Response to the impact of COVID-19 by health professions education institutions in Africa: a case study on preparedness for remote learning and teaching

Abstract

Background Africa, like other parts of the world, continuously strives to deliver quality health professions education. These efforts are influenced to a larger extent by the socio-economic and cultural context of the region, but also by what happens globally. The global disruption caused by the COVID-19 pandemic in 2020 necessitated the implementation of emergency remote teaching to continue delivering on the mandate of educating future health professionals. The purpose of this research was to describe the response of selected health professions education institutions in Southern Africa to the impact of COVID-19 and their preparedness for remote learning and teaching. Methods A case study design was applied using an adapted ADKAR model as a conceptual framework for data interpretation. The purposively selected study population consisted of educators, students, and administrators in undergraduate medical and nursing programmes from six institutions in five countries. Results A total of 1307 respondents provided data for the study. Many of the institutions were caught off-guard when most educators and almost all students were required to leave their universities and go home. Stakeholders immediately became aware of the need to adopt online approaches as an emergency measure. In all programmes, educators, students, and administrators agreed that change was desired, and students realised that they had to take charge of their own learning independently. Overall educators reported confidence in the ability to use of standard Microsoft software, while knowledge of learning management systems proved more challenging for both educators and students. Many stakeholders, especially students and administrators, reported uncertainty about their ability to function in the new reality. Conducive family dynamics, a quiet space to study, good connectivity, a reliable electricity supply and appropriate devices were reported to reinforce learning and teaching. Conclusions The findings highlight the need for higher education institutions to prepare for alternative modes to face-to-face learning and teaching approaches with the ultimate aim of transitioning to full online learning more expeditiously. This requires scaling up educational infrastructure, prioritising strategic directives driving continuous professional development of educators and fostering co-constructivist approaches towards student centered education.

E-Learning Readiness Assessment Using Machine Learning Methods

“…Yasid and Laela demonstrated the efficacy of the ADKAR model, emphasizing the significance of awareness, desire, knowledge, ability, and reinforcement in facilitating successful transformation [73]. Positive awareness of the need for change is crucial for sustainable change in education, as confirmed in [74]. Students', teachers', and administrators' knowledge and experience of necessary programs play a significant role in educational strategies during the COVID-19 pandemic.…”

Technological literacy in using Learning Management System among students in higher education institutions Tanzania: the case of two selected universities

“…The prevalence of the digital divide among students and institutions hindered students' ability to adopt e-learning strategies during COVID-19, and most of them were uncertain about learning in a new digital learning environment through LMS [16,41]. The study by Oscar and Marcella [54] revealed that students lacked basic skills in using e-learning systems, and thus, it was difficult for them to balance home responsibilities and online learning tasks during the COVID-19 pandemic.…”

Covid 19 Impact on Families

“…Utilizing online resources for education and socialization can be a valuable tool for families during the COVID-19 pandemic, as it allows children to continue learning and interacting with others while staying at home. Many schools and educational institutions have shifted to online learning platforms like Google Classroom or Zoom to continue providing instruction to students (Chipamaunga et al 2023). Virtual museum tours and field trips are also being offered by many museums, zoos, and cultural institutions, allowing students to explore and learn from home.…”