College of Pharmacy, University of Sharjah, Sharjah, United Arab Emirates.
Sharjah Institute for Medical Research, University of Sharjah, Sharjah, United Arab Emirates.
Int J Pharm Pract. 2021 Dec 4;29(6):633-641. doi: 10.1093/ijpp/riab064.
To explore pharmacy colleges' experiences and challenges worldwide with the transition to online teaching during the coronavirus disease 2019 (COVID-19) pandemic.
From the six World Health Organization regions, 28 countries with the highest number of COVID-19 cases were identified, and 111 pharmacy colleges were randomly selected from these countries. Two online surveys were sent to faculty members and senior administrators. They assessed changes in teaching and learning, experiential training, assessment, readiness for and challenges with distance e-learning and work-related stress.
Data were collected from 46 colleges. The majority (80.4%) of colleges transitioned to distance e-learning. On-site experiential training was discontinued in 55.5% of colleges and 25.0% redesigned on-site training into remote learning experiences. Assessments were modified in 75.9% of colleges. Assuring the integrity of assessments and delivering practical classes were the most prominent faculty challenges. The majority of faculty (75.0%) and administrators (61.9%) reported moderate work-related stress. Nevertheless, most academics felt that they received adequate support from their institutions and had positive perceptions of the transition to distance e-learning during the pandemic.
The COVID-19 pandemic required drastic changes for most programs' teaching methods. Our results showed that educational institutions were somewhat able to support faculty and the needs of educational programs were largely met. However, academic rigour and provision of experiential training can be improved. Faculty emotional support and training needs were not fully addressed in these difficult times. These results shed light on how the global pharmacy academy has addressed the COVID-19 pandemic and help rethink crisis response models.
探索在 2019 冠状病毒病（COVID-19）大流行期间，全球各药学院向在线教学过渡的经验和挑战。
从世卫组织六个区域中，确定了 COVID-19 病例最多的 28 个国家，并从这些国家中随机选择了 111 所药学院。向教师和高级管理人员发送了两份在线调查。他们评估了教学和学习、实践培训、评估、远程电子学习准备情况和相关挑战以及与工作相关的压力的变化。
从 46 所学院收集了数据。大多数（80.4%）学院转向远程电子学习。55.5%的学院停止了现场实践培训，25.0%的学院将现场培训重新设计为远程学习体验。75.9%的学院修改了评估。确保评估的完整性和提供实践课程是教师面临的最突出挑战。大多数教师（75.0%）和管理人员（61.9%）报告称工作压力中等。尽管如此，大多数学者认为他们从所在机构获得了足够的支持，并对大流行期间向远程电子学习的转变持积极看法。
COVID-19 大流行要求大多数课程的教学方法发生重大变化。我们的结果表明，教育机构在一定程度上能够支持教师，教育计划的需求在很大程度上得到满足。然而，学术严谨性和实践培训的提供可以得到改善。在这些困难时期，教师的情感支持和培训需求并未得到充分满足。这些结果揭示了全球药学专业人员如何应对 2019 冠状病毒病大流行，并有助于重新思考危机应对模式。
