Student and Educator Perspectives of Adapting to Remote Health Professions Education: A Mixed-Methods Study

Abstract

During the COVID-19 pandemic, universities across the world transitioned rapidly to remote education. Engaging with a curriculum that has been transitioned from in-person to remote education mode is likely to impact how students and educators adapt to the changes and uncertainties caused by the pandemic. There is limited knowledge about individual differences in students' and educators' adaptability to remote education in response to the pandemic. This paper explored healthcare students' and educators' adaptability experiences to remote education. Drawing on pragmatism, a convergent mixed-methods design was adopted. Data were collected between May and August in 2020 using an online survey, followed by interviews with students and educators of five large health courses at an Australian research-intensive University. Data included 476 surveys and seven focus group interviews with 26 students, and 95 surveys and 17 individual interviews with educators. Results were interpreted through an integration of quantitative and qualitative elements from student and educator experiences. Findings indicated that students were less adaptable than educators. Whilst remote learning was less appealing than in-person learning, some students adapted well to the new learning environment. Limited social learning, transmissive pedagogy, and lack of technical and non-technical skills were identified as factors that impacted upon the experience of students and educators. Navigating the challenges associated with remote education provided students and educators with a unique opportunity to improve adaptability—an attribute critical for future uncertainties in healthcare practice.

Implications of Flexible Learning to Politics and Economics of Educational Management

“…On this note, the study was framed within the context of various local and foreign literature and studies of Gocotano et al (2021) on the challenges on flexible online learning implementation in the rural areas; Ulanday et al (2021) flexible learning adaptabilities in the new normal as to e-resources, digital learning platforms and online learning system and management; Dayagbil et. al (2021) issues and problems in teaching and learning continuity of public higher education in the Philippines; Dargo and Dimas (2021) effects and outcomes of MDL in the academic performance of learners; Barrera et al (2020) readiness for flexible learning amidst Covid 19 pandemic of Saint Michael College of Caraga, Philippines among JHS, SHS and college students; Capinding (2022) impact of modular distance learning on students' motivation, interest/attitude, anxiety and achievement; on online education in higher education: emerging solutions in times of crisis; Veletsianos & Houlden (2019) on flexible learning analysis and flexibility"; Kintu et al, (2017 on effectiveness of a blended learning environment in the relation to student background, design features and learning outcomes; Butnaru (2021) on perspectives of the learners in terms of their strengths and its implications in the learning process; Demir-Yildiz & Samil (2019) on effects of flexibility and non-flexibility of the physical classroom setting on undergraduate students' learning ; Kumarl et al,(2021) on impact of online education on students and teachers in medical courses; Sarkar et al (2021) adaptation to the learning pedagogies developing as a result of the pandemic.…”

Work readiness of pharmacy graduates: An exploratory study.

“… 16 , 17 There are limited studies that specifically sought to explore impact on how the work readiness of pharmacy graduates were affected by this pandemic. 18 …”