This paper describes a test and case study of self-evaluation of online courses during the pandemic time. Due to the Covid-19, the whole world needs to sit on lockdown in different periods. Many things need to be done in all kinds of business including education sector of countries. To sustain the education development, teaching methods had to switch from traditional face-to-face teaching to online courses. The government made decisions quickly, and educational institutions had no time to prepare the materials for online education. All classes of the Mongolian University of Pharmaceutical Sciences switched to online lessons. Challenges were raised before professors and tutors during online teaching. Our university did not have a specific learning management system for online education and e-learning. Therefore, professors used different platforms for their online instructions, such as Zoom and Google meet. Moreover, different social networking platforms played an active role in communication between students and professors. The situation is challenging for professors and students. To measure the quality of online courses and figure out the positive and weak points of online teaching, we need to evaluate e-learning.
Professional quality of life for those providing care has been a topic of growing interest over the past twenty years. The Professional Quality of Life includes positive aspects of helping others or Compassion satisfaction (CS) and Compassion fatigue (CF) associated with the negative aspect. CF contains two aspects as Burnout (BO) and Secondary Traumatic Stress (STS) (Stamm).Our study was a hospital-based, cross sectional study based in The Specialized Medical Centers and The District General Hospitals of Ulaanbaatar, Mongolia. A total of 300 medical doctors and nurses were involved in our survey. In this study we were used the Professional Quality of Life Scale, version 5 (ProQOL-5) measure, developed by Stamm (2005). The average and high rate of experiencing secondary trauma stress was 73.1% of nurses (138 of 194 nurses); and was 82% of doctors (88 of 106 doctors). It is necessary to develop support systems for nurses and medical doctors at risk for secondary traumatic stress who working in intensive and critical care units of hospitals in Mongolia.
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