Reflections on the transition to online teaching for health science education during the COVID-19 pandemic

• Published in: International journal of medical education 2021-08, Vol.12, p.154-159
• Main Authors: Al-Yateem, Nabeel, Dias, Jacqueline M., Subu, Muhammad A., Abraham, Mini Sarah, Abd El-baky, Fatma, AlMarzouqi, Amina, Azizu Rahman, Syed, Saifan, Ahmad Rajeh, Mohammad, Mohammad G., Alrimawi, Intima, Faris, MoezAlIslam
• Format: Article
• Language: English
• Subjects: Coronaviruses; Course Content; COVID-19; Distance learning; Health sciences; Higher education; Internet; Learner Engagement; Learning Processes; Medical personnel; Online instruction; Pandemics; Public health; Science education; Simulation; Skills; Student Behavior; Student participation; Systematic review; Teaching methods
• ISSN: 2042-6372; 2042-6372
• DOI: 10.5116/ijme.610c.1580

[...]this reflection may seed discussions on how to move forward and strengthen the online education process. The MOE also established operations support centers to monitor the distance learning process and ensure a smooth experience with sufficient information technology (IT) resources and effective communication between students, families, and instructors.9 The MOE coordinated with the Telecommunications Regulatory Authority and telecommunication providers to facilitate free mobile Internet packages for UAE families without a home Internet connection.9 The MOE also established acceptable/unacceptable student behaviors, and procedures for dealing with unacceptable behaviors.9 Training was implemented to prepare education institutions, academics, administrators, and students/families for online teaching and learning. A systematic review (59 studies: 6750 health sciences students) that evaluated the effectiveness of online learning compared with traditional or alternative learning methods concluded online learning was equivalent or superior to conventional learning and should be encouraged.10 Another systematic review (19 studies) explored whether an online or blended learning paradigm enhanced the teaching of clinical skills in undergraduate nursing.11 The findings suggested online learning was no less effective than traditional methods for teaching clinical skills, knowledge gain, and user satisfaction.11 Finally, a recent systematic review and meta-analysis (21 studies: 3684 health professionals and students) synthesized evidence regarding the efficacy of adaptive e-learning environments in improving knowledge, skills, and clinical behavior in health professionals and students.12 That review indicated online methods were effective, especially for learning skills rather than factual knowledge.12 However, most studies in those reviews were conducted in Western countries and did not consider teaching in pandemic conditions. [...]the technicians were not always qualified to respond to this situation.