Emerging Faculty Needs for Enhancing Student Engagement on a Virtual Platform

Ahmed, Samar; Shehata, Mohamed Hany; Hassanien, Mohammed

doi:10.15694/mep.2020.000075.1

Cited by 90 publications

(92 citation statements)

References 2 publications

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“…There were a further six studies that whilst not having full reporting of detail, did report in all areas with varying amounts of detail (Brown et al 2020;Buonsenso 2020;Choi et al 2020;Johnston et al 2020;Murdock et al 2020;Samarasekera et al 2020). There were six studies that did not report on any of the five domains that were judged at high risk of bias and low quality for all (Ahmed et al 2020;Boodman et al 2020;Burns and Wenger 2020;Haines et al 2020;Keegan et al 2020;Lubarsky 2020). Within each study and within each domain, the distribution of reporting was capricious with no particular area systematically reported in a different manner to others.…”

Section: Quality Of Reporting For the Educational Developmentmentioning

confidence: 99%

“…Seven papers described adaptations to assessment processes (Ahmed et al 2020;Boursicot et al 2020;Eltayar et al 2020;Hannon et al 2020;Lapolla and Mingoli 2020;Samarasekera et al 2020;Veasuvalingam and Goodson 2020). Three of these described adaptations to assessing clinical skills through objective structured clinical examinations (OSCEs) in the context of physical distancing.…”

Section: Assessmentmentioning

confidence: 99%

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Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

et al. 2020

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Background: The novel coronavirus disease (COVID-19) was declared a pandemic in March 2020. This rapid systematic review synthesised published reports of medical educational developments in response to the pandemic, considering descriptions of interventions, evaluation data and lessons learned. Methods: The authors systematically searched four online databases and hand searched MedEdPublish up to 24 May 2020. Two authors independently screened titles, abstracts and full texts, performed data extraction and assessed risk of bias for included articles. Discrepancies were resolved by a third author. A descriptive synthesis and outcomes were reported. Results: Forty-nine articles were included. The majority were from North America, Asia and Europe. Sixteen studies described Kirkpatrick's outcomes, with one study describing levels 1-3. A few papers were of exceptional quality, though the risk of bias framework generally revealed capricious reporting of underpinning theory, resources, setting, educational methods, and content. Key developments were pivoting educational delivery from classroom-based learning to virtual spaces, replacing clinical placement based learning with alternate approaches, and supporting direct patient contact with mitigated risk. Training for treating patients with COVID-19, service reconfiguration, assessment, well-being, faculty development, and admissions were all addressed, with the latter categories receiving the least attention. Conclusions: This review highlights several areas of educational response in the immediate aftermath of the COVID-19 pandemic and identifies a few articles of exceptional quality that can serve as models for future developments and educational reporting. There was often a lack of practical detail to support the educational community in enactment of novel interventions, as well as limited evaluation data. However, the range of options deployed offers much guidance for the medical education community moving forward and there was an indication that outcome data and greater detail will be reported in the future.

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Section: Quality Of Reporting For the Educational Developmentmentioning

confidence: 99%

Section: Assessmentmentioning

confidence: 99%

Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

et al. 2020

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“…In the midst of this pandemic COVID-19 condition, it is urgent to make various learning innovations related to the adaptation and utilization of available technology to support the learning process (Ahmed et al, 2020). The practice requires educators and students to interact and transfer knowledge online.…”

Section: Introductionmentioning

confidence: 99%

E-module as an emergency-innovated learning source during the Covid-19 outbreak

Purnamasari

Siswanto

Malik

2020

PETiER

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The COVID-19 pandemic has hugely changed various human activities. This "silent-killer" pandemic attacks almost every single aspect of life in this entire world. In this case, the writer will focus on the education sector as one of the most damaged fields by the pandemic. Every single of its elements has to be quickly adapted to the situation caused by the COVID-19 attack. Stakeholders are continuing hard to formulate the adaptation that can be taken quickly as the most effective way among the uncertain situation. Shortly, regarding the physical distancing campaigned by the most governments, online learning is then considered as the most possible way to keep the learning process going with all its strengths and weaknesses. In accordance with the background of the situation, the writer through this study purposed to determine the effectiveness of e-modules as the emergency innovative learning sources in the middle of this COVID-19 outbreak. Online learning is claimed as an effective solution to keep learning to avoid mass gathering that possibly causes the virus to spread at schools. E-modules belong to interactive teaching sources that are capable to facilitate student to learn independently. They still have chances to learn with interesting, practical, and online-accessible to pursue the learning outcomes as good as possible in term of the emergency self-learning process. To find out the improvement in students learning outcomes after using the e-module through the online learning process, the data analysis in this study was conducted using a paired sample t-test. At last, the results showed that student learning outcomes could be maintained and even improved after the use of the e-module as an emergency innovative learning source during the COVID-19 outbreak.

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“…Within the unplanned rapid transition, more focus was set on compliance with technical needs and requirements at the expense of student centeredness, engagement and the effectiveness of the educational environment (4).…”

Section: Resultsmentioning

confidence: 99%

Model for Utilizing Distance Learning post COVID-19 using (PACT)™ A Cross Sectional Qualitative Study

Ahmed

Hegazy

Malak

et al. 2020

Preprint

Self Cite

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BackgroundCOVID -19 pandemic pressured medical schools globally to shift to Distance learning (DL) as an alternative way to ensure that the content delivered is satisfactory for student progression.Aim of the workThis work aims at mapping priorities for post-COVID planning for better balance between distance learning and face to face learning.MethodsThis qualitative study aimed to develop a model for utilizing DL using The Polarity Approach for Continuity and Transformation (PACT)™. A virtual mapping session was held with 79 faculty from 19 countries. They worked in small groups to determine upsides and downsides of face-to-face and DL subsequently. An initial polarity map was generated identifying five tension areas; Faculty, Students, Curriculum, Social aspects and Logistics. A 63-item assessment tool was generated based on this map, piloted and then distributed as a self-administered assessment. The outcomes of this assessment were utilized for another mapping session to discuss warning signs and action steps to maintain upsides and avoid downsides of each pole.ResultsParticipants agreed that face-to-face teaching allows them to inspire students and have meaningful connections with them. They also agreed that DL provides a good environment for most students. However, students with financial challenges and special needs may not have equal opportunities to access technology. As regards social issues, participants agreed that face-to-face learning provides a better chance for professionalism through enhanced team-work. Cognitive, communication and clinical skills are best achieved in face-to-face. Participants agreed that logistics for conducting DL are much more complicated when compared to face-to-face learning. Participants identified around 10 warning signs for each method that need to be continuously monitored in order to minimize the drawbacks of over focusing on one pole at the expense of the other. Action steps were determined to ensure optimized use of in either method.ConclusionIn order to plan for the future, we need to understand the dynamics of education within the context of polarities. Educators need to understand that the choice of DL, although was imposed as a no-alternative solution during the COVID era, yet it has always existed as a possible alternative and will continue to exist after this era. The value of polarity mapping and leveraging allows us to maximize the benefit of each method and guide educators' decisions to minimize the downsides for the good of the learning process.

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Emerging Faculty Needs for Enhancing Student Engagement on a Virtual Platform

Cited by 90 publications

References 2 publications

Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

E-module as an emergency-innovated learning source during the Covid-19 outbreak

Model for Utilizing Distance Learning post COVID-19 using (PACT)™ A Cross Sectional Qualitative Study

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