discovery & Innovation in Ophthalmology 9, no. 3 (May 29, 2020): 164–71. http://dx.doi.org/10.51329/mehdiophthal1406.

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Background: The novel coronavirus pneumonia has attracted considerable attention from the international community. With the spread of outbreaks around the world, the WHO characterized COVID-19 as a pandemic. Methods: Relevant studies in PubMed were searched from January 1, 2020 to April 12, 2020, using the following search strategy: (“novel coronavirus pneumonia” OR “severe acute respiratory syndrome coronavirus 2” OR “coronavirus disease 2019” OR “COVID-19” OR “novel coronavirus pneumonia”) AND (“ophthalmology” OR “ophthalmologist” OR “eye” OR “conjunctiva” OR “conjunctivitis” OR “corneal” OR “keratitis”). Results: SARS-CoV-2 can spread through aerosol and is detected in tears of patients with COVID-19 infection. Notably, some infected patients had conjunctivitis, and conjunctivitis was the first symptom in some patients later diagnosed to have COVID-19 infection. This would increase the risk for ophthalmologists through inpatient consultations or regular clinical practice. When dealing with seemingly regular ophthalmic patients, the vigilance of ophthalmologists and associated staff tends to be reduced. Conclusion: Ophthalmologists must continuously update their knowledge regarding COVID-19 and take effective measures to prevent COVID-19 transmission.

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Brant, Heather, Helen Atherton, Sue Ziebland, Brian McKinstry, John L. Campbell, and Chris Salisbury. "Using alternatives to face-to-face consultations: a survey of prevalence and attitudes in general practice." British Journal of General Practice 66, no. 648 (May 23, 2016): e460-e466. http://dx.doi.org/10.3399/bjgp16x685597.

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Mishna, Faye, Sophia Fantus, and Lauren B. McInroy. "Informal Use of Information and Communication Technology: Adjunct to Traditional Face-to-Face Social Work Practice." Clinical Social Work Journal 45, no. 1 (January 7, 2016): 49–55. http://dx.doi.org/10.1007/s10615-016-0576-3.

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Kotsonis, Yanni. "“Face-to-Face”: The State, the Individual, and the Citizen in Russian Taxation, 1863-1917." Slavic Review 63, no. 2 (2004): 221–46. http://dx.doi.org/10.2307/3185727.

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From the 1860s to 1917, direct taxation provides a window onto the paradoxes of reform in late imperial Russia. The new systems of assessment that culminated in the income tax of 1916 aimed to individualize government in a regime still ordered by legal estate and collective identity; to recognize the autonomy of the individual while disassembling and reintegrating the person by way of comprehensive assessment; and to promote a sense of citizenship, participation, and individual responsibility while still defending autocracy. Yanni Kotsonis suggests that these tensions were borrowed, along with the new techniques of taxation and of government, from European and transatlantic practice, but Kotsonis also locates the distinctiveness of the Russian case in the historical context and the set of ideological premises into which the practices were introduced.

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Saraoui, Selma, Abdelghani Attar, and Mohamed Amine Khadraoui. "Constructive analysis on teaching architecture through face to face and online learning." Technium Social Sciences Journal 33 (July 9, 2022): 132–45. http://dx.doi.org/10.47577/tssj.v33i1.6891.

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A couple of decades now, online learning has gained some popularity among scholars to work across borders and use time efficiently. However, the advent of world pandemic that resulted in a big health crisis has spurred more interest to keep going with the online classes close the gap between students and their teachers. We present here a professional experience that we had in our architecture department during the Covid-19 period. This worth sharing experience has to explain the pedagogical content set in the training unit and will likewise emphasize the importance of “subject project workshop” used in the discipline of architecture. Our contribution in the light of this paper is to come up with suggestions likely to enhance the practice of teaching using modern resources.

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Jeon, Ae-eun, and Yoo-na Lee. "A Study on the Types of Aviation Tourism Majors’ Perception on Face-to-Face Practical Classes after Non-Face-to-Face Practical Classes due to COVID-19: A Phenomenological Approach." Journal of Tourism and Sports Research 1, no. 1 (June 30, 2022): 23–36. http://dx.doi.org/10.56336/kirf.2022.1.1.23.

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Purpose: The purpose of this study was to explore the types of aviation tourism majors’ perceptions of face-to-face practical classes after non-face-to-face practical classes due to COVID-19. Method: In order to conduct the phenomenological approach of this study, in-depth interviews were conducted with aviation tourism majors. According to the phenomenological approach method procedure, sentence units with similar meanings were classified according to the interview contents. Results: As a result of the analysis, it turned out that their face-to-face classes perceptions are mainly derived from three sub-components(interaction, practice performance, and preparing for employment). Conclusion: Consequently, This research reveals that this study will provide both academic and practical implications to serve as an important indicator for developing practical educational strategies for advising aviation tourism students.

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Aiyegbusi, Anne. "The white mirror: Face to face with racism in group analysis part 2—mainly practice." Group Analysis 54, no. 3 (February 22, 2021): 421–36. http://dx.doi.org/10.1177/0533316421992438.

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This is my second article about a form of group mirroring I have called the white mirror. The previous article focused on underpinning theory. This article is practice oriented. I argue that the white mirror is a defensive structure, primarily functioning to prevent white group members, including the conductor(s) from coming face to face with the reality of racism. It mirrors projections in the form of racist stereotypes for black members to internalize in their position as the location of disturbance. I highlight present and historical black victimization which I feel requires elucidation given its position in the shadows of psychotherapy. I am mindful of the intersecting nature of identities and touch on this through a clinical example. I suggest how group analysts might work with the ubiquity of racism, engaging ethnically-diverse members at a level of full and mutual humanity.

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Carter, Mary, Emily Fletcher, Anna Sansom, Fiona C. Warren, and John L. Campbell. "Feasibility, acceptability and effectiveness of an online alternative to face-to-face consultation in general practice: a mixed-methods study of webGP in six Devon practices." BMJ Open 8, no. 2 (February 2018): e018688. http://dx.doi.org/10.1136/bmjopen-2017-018688.

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ObjectivesTo evaluate the feasibility, acceptability and effectiveness of webGP as piloted by six general practices.MethodsMixed-methods evaluation, including data extraction from practice databases, general practitioner (GP) completion of case reports, patient questionnaires and staff interviews.SettingGeneral practices in NHS Northern, Eastern and Western Devon Clinical Commissioning Group’s area approximately 6 months after implementing webGP (February–July 2016).ParticipantsSix practices provided consultations data; 20 GPs completed case reports (regarding 61 e-consults); 81 patients completed questionnaires; 5 GPs and 5 administrators were interviewed.Outcome measuresAttitudes and experiences of practice staff and patients regarding webGP.ResultsWebGP uptake during the evaluation was small, showing no discernible impact on practice workload. The completeness of cross-sectional data on consultation workload varied between practices.GPs judged 41/61 (72%) of webGP requests to require a face-to-face or telephone consultation. Introducing webGP appeared to be associated with shifts in responsibility and workload between practice staff and between practices and patients.81/231 patients completed a postal survey (35.1% response rate). E-Consulters were somewhat younger and more likely to be employed than face-to-face respondents. WebGP appeared broadly acceptable to patients regarding timeliness and quality/experience of care provided. Similar problems were presented by all respondents. Both groups appeared equally familiar with other practice online services; e-consulters were somewhat more likely to have used them.From semistructured staff interviews, it appeared that, while largely acceptable within practice, introducing e-consults had potential for adverse interactions with pre-existing practice systems.ConclusionsThere is potential to assess the impact of new systems on consultation patterns by extracting routine data from practice databases. Staff and patients noticed subtle changes to responsibilities associated with online options. Greater uptake requires good communication between practice and patients, and organisation of systems to avoid conflicts and misuse. Further research is required to evaluate the full potential of webGP in managing practice workload.

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Lee, Kyungha, and Namjoo Han. "The pre-school teacher's childcare practice experience and the director's thoughts on childcare practice in the COVID-19 situation." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 14 (July 31, 2022): 673–88. http://dx.doi.org/10.22251/jlcci.2022.22.14.673.

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Objectives In this study, the childcare practice experience of childcare trainees operated in the situation of COVID-19 was confirmed, and the ideas of the daycare center manager toward non-face-to-face childcare practice was analyzed to examine ways to improve childcare practice through the parallel between non-face-to-face and face-to-face practice. Methods A childcare practice diary of 30 third-year students from the Department of Early Childhood Education at a 4-year university in Gyeongsangbuk-do, a reflective self-evaluation of childcare trainees, a survey on childcare practice patterns, and a survey on childcare practice experiences was conducted. In addition, written interviews were conducted on 20 directors of national and public daycare centers in Gyeonggi-do and the contents were analyzed. Results The childcare practice experience of childcare trainees in the COVID-19 situation was analyzed by understanding the practice daycare center, daily routine guidance, writing childcare practice-related documents, and teacher feedback. It was analyzed that for effective childcare practice, childcare trainees are requesting support to enhance understanding of the individuality of infants and toddlers and to familiarize themselves with different childcare practices by each institution in advance and for support for quick adaptation. The directors of the daycare center generally had negative thoughts about non-face-to-face childcare practices. However, it was analyzed that the production of educational contents to help the understanding of childcare practices according to age was perceived positively. Conclusions Considering the analysis that non-face-to-face practice is possible, a plan to improve childcare practice found in the COVID-19 situation was suggested in terms of fulfilling the role as a childcare trainee and supporting the effective operation of childcare practice. In fulfilling the role as a childcare trainee, it is necessary to provide opportunities and contents to enhance the understanding of the individuality of infants and toddlers, and to operate childcare practice so that daily life, play, and activities including daily life and activities can be provided. In terms of support for effective childcare practice operation, it is necessary to provide practical orientation, sufficient feedback from supervisors, and education and content related to document preparation related to childcare practice. Therefore, if contents that can supplement face-to-face practice are produced as contents, and non-face-to-face practice and face-to-face practice are carried out concurrently, it is expected to be a more effective childcare practice.

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Lee, Simone M., Kehinde Obamiro, Amanda Cooper, and Tony Barnett. "General practitioner perspectives on barriers and enablers to bowel cancer screening in rural Tasmania: A thematic analysis of face-to-face interviews." Australian Journal of General Practice 50, no. 3 (March 1, 2021): 158–63. http://dx.doi.org/10.31128/ajgp-04-20-5386.

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Smith, Jane, Ruchika Luhach, Michelle Sheldrake, Lawrie McArthur, Emma Anderson, and Marie-Louise Dick. "The COVID-19-forced transformation of general practitioner training from face-to-face to online delivery: A qualitative study of participants’ experiences." Australian Journal of General Practice 51, no. 12 (December 1, 2022): 939–44. http://dx.doi.org/10.31128/ajgp-04-22-6385.

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Rashid, Maysaa. "Investigating the Use of Google Meet and Face-to-Face in Teaching Conversation." International Journal of Language and Literary Studies 4, no. 2 (June 4, 2022): 67–76. http://dx.doi.org/10.36892/ijlls.v4i2.903.

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Conversation is an oral skill in which two persons can exchange their ideas, thoughts and opinions to communicate with each other. Learners can work in pairs or groups to practice dialogues chosen by the teacher from their textbook materials or from additional resources. Nowadays, because of Corona virus infection, our college students are taught all the subjects including conversation course either via google classroom platform or any other platforms. Google meet is one of online meetings between the teacher and students, i.e., a video meet in which students and the teacher join the online meetings in a specified time to communicate, express their ideas, thoughts and feelings about what is mentioned above. In this study, the researcher has chosen (third stage level/college students during the academic year 2020/2021) and the data of the study was two dialogues chosen from “Chris Redston and Gillie Cunningham Face2face Intermediate Student's Book. Cambridge University Press (2013)” to study by google meet. Another two dialogues were chosen from their required textbook Real Listening and Speaking 4 with Answers. Miles Craven (2008). Cambridge University Press to study by face to face. One group of thirty-two students was chosen randomly to be the experimental group for the sample of the study to practice the dialogues via face- to- face and via google meet. This group post-tested by an observation checklist; results are calculated. At the end, the researcher concludes google meet has a great influence on students’ learning in the post-test scores, the t-test value is found to be 20.320 which is more than the tabulated value 2.042. Then, recommendations and suggestions for further studies are put forward.

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Son, Hyeji, Jongseong Kim, Gimin Kim, Hyunjung Kim, Soonhyeun Nam, and Jaesik Lee. "Academic Effectiveness of Non-face-to-face Classes in Deciduous Tooth Morphology Practice during COVID-19 Pandemic." JOURNAL OF THE KOREAN ACADEMY OF PEDTATRIC DENTISTRY 49, no. 3 (August 31, 2022): 310–20. http://dx.doi.org/10.5933/jkapd.2022.49.3.310.

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This study aimed to evaluate the academic effectiveness of non–face-to-face classes in deciduous tooth morphology practice. Under the course name dental morphology, a total of 60 dental students took face-to-face classes while 55 pre-dental students took non-face-to-face classes. Students were required to submit their practical assignments after 5 weeks of practical classes. To evaluate the academic effectiveness of non-faceto- face classes, practical assignments were scored by an evaluator and compared with face-to-face classes using the Mann-Whitney U test and the chi-square test. The results showed that the practical score in face-to-face classes was 77.43 ± 5.97 and the practical score in non-face-to-face classes was 76.04 ± 5.83. There was no significant difference in the academic effectiveness of face-to-face classes compared to non-faceto- face classes in deciduous tooth morphology practice (<i>p</i> > 0.05). This study suggests that non-face-to-face classes on introductory practice such as the dental morphology course can provide comparable quality to the education taught in traditional face-toface classes.

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El Sayed, Iman, and Sherif Abdelmonem. "A cross-sectional study to assess Evidence-Based Medicine teaching method: online or face-to-face?" BMJ Evidence-Based Medicine 24, no. 2 (December 11, 2018): 59–62. http://dx.doi.org/10.1136/bmjebm-2018-111117.

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We aimed to study differences in postgraduate students’ achievement if they are taught evidence-based medicine (EBM) by face-to-face or by online learning. We assessed the performance of 28 postgraduate students who completed a face-to-face learning module and 34 students who completed an online learning module in a cross-sectional study. The teaching materials were the same in both courses so that any performance difference would be due to the teaching method. Grading involved semester work (15%), midterm (25%), oral (15%) and final (30%) examinations. Students were evaluated by a project submitted by the end of the semester (15%). Percentage of student satisfaction was calculated. Mean midterm and final examination scores did not differ significantly between the two groups (p=0.759 and 0.721, respectively). Students from both groups achieved almost the same median score on the oral discussion examination (p=0.31). Students who attended the online learning module were associated with a significantly higher median project score compared with those who attended the face-to-face teaching (p<0.001). In general, students from both modules were similarly satisfied about course contents, lecturers and students’ assessment process although one-third of students felt non-equality and unfair instructors’ practice towards them in face-to-face teaching method. Further research should be paid towards assessment of EBM e-learning to support the developing era of evidence-based practice in low-income to middle-income countries.

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Journal articles on the topic 'Face-to-face practice'

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