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The COVID-19 pandemic has sparked radical shifts in the ways that both health care and health professions education are delivered. Before the pandemic, some degree programs were offered fully online or in a hybrid format, but in-person learning was considered essential to the education and training of health professionals. Similarly, even as the use of telehealth was slowly expanding, most health care visits were conducted in-person. The need to maintain a safe physical distance during the pandemic rapidly increased the online provision of health care and health professions education, accelerating technology adoption in both academic and professional health care settings. Many health care professionals, educators, and patients have had to adapt to new communication modalities, often with little or no preparation. Before the pandemic, the need for cost-effective, robust methodologies to enable teaching across distances electronically was recognized. During the pandemic, online learning and simulation became essential and were often the only means available for continuity of education and clinical training. This paper reviews the transition to online health professions education and delivery during the COVID-19 pandemic and provides recommendations for moving forward.

This article presents the quantitative findings of an exploratory mixed methods study that investigated first-and second-year online graduate master's students': 1) perceptions of the importance of, and satisfaction with, administrative, academic, technical, and online community supports; 2) personal factors and grit level; and 3) differences, if any, that existed among students, in these areas. Findings showed that a large majority of students rated course-level supports (e.g., instructor support, embedded help, library) as important, in contrast to supports that might be needed on rare occasions (e.g., career services, bookstore) or by fewer students (e.g., veteran and international student services, writing center). Data stratification revealed differences between white and non-white students for career and counseling services, which white students rated "unimportant" and non-white students rated "very important." Differences in students' perceptions of importance and satisfaction with some services highlighted instructor and technical support as areas of focus for potential improvements. The study raises several questions important to online graduate education, such as: 1) Which supports and resources should be offered by institutions of higher education to promote success in online learning for online master's graduate students? and 2) Are there strategies that need to be developed to better address the individual needs of a diverse student body, including nontraditional and underrepresented minority students?

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