Transformative effects of COVID-19 pandemic in Health Professions Education: Experience of utilizing e-Learning from Medical Universities in Tanzania

Abstract

Introduction: The emergence of coronavirus disease 2019 (COVID-19) pandemic has caused a shift in education training both in high, middle and low-income countries with an increased need of adapting the e-Learning system to encounter the lockdown situation and social distancing. This article provides an overview of the effects of COVID-19 pandemic on e-Learning and mitigations done among three medical universities in Tanzania that implements the Transforming Health Professional Education in Tanzania (THET) project. Methods: The study was conducted at Muhimbili University of Health and Allied Sciences (MUHAS), Kilimanjaro Christian Medical University College (KCMUCo), and the Catholic University of Health and Allied Sciences (CUHAS). Information on e-Learning use before and after the university closure and social distancing observation period, and the measures taken to enhance e-Learning was retrieved from Information Communication and Technology Departments (ICT) in each respective university. The e-Learning usability and the number of courses that adopted e-Learning was tracked and compared within the universities before, during and after the pandemic. The challenges encountered were noted as well as lessons learned from the process. Results: The institution's efforts and desire to continue with training led to accelerated utilization of e-Learning and digital platforms in medical education in Tanzania. In each institution, the effort led to more courses adopting e-Learning and online training. Scaling up of e-Learning was done in parallel with increased training to faculty members as well as students accessing the online system in both universities. Challenges such as poor internet connection, knowledge of both students and academic staff on proper utilization of e-Learning as well as access to devices outside the university environment even for those who used e-Learning prior to the closure were noted. Conclusion: The implementation and use of e-Learning is possible in medical universities in Tanzania. It is high time for all medical universities to increase investment on e-Learning as one of the elements of the adopted competency-based curriculum and emergency preparedness for training institutions during pandemics which may necessitate closure of institutions. The efficacy of e-Learning on the quality of medical education to produce desired outcomes and exploring barriers for e-Learning implementation calls for further research.