An innovative educational strategy for learning and teaching clinical skills during the COVID-19 pandemic

AFRICAN DEVELOPMENT : Background. Educational institutions were compelled to adapt their educational strategies during the COVID-19 pandemic. The innovation of boot camps as a strategy for learning and teaching clinical skills was applied by a school of nursing immediately after the hard lockdown in South Africa.Objectives. To describe the outcomes of implementing an innovative educational strategy for the learning and teaching of clinical skills in an undergraduate nursing programme.Methods. The study comprised a parallel convergent mixed-methods design. Qualitative data were collected from educators (n=7) involved with the boot camps, while the quantitative data comprised module evaluations by 219 students and summative practical assessment scores. Thematic analysis through an inductive approach was applied for the qualitative data, while central tendency and frequencies were used to analyse the quantitative data.Results. Three themes emerged from the narrative data, i.e. rationalising the boot camps, executing the boot camps and learning from the boot camps. Quantitative data support each of the themes. The boot camps appeared to have been appreciated as an emergency innovative educational strategy, with improved student assessment outcomes.Conclusions. The COVID-19 pandemic forced education institutions to adopt a variety of innovative educational strategies. Boot camps appear to have positively influenced the learning and teaching of clinical skills at a school of nursing. There is a need for robust longitudinal research evaluating the long-term effect of such innovative educational strategies

Undergraduate dental students' perspectives on teaching and learning during the COVID-19 pandemic: Results from an online survey conducted at a South African university using a mixed-methods approach

AFRICAN DEVELOPMENT : Background. Many institutions of higher education transitioned from classroom-based settings to remote settings as a response to the COVID-19 pandemic. However, it is unclear how undergraduate dental therapy and oral hygiene students responded to this transition in the learning environment.Objectives. To explore undergraduate dental students' knowledge, perceptions, attitudes and practices related to clinical and theory-based learning at a South African university. Methods. A mixed-methods approach comprising a concurrent dominant status design (QUAN/qual) was used. Therefore, the study was a crosssectional quantitative survey with descriptive qualitative data. An online, self-administered questionnaire with open- and closed-ended questions was developed to gain insights into students' knowledge, perceptions, attitudes and learning practices during the COVID-19 pandemic. Results. Most respondents (n=86;80.4%) agreed that they had the necessary skills to engage with online learning (p=0.04). Respondents in the first year (n=25;76%), second year (n=24;73%) and third year (n=32;28%) were either unsure or did not agree that they understood online platform-based lectures better than classroom-based lectures. The major emergent themes included external (internet connectivity) and internal (students' coping skills) barriers to online learning. Conclusions. This study highlighted dental student challenges in embracing the blended approach of teaching and learning. While this may be a new norm for curriculum delivery, it is important to include student input in curriculum-related decision-making processes

Justice as fairness in preparing for emergency remote teaching: A case from Botswana

AFRICAN DEVELOPMENT : Background. The COVID-19 pandemic necessitated drastic changes to undergraduate medical training at the University of Botswana (UB). To save the academic year when campus was locked down, the Department of Medical Education conducted a needs assessment to determine the readiness for emergency remote teaching (ERT) of the Faculty of Medicine, UB.Objectives. To report on the findings of needs assessment surveys to assess learner and teaching staff preparedness for fair and just ERT, as defined by philosopher John Rawls.Methods. Needs assessment surveys were conducted using Office 365 Forms distributed via WhatsApp, targeting medical students and teaching staff during the 5 undergraduate years. Data were analysed quantitatively and qualitatively.Results. Ninety-two percent (266/289) of students and 73.5% (62/84) of teaching staff responded. Surveys revealed a high penetration of smartphones among students, but poor internet accessibility and affordability in homes. Some teaching staff also reported internet and device insufficiencies. Only WhatsApp was accessible to students and teaching staff.Conclusions. For equitable access to ERT in the future, the surveys revealed infrastructural improvement needs, including wider, stronger, affordable WiFi coverage within Botswana and enhanced digital infrastructures in educational institutions, with increased support for students

The effect of the initial months of the COVID-19 national lockdown on MMed training activities at the University of the Free State, South Africa

AFRICAN DEVELOPMENT : Background. Shortly after the first case of SARS-CoV-2 infection (COVID-19) had been reported in South Africa, a national lockdown was declared. Subsequently, the University of the Free State (UFS) changed from a contact delivery mode to remote multimodal teaching, learning and assessment.Objectives. To determine the effect of the initial months of the COVID-19 lockdown on MMed training activities at the UFS, specifically the demographic and health profile of students, research progress, academic activities and the clinical training environment.Methods. A cross-sectional study using an anonymous self-administered questionnaire was used. All registered MMed students at the UFS were eligible to participate.Results. A response was obtained from 134 (51.9%) of 258 registrars, most of whom were included in the analysis (n=118;45.7%). Significant associations between the effect of the COVID-19 lockdown on day-to-day clinical work and the ability to work on MMed research (p<0.01) and self-directed learning time (p<0.01) were noted. Changes in domestic circumstances affecting MMed research were reported by 26.9% of respondents. Worsening or new symptoms of stress were reported by 40.0% of respondents.Conclusion. The initial months of the COVID-19 lockdown might have far-reaching implications for registrars' academic progress. Registrars experienced adverse psychosocial consequences that might impede their academic progress

Module evaluation for emergency remote teaching: An oral hygiene case study during the COVID-19 pandemic

AFRICAN DEVELOPMENT : Background. The COVID-19 pandemic resulted in emergency remote teaching, with limited student contact time. For programmes with strong clinical and community-based requirements, such as the Bachelor of Oral Health, one had to be innovative to meet module outcomes.Objectives. To (i) evaluate the curriculum and pedagogy of two diverse modules in the second year;and (ii) explore contextual factors affecting teaching and learning.Methods. This evaluation study used a mixed-methods design. The sample comprised lecturers (n=3), clinical teachers (n=2), students (n=29) and documents for analysis. The modified concept-indicator method and the emergency remote teaching environment frameworks guided the data collection process. Tools included questionnaires, a focus group discussion and document analysis. Quantitative data were presented as frequencies and qualitative data were themed.Results. Student participation for the OHP213 module was 76% (n=19) and 68% for the LOS200 module (n=19). All the lecturers (n=3) participated. Overall, the content and teaching and learning specialists were satisfied with the modules, but made suggestions for improvement. Student experiences highlighted diversity in their learning styles and challenges, while lecturers articulated challenges and emphasised affordances during this period.Conclusions. The curricula were generally found to be aligned in terms of outcomes, content and assessment. Emergency remote teaching presented affordances from the perspective of students and lecturers, which could be explored further. If online teaching were to be a feature of university education, the affordances highlighted by students and staff may argue for a revised hybrid approach to delivering an oral health programme. However, such a system would require thorough research, with the necessary support built into the university as an ecosystem

Teaching and learning considerations during the COVID-19 pandemic: Supporting multimodal student learning preferences

AFRICAN DEVELOPMENT : Background. The advent of COVID-19 and the subsequent national lockdown has catapulted higher education institutions into emergency remote teaching (ERT). A principal challenge in this shift is the ability to stimulate student interest towards engagement with, and retention of, course content. The creation of teaching and learning (T&L) resources and activities using a combination of the visual, aural, read/write and kinaesthetic (VARK) modes is fundamental in ensuring student engagement.Objectives. To determine the learning style profiles of undergraduate students and to explore how student learning profiles may be incorporated in T&L approaches during ERT.Methods. This descriptive study profiles the learning preferences of undergraduate students in a health science faculty using the VARK questionnaire. The study further outlines modifications in T&L implemented to support the varied learning preferences during the COVID-19 ERT response.Results. Our findings demonstrate that the majority of our students have a multimodal learning preference, with the kinaesthetic modality being the most preferred. Voice-over PowerPoint presentations with transitioning images, and audio files, supported the visual and aural learners through asynchronous engagement. Additionally, online discussion forums and applied projects (such as theme park designs) enhanced asynchronous learning by stimulating the visual, read/write and kinaesthetic preferences, respectively. Microsoft Team sessions with PowerPoint presentations supported visual and aural learning preferences through synchronous engagement.Conclusions. Rethinking traditional T&L approaches towards supporting the diverse student learning preferences is critical in student-centred T&L amidst the many challenges that ERT has precipitated. Academics need to be dynamic in their T&L approaches and intuitive in their awareness of how subject content may be modified/enhanced in the ERT environment

SA's COVID-19 infections steady for now

AFRICAN DEVELOPMENT : South Africa's COVID-19 infection rate has reached a plateau for now, but Minister of Health, Joe Phaahla, believes that matters will improve once schools have settled in. Phaahla said that there was no serious decline nor worrying rise in infections during a COVID-19 update earlier this morning. It comes just days after Cabinet approved changes to the country's Alert Level 1 lockdown restrictions

`Goldilocks anatomy' - data-conserving anatomy video tutorials during emergency remote teaching

AFRICAN DEVELOPMENT : Namibia's State of Emergency was announced on 27 March 2020. Institutional attempts to introduce blended learning and formal online learning during the COVID-19 pandemic prior to the students leaving campus came too late. We subsequently did not have the luxury of time to plan and prepare formal online material. Emergency remote teaching (ERT) was started whilst our students were on recess with many stuck at home in rural off-grid settings. They were subsequently faced with erratic internet connectivity and limited data. This limitation necessitated a small file size alternative that addressed the educational needs of our students whilst permitting constructive alignment with the intended learning objectives. Furthermore, it was also found that students prefer communication through WhatsApp. Here the authors report on a novel and content-specific approach to ERT through to-the-point anatomy video tutorials that are data friendly - i.e., Goldilocks Anatomy

From work-integrated learning to virtual case studies: Navigating an alternative to fieldwork in paediatric occupational therapy

AFRICAN DEVELOPMENT : Due to Covid-19 regulations, occupational therapy students' access to clinical platforms was restricted and they were unable to perform traditional work integrated learning at approved placements. This situation compelled lecturers to design creative and innovative alternative fieldwork training activities for third-year occupational therapy students in the paediatric domain. In person fieldwork was converted (in part) to six case studies, presented by experts in synchronous online sessions. A structured and systematic approach was implemented to ensure student participation during and after presentations. Students worked in small groups to complete i) a professional reasoning tool and ii) an intervention plan and session to conceptualise and put into writing their selected theoretical approach to each case. One group was given the opportunity to present their work on the case on the day following the case presentation. Continuous formative feedback was provided during the presentation and integration of prior knowledge was encouraged through debate. Assessment focused on metacognition - the students' ability to reflect on their learning during each case. Students experienced the case studies as rich learning opportunities. This approach will be adapted for use in the post-pandemic era to enhance occupational therapy students' learning

Saving student interaction by saving the Starks

AFRICAN DEVELOPMENT : Amidst all the confusion with the pandemic, the shift to online learning was an adjustment for both students and lecturers. The loss of face-to-face contact sessions meant the absence of the initial visual diagnostic assessment and the opportunity to consolidate acquired knowledge in real-time. It was also observed that student interest and active engagement on online platforms, decreased as the year progressed and an "online fatigue" ensued. To overcome the difficulties experienced, a gamification-based formative assessment approach was taken. This was done to assess the application of knowledge of first-year medical students acquired during their antibacterial pharmacology narrated lecture. The game, called " Saving the Starks " is themed after a popular TV series called Game of Thrones and was created using Microsoft PowerPoint with animated triggers and the soundtrack of the Game of Thrones show to create a truly immersive experience. The game was well-received by students based on the overwhelmingly positive response on the discussion board. The gamification element increased student engagement and helped excite them about the content. The use of popular culture references and the competitive aspect of the game fostered enthusiasm within the learning environment and amongst peers. It also allowed for student-lecturer engagement on a more congenial level creating a pleasant environment for learning

Stimulating students' critical thinking skills in pharmacology using case report generation

AFRICAN DEVELOPMENT : To encourage critical thinking and appropriate application of pharmacological concepts, especially in the face of limited contact sessions brought about by the COVID-19 pandemic, students were tasked to generate and answer one another's case reports. Additionally, each student had to provide feedback on their peers' attempts to answer their case report questions, under the guidance and moderation of the lecturer

Plotting through the pandemic

AFRICAN DEVELOPMENT : The COVID-19 pandemic necessitated the development of teaching resources that can be used inEmergency Remote Teaching (ERT). The closure of educational institutions necessitated that teaching and learning approaches would ensure continuity of the teaching enterprise. A teacher and two final year medical students developed an online, asynchronous resource to teach undergradute medical students in obstetrics on the use ofthe partogram (a labour monitoring tool) and a gravidogram (a pregnancy monitoring tool).The resource was designed to be used on any web browser and device using low bandwith to ensure accessbility where there is limitedconnectivity. Students were able to asynchronously engage with the learning material, complete the labour and pregnancy graphs based on cases designed for the exercise and submit it to the teacher for feedback. This short report sheds light on the process and lessons learned from the developement of this electronic learning resource

Pedagogy to probity

AFRICAN DEVELOPMENT : What does a new campus orientation, class representative election, meeting the Deanery and lessons learnt by senior students have in common? Nothing, except for 300 first year medical students and a one-week first year compulsory course that had to be converted to an online experience. This was the challenge that presented itself to the lecturer. The module " Introduction to the Study of Medicine" is a one-week course that was re-designed to do just that