Mendoza Redante D, Agbayani Jamie Eloise M, Nagtalon Susan P
Center for Innovations, St. Luke's Medical Center College of Medicine William H. Quasha Memorial.
Department of Pediatrics, St. Luke's Medical Center College of Medicine William H. Quasha Memorial.
Acta Med Philipp. 2025 Jul 15;59(9):32-39. doi: 10.47895/amp.vi0.9469. eCollection 2025.
The COVID-19 pandemic forced academic institutions to suspend face-to-face activities, causing a drastic shift to a remote and online setting for learning and teaching. While necessary, the sudden change created a lasting effect on the constituents of medical schools whose curriculum relied on lectures, clinical skills, and hospital experience in teaching its students. This study aims to describe the effect of the rapid digitalization on the medical faculty at the St. Luke's Medical Center College of Medicine-William H. Quasha Memorial (SLMCCM) in Metro Manila, Philippines.
Members of the medical faculty of the college were invited to participate in focus group discussions (FGDs) where four frames were discussed, namely content, pedagogy, technology, and mindset. Responses taken in the FGDs underwent thematic analysis to find commonalities and patterns among the concerns and comments of the faculty.
Analysis of faculty feedback regarding the four frames revealed a spectrum of responses, encompassing both positive and negative sentiments. Content-related feedback predominantly focused on strategies for effectively segmenting and synthesizing information within the online environment. Pedagogical concerns are primarily centered on adapting teaching methods and delivery styles to the online format. Technological feedback highlighted the perceived advantages and limitations of online platforms and tools, as well as the role of technological support in facilitating the transition to online instruction. Finally, a significant portion of the feedback addressed the psychological effects of the pandemic on faculty members as medical educators, with responses ranging from expressions of fear to statements of confidence.
In the context of the evolving educational landscape, particularly the accelerated adoption of online and hybrid learning models in medical education, faculty recognition of the necessity of digitalization is paramount. Despite the inherent challenges of this transition, the faculty's demonstrated openness to change and innovation presents a significant opportunity for institutional growth. By continuing to invest in these technologies, institutions can not only enhance the medical curriculum but also prepare future physicians for the increasingly digital nature of healthcare delivery.
新冠疫情迫使学术机构暂停面对面活动，导致教学模式急剧转向远程和在线学习与教学。尽管这一转变是必要的，但它对医学院校的组成部分产生了持久影响，这些医学院校的课程依赖讲座、临床技能和医院实习来培养学生。本研究旨在描述快速数字化对菲律宾马尼拉大都会圣卢克医疗中心医学院 - 威廉·H·夸沙纪念学院（SLMCCM）医学教师的影响。
该学院的医学教师成员受邀参加焦点小组讨论（FGD），讨论了四个框架，即内容、教学法、技术和思维模式。对焦点小组讨论中的回答进行了主题分析，以找出教师们的关注点和评论中的共性与模式。
对教师关于四个框架的反馈分析显示了一系列的回应，包括积极和消极情绪。与内容相关的反馈主要集中在在线环境中有效分割和综合信息的策略上。教学方面的关注点主要集中在使教学方法和授课方式适应在线形式。技术反馈突出了在线平台和工具的感知优势与局限性，以及技术支持在促进向在线教学过渡中的作用。最后，很大一部分反馈涉及疫情对作为医学教育工作者的教师成员的心理影响，回答范围从恐惧的表达到信心的陈述。
在不断演变的教育格局背景下，特别是医学教育中加速采用在线和混合学习模式，教师认识到数字化的必要性至关重要。尽管这一转变存在固有挑战，但教师们表现出的对变革和创新的开放态度为机构发展提供了重大机遇。通过继续投资这些技术，机构不仅可以加强医学课程，还能使未来的医生为医疗服务日益数字化的性质做好准备。
