Rahayu Gandes Retno, Utomo Prattama Santoso, Riskiyana Rilani, Hidayah Rachmadya Nur
Department of Medical Education and Bioethics, Faculty of Medicine, Public Health, and Nursing Universitas Gadjah Mada, Yogyakarta, Indonesia.
J Multidiscip Healthc. 2022 Nov 1;15:2493-2502. doi: 10.2147/JMDH.S379140. eCollection 2022.
The pandemic of COVID-19 had reinforced adaptations in medical education. It was challenging, especially for developing countries where resources were scarce. This study examined the implementation of teaching and learning adaptation during the pandemic in a low-resource country as perceived by teachers. We also present the opportunities that arise from the adaptation process.
The participants of this study (n=24) were teachers in an undergraduate medical program. This study employed a qualitative approach using focus group discussions (FGDs) to collect the teachers' perceptions. Thematic analysis was performed to analyse the data.
Teachers' perceptions were categorized into 19 subthemes and were accentuated into four general themes; learning facilitation, assessment during the pandemic, learning resources, and competence achievement. We discovered both challenges as well as opportunities in each theme due to the shifting of learning from offline to online learning. Flexibility and innovation were regarded as the most important opportunities and were perceived to hold potential for medical education in the future. Knowledge acquisition was most benefited from this adaptation. Facilitating skill acquisition and burnout were the major challenges.
Despite the challenges, including burnout, skills acquisition, and risk in academic integrity, innovations in medical education were strengthened during the pandemic of COVID-19. They also provided a positive influence regarding achievement in the cognitive aspect. Faculty development programs need to be encouraged to improve teachers' capacity in the future.
新冠疫情促使医学教育做出调整。这极具挑战性，尤其是对资源匮乏的发展中国家而言。本研究调查了教师所感知到的在疫情期间一个资源匮乏国家医学教育教与学调整的实施情况。我们还展示了调整过程中出现的机遇。
本研究的参与者（n = 24）是本科医学项目的教师。本研究采用定性研究方法，通过焦点小组讨论（FGD）来收集教师的看法。对数据进行了主题分析。
教师的看法被归类为19个副主题，并归纳为四个总体主题；学习促进、疫情期间的评估、学习资源和能力达成。由于学习从线下转向线上，我们在每个主题中都发现了挑战和机遇。灵活性和创新性被视为最重要的机遇，并被认为对未来医学教育具有潜力。知识获取从这种调整中受益最大。促进技能获取和职业倦怠是主要挑战。
尽管存在包括职业倦怠、技能获取和学术诚信风险等挑战，但在新冠疫情期间医学教育的创新得到了加强。它们也对认知方面的成就产生了积极影响。未来需要鼓励开展教师发展项目以提高教师能力。
