Online Education for Undergraduate Health Professional Education during the COVID-19 Pandemic: Attitudes, Barriers, and Ethical Issues

Muflih, Suhaib; Abuhammad, Sawsan; Karasneh, Reema; Al‐Azzam, Sayer; Alzoubi, Karem H.; Muflih, Mohammad

doi:10.21203/rs.3.rs-42336/v1

Cited by 55 publications

(43 citation statements)

References 25 publications

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“…These benefits include access for learners with disabilities and those in rural areas; cost effectiveness, convenience and flexibility; as well as ease of holding online discussions with the flexibility to pause and rewind ( Hassenburg, 2009 ). Furthermore, remote learning allows for the training and/or clinical service provision to be performed at a pace that can be adjusted to the needs of the students and patients ( Forde & Gallagher, 2020 ; Grewal et al, 2020 ; Langkamp et al, 2015 ; Muflih et al, 2020 ; Tariq et al, 2018 ). Moreover, in the current review telepractice services were accepted by stakeholders and students with a high satisfaction rate ( Batthish et al, 2013 ; Cassel & Edd, 2016 ; Giudice et al, 2015 ; Langkamp et al, 2015 ; Likic et al, 2013 ; Lincoln et al, 2014 ; Walsh et al, 2011 ).…”

Section: Resultsmentioning

confidence: 99%

“…The use of teletraining and telepractice has increasingly been documented internationally. This has included their co-use in teaching both students and patients in assessment and management of chronic diseases within communities in primary healthcare ( Kolltveit et al, 2016 , Steventon et al, 2016 ), in assessment of both students and patients ( Cassel & Edd 2016 ; Giudice et al, 2015 ), in clinical supervision ( Batthish et al 2013 ; Cameron et al, 2015 ; Harris, 2020 ) – through the use of various measures including telephones ( Bunker et al, 2017 ; Thomas et al, 2021 ), online access ( Muflih et al, 2020 ); and videoconferencing ( Cameron et al, 2015 ; Howells et al, 2019 ), to name a few. The COVID-19 pandemic has raised the need for thorough deliberations around this method of service and training delivery ( Chandrasinghe et al, 2020 ; Grewal et al, 2020 ; Muflih et al, 2020 ), hence the current study.…”

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confidence: 99%

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Speech-Language Pathology and Audiology in South Africa: Clinical Training and Service in the Era of COVID-19

2021

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Introduction and purpose: The novel coronavirus (COVID-19) presented new and unanticipated challenges to the provision of clinical services, from student training to the care of patients with speech-language and hearing (SLH) disorders. Prompt changes in information and communication technologies (ICT), were required to ensure that clinical training continued to meet the Health Professions Council of South Africa’s regulations and patients received effective clinical care. The purpose of this study was to investigate online clinical training and supervision to inform current and future training and clinical care provision in SLH professions. Methodology: A scoping review was conducted using the Arksey and O'Malley (2005) framework. The electronic bibliographic databases Science Direct, PubMed, Scopus, MEDLINE, and ProQuest were searched to identify publications about online clinical training and supervision and their impact on clinical service during COVID-19. Selection and analysis were performed by three independent reviewers using pretested forms. Results and Conclusions: The findings revealed important benefits of teletraining and telepractice with potential application to South African clinical training and service provision. Five themes emerged: (1) practice produces favorable outcomes, (2) appreciation for hybrid models of training and service delivery, (3) cost effectiveness is a “big win” (4) internationalization of remote clinical training and service provision, and (5) comparable modality outcomes. These findings may have significant implications for teletraining and telepractice in low-and-middle income countries (LMICs) in the COVID-19 era and beyond, wherein demand versus capacity challenges (e.g., in human resources) persist. Current findings highlight the need for SLH training programmes to foster a hybrid clinical training model. Few studies were conducted in LMICs, indicating a gap in such research.

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Section: Resultsmentioning

confidence: 99%

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confidence: 99%

Speech-Language Pathology and Audiology in South Africa: Clinical Training and Service in the Era of COVID-19

2021

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“…Studies have been published recently regarding perception of students of online teaching. [ 6 7 8 9 10 ] However, none of the studies have investigated the educational environment as perceived by the medical students using validated questionnaire, with the use of digital medical education and none of the studies have evaluated student satisfaction with online medical education during the COVID-19 pandemic and this remains the key message from the present study. The students are a key stakeholder in the teaching–learning process and it is pertinent to know their views, perception, and assessment of the efficacy of the online methods and the medical educational environment during the time of the pandemic.…”

Section: Introductionmentioning

confidence: 93%

Impact and perception about distant online medical education (tele-education) on the educational environment during the COVID-19 pandemic

Vishwanathan

Patel

2021

Journal of Family Medicine and Primary Care

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Introduction: The impact of online medical education using videoconferencing platforms on the education environment during the present COVID-19 pandemic is not known. The objectives were to evaluate the impact of online teaching using videoconferencing platforms on the education environment, satisfaction, and perception of the medical undergraduate students to online teaching. Methods: This prospective observational survey undertaken at a medical college included voluntarily participating medical undergraduate students from first (2 nd semester), second (4 th semester), and third year MBBS (6 th and 8 th semesters). The education environment was evaluated using the validated Dundee Ready Education Environment Measure (DREEM). The perception of the students was evaluated using questionnaire with five point Likert scale response. Results: The response rate in our survey was 77.5% (465 out of 600 students). The mean DREEM score of medical undergraduate students was 132.3 ± 19.8. Domains of DREEM evaluated were students’ perception of learning (30.1 ± 6.3), students’ perception of teachers (29.7 ± 4.6), students’ academic self-perception (21.3 ± 4.9), students’ perception of atmosphere (32.5 ± 6.2), and students’ social self-perception (18.7 ± 3.5). Two hundred and fifty five students (54.8%) were extremely satisfied and quite satisfied with the online teaching–learning modalities. Two hundred and fifty eight students (55.5%) rated online learning methods to be very useful and quite useful during the lockdown period. Conclusion: The educational environment at our medical college was positive and students had a positive perception and attitude toward the role of the videoconferencing platforms for learning (telemedicine) during the COVID-19 pandemic lockdown.

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“…However, since the declaration of COVID-19 as a pandemic infectious disease by WHO (4), the kingdom of Saudi Arabia has dramatically accelerated the pace of implementing virtual learning not only for preventing the spread of the virus but also to ensure the continuity of education. (5,6). Current studies have provided emerging evidence assessing the distance learning environment, barriers obstacles perceptions, and attitudes of educators as well as learners since the outbreak of the pandemic.…”

Section: Introductionmentioning

confidence: 99%

“…Current studies have provided emerging evidence assessing the distance learning environment, barriers obstacles perceptions, and attitudes of educators as well as learners since the outbreak of the pandemic. (5,6,7,8).…”

Section: Introductionmentioning

confidence: 99%

Virtual vs Traditional Seminar Course Satisfaction Among Two Groups of Pharmacy Students: Survey Observational Study

Harbi¹,

Shawaqfeh²,

Qotineh³

et al. 2021

Preprint

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Background:Distance learning in pharmacy schools has gained importance with the growth of technology. However, facing the COVID-19 pandemic governments worldwide have dramatically accelerated the pace of implementing virtual learning not only to prevent the spread of the virus but also to ensure continuity of education. Studies have provided emerging evidence assessing the distance learning environment, barriers, obstacles, perceptions, and attitudes of educators as well as learners since the outbreak. Objectives: To evaluate students’ satisfaction in seminar course conducted virtually due to distance learning model in comparison to previous conventional seminar presentation.Materials and Methods: A total of 102 students’ responses to 8-questions survey were collected and analyzed. The responders were 42 students from batch 5, the conventional in-class seminar model (41%) and 60 students from batch 6 students, the virtual seminar model 59%) were included. The survey score was compiled for all questions to reflect the students’ satisfaction. In this study, we have used the descriptive statistics like mean and standard deviation and to find the comparison between group-1 (Batch 5) and group-2 (batch-6) using independent sample t-test, p<0.05 was fixed as level of significant.Results: Virtual seminar model (batch 6) reported a conveniently high satisfaction like the conventional in-class seminar model (batch 5).Conclusion: The college of pharmacy at King Saud bin Abdul Aziz University for Health Science was successfully able to modify the seminar course due to the COVID-19 outbreak to ensure the safety of students and staff while maintaining the quality of the course, and further improving the students’ satisfaction.

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Online Education for Undergraduate Health Professional Education during the COVID-19 Pandemic: Attitudes, Barriers, and Ethical Issues

Cited by 55 publications

References 25 publications

Speech-Language Pathology and Audiology in South Africa: Clinical Training and Service in the Era of COVID-19

Speech-Language Pathology and Audiology in South Africa: Clinical Training and Service in the Era of COVID-19

Impact and perception about distant online medical education (tele-education) on the educational environment during the COVID-19 pandemic

Virtual vs Traditional Seminar Course Satisfaction Among Two Groups of Pharmacy Students: Survey Observational Study

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