Design for success: Identifying a process for transitioning to an intensive online course delivery model in health professions education

Practical recommendations for planning and running live online education workshops for the rural health workforce

AIM

This commentary presents practical and evidenced based guidelines for the development and delivery of real-time online training workshops aimed at rural health professionals.

CONTEXT

Online learning is increasingly being used as an avenue for delivering education, particularly to rural and remote sites where barriers persist in upskilling health workers. Further, online learning has become essential during the coronavirus disease 2019 (COVID-19) pandemic. In response to the Australian 2020 COVID-19 social distancing requirements, our team rapidly transformed face-to-face educational workshops into an online format, to deliver over 20 workshops to more than 150 multidisciplinary staff across our large rural district.

APPROACH

There are no published guidelines regarding the conversion of face-to-face education programs into an online format within health care. We conducted a review of the literature regarding the implementation of online education programs. Three broad categories of evidence were identified: participant qualities, content development and content deliverance.

CONCLUSION

We present a set of practical and evidenced based recommendations, which will enhance live online workshops for a rural health workforce. These recommendations are derived both from published literature and our experience delivering our workshops. We argue that rural health professionals and organisations need relevant, up-to-date practical guidelines and more institutional support and training focused on creating and implementing live online educational programs in rural Australia.

Screening and supporting the mental health of student physiotherapists during the COVID-19 pandemic

Background/Aims

The purpose of this study was to use the Model of Emotions, Adaptation and Hope as a way to screen and support physiotherapy students and understand the impact of the COVID-19 pandemic on their health by focusing on the stories (narrative) they tell.

Methods

This pilot mixed methods study included a convenience sample of BSc and MSc level student physiotherapists. A single screening online interview was conducted via Zoom or Skype. Students' narratives underwent qualitative analysis and quantitative analysis using the Model of Emotions, Adaptation and Hope.

Results

A total of 19 students took part in this study. Students identified four master plot narratives as a response to the interview: future control; lost productivity; isolation; and opportunity. Significant pre-interview to follow-up change was found in acceptance, pleasantness and energy.

Conclusions

It is possible to support the mental health of physiotherapy students by screening for difficulties and listening to and exploring their responses.

Evaluating the effectiveness of an online faculty development programme for nurse educators about remote teaching during COVID-19

Objective

Engaging learners during the COVID-19 pandemic is a significant challenge for educators. The pandemic has propelled the popularity of online learning, with Google Classroom being widely used by educational institutions as a remote learning platform. This study aimed to evaluate the impact of an online faculty development programme on nurse educators' perceived competency in creating and delivering e-content using Google Classroom and other freely available digital tools.

Methods

A pre-experimental design was adopted for the research. A six-module online faculty development course was conducted for 24 nurse educators of an affiliated nursing college, over a period of eight days. A debriefing session was held on ninth day after the completion of the course. A 10-item rating scale was used to assess the participants' perceptions of their competency in using Google Classroom and other digital tools for online teaching before and after the online faculty development course.

Results

Out of 24 trained participants, 18 completed the post-evaluation rating scale, giving a response rate of 75%. In the post-evaluation phase, a high level of competency was perceived by 83.3% of participants for using Google Classroom and 66.7% for creating video lectures and using an online grade book. A statistically significant difference (p < 0.001) between pre- and post-course evaluations was observed.

Conclusion

This study shows that the online faculty development programme enhanced the perceived skills of faculty members in effectively delivering online teaching using various digital tools during the pandemic.

Green chemistry & chemical stewardship certificate program: a novel, interdisciplinary approach to green chemistry and environmental health education

The Green Chemistry & Chemical Stewardship Certificate Program was designed using the Community of Inquiry (COI) model as a framework for developing curriculum that engages students across the entire program to meet interdisciplinary, professional development program outcomes. The COI framework allows faculty and course developers to develop courses that consider cognitive, social, and teaching presence as equal components of successful learning experiences. In this program, students focus on systems thinking around green chemistry, business, environmental health, chemical alternative assessment tools, and social and environmental justice. They complete a capstone project that identifies a particular environmental or human health issue associated with a chemical and suggest suitable substitutions that are less harmful but equally effective. This paper describes the program's curriculum, partnerships, delivery modalities, and student feedback as a framework developing professional development opportunities that offer a rich interdisciplinary experience for learners.

Comparing student outcomes in traditional vs intensive, online graduate programs in health professional education

BACKGROUND

Health professions' education programs are undergoing enormous changes, including increasing use of online and intensive, or time reduced, courses. Although evidence is mounting for online and intensive course formats as separate designs, literature investigating online and intensive formats in health professional education is lacking. The purpose of the study was to compare student outcomes (final grades and course evaluation ratings) for equivalent courses in semester long (15-week) versus intensive (7-week) online formats in graduate health sciences courses.

METHODS

This retrospective, observational study compared satisfaction and performance scores of students enrolled in three graduate health sciences programs in a large, urban US university. Descriptive statistics, chi square analysis, and independent t-tests were used to describe student samples and determine differences in student satisfaction and performance.

RESULTS

The results demonstrated no significant differences for four applicable items on the final student course evaluations (p values range from 0.127 to 1.00) between semester long and intensive course formats. Similarly, student performance scores for final assignment and final grades showed no significant differences (p = 0.35 and 0.690 respectively) between semester long and intensive course formats.

CONCLUSION

Findings from this study suggest that 7-week and 15-week online courses can be equally effective with regard to student satisfaction and performance outcomes. While further study is recommended, academic programs should consider intensive online course formats as an alternative to semester long online course formats.