Capturing the wisdom of the crowd: health professions’ educators meet at a virtual world café

Abstract

Background Conversations about educational challenges and potential solutions among a globally and culturally diverse group of health professions’ educators can facilitate identity formation, mentoring relationships and professional network building. The COVID-19 pandemic has made it even more important to co-create and disseminate knowledge, specifically regarding online and flexible learning formats. Approach Based on the principles of social learning, we combined speed mentoring and world café formats to offer a virtual Zoom™ workshop, with large and small group discussions, to reach health professions’ educators across the globe. The goal was to establish a psychologically safe space for dialogue regarding adaptation to online teaching-learning formats. Evaluation We aimed to establish psychological safety to stimulate thought-provoking discussions within the various small groups and obtain valuable contributions from participants. From these conversations, we were able to formulate ‘hot tips’ on how to adapt to (sometimes new) online teaching-learning formats while nurturing teacher and student wellbeing. Reflection Through this virtual workshop we realized that despite contextual differences, many challenges are common worldwide. We experienced technological difficulties during the session, which needed rapid adaptation by the organising team. We encouraged, but did not pressure, participants to use video and audio during breakout discussions as we wanted them to feel safe and comfortable. The large audience size and different time zones were challenging; therefore, leadership had to be resilient and focussed. Although this virtual format was triggered by the pandemic, the format can be continued in the future to discuss other relevant global education topics.

Virtual World Café Method for Identifying Mental Health Research Priorities: Methodological Case Study

“…Thus, the World Café method can be relatively easily adapted for use online. A recent study, conducted by McKimm et al [ 21 ] during the COVID-19 pandemic, demonstrated the feasibility of using this method for health educators from across the world to discuss educational initiatives to promote online learning [ 21 ]. The researchers reported several issues with the method that related primarily to technological difficulties, audience size, and different time zones [ 21 ].…”

Tips for Building a Community for Incoming Medical Students Virtually in the COVID-19 Era

“…Virtual curricula often limit organic conversations and introductions between peers. In our experience, online meeting platforms are not designed to accommodate multiple conversations in a meeting due to audio and visual limitations and are more conducive to single-speaker presentations [7]. This contrasts with an in-person encounter in which new classmates typically get to know one another through casual introductions, which are vital to students becoming comfortable discussing and sharing opinions with one another.…”

Fostering educator identity through social media

“…1,4,15 The three core elements of domain, practice and community remain applicable to virtual CoPs 8 and can contribute to PIF and scholarship. 1,15,18 SoMe platforms can ease development of virtual CoPs, allowing professionals from diverse contexts and cultures to interact with each other synchronously or asynchronously, while minimising barriers caused by hierarchy, language skills, or divergent time zones. 1,12,15 As we emerge from the COVID-19 pandemic and begin to envision the future of health professions education, networks formed during the pandemic (through shared interests and need for connectivity) will be just as relevant postpandemic.…”

“…1,12,15 As we emerge from the COVID-19 pandemic and begin to envision the future of health professions education, networks formed during the pandemic (through shared interests and need for connectivity) will be just as relevant postpandemic. 15,16,18 However, groups should reflect on lessons learned that are relevant postpandemic, leaders should retain their adaptive edge and individuals leading the formation of CoPs should attend to diversity and inclusivity and move well away from just extending their local, regional or national insular community. 10 Knowledge sharing and collaborations should be inclusive of multiple cultural and societal perspectives, and diversity can be facilitated by SoMe engagement.…”

“…1,13,14 While use of virtual CoPs of HPEs accelerated during the COVID-19 pandemic, they preceded it and will likely continue to bring together groups of likeminded professionals postpandemic. [15][16][17][18] While use of virtual CoPs of HPEs accelerated during the COVID-19 pandemic, they preceded it and will likely continue.…”