新冠疫情期间医学教师的应急远程教学体验：一项跨机构研究。
Medical teachers' experience of emergency remote teaching during the COVID-19 pandemic: a cross-institutional study.
机构信息
School of Clinical Medicine, The University of Hong Kong, Pokfulam, Hong Kong SAR, China.
Office of Medical Education, Faculty of Medicine & Health, The University of New South Wales, Sydney, NSW, 2052, Australia.
出版信息
BMC Med Educ. 2022 Apr 21;22(1):303. doi: 10.1186/s12909-022-03367-x.
BACKGROUND
The COVID-19 pandemic and the consequent social distancing measures caused unprecedented disruption for medical and healthcare education. This study examined medical teachers' experience with emergency remote teaching during the pandemic and their acceptance of online teaching after the pandemic.
METHODS
In this sequential mixed methods study, online surveys were disseminated to teachers (n = 139) at two Asia-Pacific medical schools to evaluate their experience with emergency remote teaching during the pandemic. Subsequently, in-depth interviews were conducted with teachers from both institutions (n = 13). Each interviewee was classified into an adopter category based on Rogers' Diffusion of Innovations Theory. Interview transcripts were analyzed thematically, and the descriptive themes were mapped to broader themes partly based on the Technology Acceptance Model and these included: (i) perceived usefulness of online teaching, (ii) perceived ease of delivering online teaching, (iii) experience with institutional support and (iv) acceptance of online teaching after the pandemic.
RESULTS
Our participants described accounts of successes with their emergency remote teaching and difficulties they experienced. In general, most participants found it difficult to deliver clinical skills teaching remotely and manage large groups of students in synchronous online classes. With regards to institutional support, teachers with lower technological literacy required just-in-time technical support, while teachers who were innovative in their online teaching practices found that IT support alone could not fully address their needs. It was also found that teachers' acceptance of online teaching after the pandemic was influenced by their belief about the usefulness of online teaching.
CONCLUSIONS
This study demonstrated that our participants managed to adapt to emergency remote teaching during this pandemic, and it also identified a myriad of drivers and blockers to online teaching adoption for medical teachers. It highlights the need for institutes to better support their teaching staff with diverse needs in their online teaching.
背景
COVID-19 大流行以及随之而来的社交距离措施给医学和医疗保健教育带来了前所未有的中断。本研究调查了医学教师在大流行期间进行紧急远程教学的经验以及他们对大流行后在线教学的接受程度。
方法
在这项顺序混合方法研究中，向两所亚太地区医学院的教师（n=139）分发了在线调查，以评估他们在大流行期间进行紧急远程教学的经验。随后，对来自这两所机构的教师（n=13）进行了深入访谈。根据罗杰斯的创新扩散理论，每位受访者都被归入一个采用者类别。对访谈记录进行了主题分析，描述性主题部分基于技术接受模型映射到更广泛的主题，这些主题包括：（i）在线教学的感知有用性，（ii）在线教学的感知易用性，（iii）机构支持的经验，以及（iv）大流行后对在线教学的接受程度。
结果
我们的参与者描述了他们在紧急远程教学中的成功经验和遇到的困难。总的来说，大多数参与者发现很难远程教授临床技能并在同步在线课程中管理大量学生。关于机构支持，技术素养较低的教师需要即时技术支持，而在在线教学实践中具有创新性的教师则发现，仅 IT 支持并不能完全满足他们的需求。还发现，教师对大流行后在线教学的接受程度受到他们对在线教学有用性的信念的影响。
结论
本研究表明，我们的参与者在这场大流行期间成功地适应了紧急远程教学，同时也确定了医学教师接受在线教学的众多驱动因素和障碍。它强调了各机构需要更好地支持具有不同在线教学需求的教学人员。
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