Integration of Medical and Graduate Education with the USAT Secure SSPOC Instructional Model

Abstract

Emergence of the 2019 Coronavirus pandemic posed new challenges for the delivery of medical and graduate education by Institutions throughout most of the world, as travel restrictions and regional lockdowns placed new demands never previously imposed on higher education. The University of Science Arts and Technology [USAT], located on the volcanic island of Montserrat, British West Indies began to prepare for such an eventuality since 2007 due to new volcanic eruptions. Despite 24/7 monitoring from the nearby state‐of‐the‐art Montserrat volcano observatory, with little warning, the Soufriere Hills Volcano, located a distant 5 miles Southeast of the Campus spontaneously roared back to life in January 2007, venting clouds of volcanic ash and gas 8 kilometers (5 miles) into the sky with overflow lava and debris reaching the sea to the East and West; the volcano's lava dome continued to grow as it had since 2006, and local volcano experts worried that the rapidly growing lava dome, the mounting pressure building inside the dome could cause a catastrophic explosive eruption, and the renewed volcanic activity indicates that the volcano is now predicted to remain active well into the future. The volcanic activity caused the partial evacuation of the Island, including areas bordering the campus, resulting in the establishment of the USAT Campus satellite transmitter system [CST] in 2007. The CST enabled USAT the establishment of the first secure network on Island for the Secure Small Platform Online Course delivery network [SSPOC] and which enabled USAT to continue lecture operations uninterrupted with faculty that are highly experienced in the delivery of high quality Medical and Graduate education from both on‐Island and remote locations in an efficient, timely, cost effective and highly productive and timely manner, while enabling students an on‐island campus experience during periods of volcanicactivity including options for lectures, public health, epidemiology and environmental research, and selected experiences in areas of family and tropical medicine. During the current COVID pandemic and travel restriction imposed we further enhanced our on‐line teaching system and secure SSPOC model, expanded International options, and as professors and students could not travel to the campus but all lectures were delivered online with absolutely no disruption or compromise in delivery of exceptional quality lectures and teaching experiences continued as if they occurred on campus.

Construction of a cross-domain integration teaching model for physical education oriented to the characteristics of disciplines

“…The former is a blended learning mode that combines classroom teaching with online teaching in a college campus classroom, with more targeted online teaching resources. The latter is based on set application conditions: a certain size of learners are selected from the global applicants to be included in the SPOC course, and the selected learners must ensure the study time and intensity, participate in online discussions, complete the required assignments and exams, etc., and those who pass the course will be awarded a course completion certificate [18][19]. The SPOC-based online-offline cross-domain integration teaching design is shown in Fig.…”