Impact of COVID-19 on Medicine Lecturers’ Mental Health and Emergency Remote Teaching Challenges

Abstract

COVID-19 has presented a novel pedagogical challenge in dealing with the sudden shift from classic instruction to emergency remote teaching (ERT). It had an impact on the well-being and mental health of lecturers, increasing burnout risk. A cross-sectional, quantitative, qualitative and analytical online study was conducted to collect participants’ sociodemographic data, responses to ERT open-ended questions and mental health assessments using relevant instruments (CBI for burnout, Resilience Scale, DASS for depression, anxiety and stress, SWLS for satisfaction with life). High personal burnout levels were found in 41.2% of participants, high work-related burnout in 37.3% and high student-related burnout in 15.7%. Satisfaction with life, sleep routine changes and stress were determinants for personal burnout; stress and resilience for work-related burnout; satisfaction of life and sleep routine changes for students-related burnout. Opportunities for pedagogical innovation were pointed out as the main advantages to ERT, while the main negative impacts were on practical lessons and social interaction. Students and lecturers’ safety and adequate institutional support might be insured, considering their expectations and needs, promoting mental health. Combining the advantages of online and traditional methods in a so-called “blended learning” approach, with close collaboration and communication between all those involved, appears to achieve better results.

Challenges and Innovations Brought about by the COVID-19 Pandemic Regarding Medical and Pharmacy Education Especially in Africa and Implications for the Future

“…Mental health issues among staff and students were generally linked to concerns including uncertainty with the pandemic in terms of altered working conditions. Alongside this, difficulties with maintaining a work–life balance; fear of the implications of the transition to e-learning on teaching, learning, and assessments; and the loss of face-to-face support networks, with burnout of students and lecturers an ongoing concern [ 146 , 147 , 148 ]. However, we have seen the growth of virtual support networks across universities as well as increased compassion towards one another to help address such issues.…”

Mental Health and Work-Related Behaviors in Management of Work Requirements of University Lecturers in Ukraine—An Age Group Comparison

“…Newer teaching methods such as digital distance learning were not considered because data were collected before the COVID-19 pandemic. Studies show both positive and negative consequences of digital distance learning at universities [33]. The sample is small and is not representative (voluntary participation).…”

The Mediating Role of Resilience and Life Satisfaction in the Relationship between Stress and Burnout in Medical Students during the COVID-19 Pandemic

“…During this unprecedented pandemic era, most countries adopted exceptional and temporary measures regarding the epidemiological situation of the COVID-19 disease. Among these measures, the suspension of in-person teaching activities particularly stands out, with those activities subsequently being offered at a distance through so-called emergency remote teaching [ 3 , 4 ]. Mandatory confinement, quarantine, isolation, and social distancing have already had negative effects on the mental health of the general population, where exponential growth in stress levels and symptoms of depression and anxiety has been observed [ 3 ].…”