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Medical teachers' experience of emergency remote teaching during the COVID-19 pandemic: a cross-institutional study.
Chan, Enoch; Khong, Mei Li; Torda, Adrienne; Tanner, Julian A; Velan, Gary M; Wong, Gordon T C.
  • Chan E; School of Clinical Medicine, The University of Hong Kong, Pokfulam, Hong Kong SAR, China.
  • Khong ML; School of Clinical Medicine, The University of Hong Kong, Pokfulam, Hong Kong SAR, China.
  • Torda A; Office of Medical Education, Faculty of Medicine & Health, The University of New South Wales, Sydney, NSW, 2052, Australia.
  • Tanner JA; School of Biomedical Sciences, The University of Hong Kong, Pokfulam, Hong Kong SAR, China.
  • Velan GM; Office of Medical Education, Faculty of Medicine & Health, The University of New South Wales, Sydney, NSW, 2052, Australia.
  • Wong GTC; School of Medical Sciences, Faculty of Medicine & Health, The University of New South Wales, Sydney, NSW, 2052, Australia.
BMC Med Educ ; 22(1): 303, 2022 Apr 21.
Article in English | MEDLINE | ID: covidwho-1799104
ABSTRACT

BACKGROUND:

The COVID-19 pandemic and the consequent social distancing measures caused unprecedented disruption for medical and healthcare education. This study examined medical teachers' experience with emergency remote teaching during the pandemic and their acceptance of online teaching after the pandemic.

METHODS:

In this sequential mixed methods study, online surveys were disseminated to teachers (n = 139) at two Asia-Pacific medical schools to evaluate their experience with emergency remote teaching during the pandemic. Subsequently, in-depth interviews were conducted with teachers from both institutions (n = 13). Each interviewee was classified into an adopter category based on Rogers' Diffusion of Innovations Theory. Interview transcripts were analyzed thematically, and the descriptive themes were mapped to broader themes partly based on the Technology Acceptance Model and these included (i) perceived usefulness of online teaching, (ii) perceived ease of delivering online teaching, (iii) experience with institutional support and (iv) acceptance of online teaching after the pandemic.

RESULTS:

Our participants described accounts of successes with their emergency remote teaching and difficulties they experienced. In general, most participants found it difficult to deliver clinical skills teaching remotely and manage large groups of students in synchronous online classes. With regards to institutional support, teachers with lower technological literacy required just-in-time technical support, while teachers who were innovative in their online teaching practices found that IT support alone could not fully address their needs. It was also found that teachers' acceptance of online teaching after the pandemic was influenced by their belief about the usefulness of online teaching.

CONCLUSIONS:

This study demonstrated that our participants managed to adapt to emergency remote teaching during this pandemic, and it also identified a myriad of drivers and blockers to online teaching adoption for medical teachers. It highlights the need for institutes to better support their teaching staff with diverse needs in their online teaching.
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Full text: Available Collection: International databases Database: MEDLINE Main subject: Students, Medical / Education, Distance / Educational Personnel / COVID-19 Type of study: Qualitative research / Randomized controlled trials Limits: Humans Language: English Journal: BMC Med Educ Journal subject: Education Year: 2022 Document Type: Article Affiliation country: S12909-022-03367-X

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Full text: Available Collection: International databases Database: MEDLINE Main subject: Students, Medical / Education, Distance / Educational Personnel / COVID-19 Type of study: Qualitative research / Randomized controlled trials Limits: Humans Language: English Journal: BMC Med Educ Journal subject: Education Year: 2022 Document Type: Article Affiliation country: S12909-022-03367-X