Sahu Pradeep Kumar, Dalcik Hakki, Dalcik Cannur, Gupta Madan Mohan, Chattu Vijay Kumar, Umakanthan Srikanth
Centre of Medical Sciences Education, Faculty of Medical Sciences, The University of the West Indies, St. Augustine, Trinidad and Tobago.
Faculty of Medicine, Istanbul Aydin University, Florya Istanbul, Turkey.
AIMS Public Health. 2022 Jan 27;9(2):278-292. doi: 10.3934/publichealth.2022019. eCollection 2022.
The COVID-19 pandemic has caused worldwide disruption to the entire educational system, including medical and health professions education. Considering the critical situation due to COVID-19, academic institutions shifted the entire pedagogical approach to the virtual learning mode. While delivering online teaching, educators experienced numerous challenges, including access to the internet, poor connectivity, and other technical issues. Some students did not have laptops and necessary devices to attend the Class. Besides, many educators were not confident enough to manage the online mode of delivery. In this perspective, we reviewed the evidence of best practices for the medical and health professions educators to deliver the curriculum through an online platform. Therefore, the current study aimed to review the best practices for effective online teaching and learning in medical and health professions education during COVID-19 and beyond. We reviewed the technical aspects of online teaching and educational strategies required for educators to provide quality training not just during the pandemic but beyond this crisis. The online literature search was performed on Medline, PubMed and google scholar databases for studies on online teaching in medical and health profession education and what are the best practices of teaching globally Online teaching and assessment must balance the requirements of technology, learning outcomes, delivery modes, learning resources, and learning resources. The study concludes that medical and health professions institutions strengthen technical infrastructure, promote continuous faculty development programs, and support indigent students to access digital technology.
新冠疫情给包括医学和卫生专业教育在内的整个教育系统带来了全球性破坏。考虑到新冠疫情造成的严峻形势，学术机构将整个教学方法转向了虚拟学习模式。在进行在线教学时，教育工作者面临诸多挑战，包括网络接入、连接不畅以及其他技术问题。一些学生没有笔记本电脑和必要设备来上课。此外，许多教育工作者对管理在线授课模式信心不足。从这个角度出发，我们回顾了医学和卫生专业教育工作者通过在线平台授课的最佳实践证据。因此，本研究旨在回顾新冠疫情期间及之后医学和卫生专业教育中有效在线教学与学习的最佳实践。我们回顾了在线教学的技术方面以及教育工作者不仅在疫情期间而且在这场危机之后提供高质量培训所需的教育策略。在Medline、PubMed和谷歌学术数据库上进行了在线文献检索，以查找关于医学和卫生专业教育中在线教学的研究以及全球教学的最佳实践。在线教学和评估必须平衡技术要求、学习成果、授课模式、学习资源等方面。研究得出结论，医学和卫生专业机构应加强技术基础设施，推动持续的教师发展项目，并支持贫困学生获取数字技术。
