Bernhard Nocht Institute for Tropical Medicine, Hamburg, Germany.
Division of Infectious Diseases and Tropical Medicine, University Hospital, Ludwig-Maximilians-Universität, Munich, Germany.
BMC Med Educ. 2022 Jun 28;22(1):507. doi: 10.1186/s12909-022-03568-4.
This research examines the ways in which higher education institutions (HEIs) across the tropEd Network for Education in International Health (tropEd) began to adapt their teaching and learning approaches in response to the COVID-19 pandemic in 2020. Already during this early phase of the pandemic HEIs' responses demonstrate global health approaches emphasising cooperation and communication, rather than national health driven strategies that emphasise quarantine and control. Key lessons learnt for multiple dimensions of teaching and learning in global health are thus identified, and challenges and opportunities discussed.
Data collection includes a cross-sectional online survey among tropEd member institutions (n = 19) in mid-2020, and a complementary set of open-ended questions generating free-text responses (n = 9). Quantitative data were analysed using descriptive statistics, textual data were analysed using a Framework Analysis approach.
While early on in the pandemic the focus was on a quick emergency switch to online teaching formats to ensure short-term continuity, and developing the administrative and didactic competence and confidence in digital teaching, there is already recognition among HEIs of the necessity for more fundamental quality and longer-term reforms in higher education in global health. Alongside practical concerns about the limitations of digital teaching, and declines in student numbers, there is a growing awareness of opportunities in terms of inclusivity, the necessity of cross-border cooperation, and a global health approach. The extent to which the lack of physical mobility impacts HEI programmes in global health is debated.
The COVID-19 pandemic has brought about preventive measures that have had a considerable impact on various dimensions of academic teaching in global health. Going forward, international HEIs' experiences and response strategies can help generate important lessons for academic institutions across different settings worldwide.
本研究考察了 tropEd 国际卫生教育网络（tropEd）中的高等教育机构（HEI）在 2020 年应对 COVID-19 大流行时，开始调整其教学方法的方式。在大流行的早期阶段，HEIs 的应对措施就已经体现了强调合作与沟通的全球卫生方法，而不是强调隔离和控制的国家卫生驱动策略。因此，确定了在全球卫生教学的多个维度中吸取的关键经验教训，并讨论了挑战和机遇。
数据收集包括 2020 年中期对 tropEd 成员机构（n=19）进行的横断面在线调查，以及一组补充的开放式问题，生成自由文本回复（n=9）。使用描述性统计对定量数据进行分析，使用框架分析方法对文本数据进行分析。
虽然在大流行早期，重点是快速紧急切换到在线教学模式，以确保短期连续性，并发展数字教学的行政和教学能力和信心，但 HEIs 已经认识到全球卫生高等教育需要更根本的质量和更长期的改革。除了对数字教学的局限性和学生人数下降的实际关注外，人们越来越意识到包容性、跨境合作的必要性和全球卫生方法的机会。缺乏身体流动性对全球卫生 HEI 计划的影响程度存在争议。
COVID-19 大流行带来了预防措施，对全球卫生学术教学的各个方面都产生了相当大的影响。展望未来，国际 HEIs 的经验和应对策略可以为全球不同背景的学术机构提供重要的经验教训。
