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Uleanya C, Yu K. Data Collection in Times of Pandemic: A Self-Study and Revisit of Research Practices During a Crisis. SAGE OPEN 2023; 13:21582440231160698. [PMID: 37008258 PMCID: PMC10050996 DOI: 10.1177/21582440231160698] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/19/2023]
Abstract
COVID-19 as a global pandemic has greatly disrupted research, not only in terms of the practicality of research activities such as data collection, but also in data quality. Using self-study in form of duoethnography method for reflecting on research practice, this article reviews and reflects on the practices of remote data collection during the pandemic and further revisits additional issues brought about by these practices and concerns. One key observation from this self-study is the prevalence of practical challenges, particularly those related to participant access, that overshadows the potential advantages of remote data collection as well as other challenges. This challenge results in researchers' reduced control of the research process and also a requirement for more flexibility, greater sensitivity toward the participants and research skills for the researchers. We also observe greater conflation of quantitative and qualitative data collection and the emergence of triangulation as the main strategy to offset potential threats to data quality. This article concludes by calling for more discussions on several areas that feature scarce discussion in literature, including potential rhetoric importance assigned to data collection, adequacy of triangulation to safeguard data quality, and the potential difference between COVID-19's impact on quantitative and qualitative research.
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Affiliation(s)
- Chinaza Uleanya
- University of Johannesburg Faculty of Education, South Africa
| | - Ke Yu
- University of Johannesburg Faculty of Education, South Africa
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2
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Hassam Z, Gulzar N, Latif A. The Role of Educators in Supporting the Mental Well-being of Postgraduate Pharmacist Distance Learners. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:ajpe8847. [PMID: 34857532 PMCID: PMC10159394 DOI: 10.5688/ajpe8847] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/13/2021] [Accepted: 11/29/2021] [Indexed: 05/06/2023]
Abstract
Frontline health care professionals have experienced rapid changes to workloads and work-related pressures during the COVID-19 pandemic, resulting in anxiety, depression, and mental health stressors. For working professionals engaged in postgraduate pharmacy distance learning, access to educators was seen as a means to relay some of these stories and offload the stress caused by these unprecedented circumstances. The postgraduate pharmacy education team at De Montfort University felt a moral responsibility to provide extra support and extended their roles toward offering greater well-being support. In this commentary, we detail the emergence of this new role and offer insights into how this was fashioned and its significance for catering to the mental health needs of pharmacists. This role has largely gone undetected, and research is needed to investigate the acceptability and feasibility of such a model and its plausibility and sustainability in the long-term.
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Affiliation(s)
- Zeenat Hassam
- De Montfort University, School of Pharmacy, Faculty of Health and Life Sciences, Leicester, England
| | - Nargis Gulzar
- De Montfort University, School of Pharmacy, Faculty of Health and Life Sciences, Leicester, England
| | - Asam Latif
- University of Nottingham, School of Health Sciences, Faculty of Medicine and Health Sciences, Nottingham, England
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Mudzi PY, Mudzi W. Navigating postgraduate research during the COVID-19 pandemic: A scoping review. Curationis 2022; 45:e1-e7. [PMID: 36226956 PMCID: PMC9557941 DOI: 10.4102/curationis.v45i1.2373] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2022] [Revised: 08/01/2022] [Accepted: 08/03/2022] [Indexed: 11/17/2022] Open
Abstract
Background The worldwide coronavirus disease 2019 (COVID-19) pandemic compelled higher education institutions and postgraduate students (master’s and PhD) to rethink their research designs, as alert level restrictions affected data collection. Objectives To identify and map out the breadth of evidence available on the challenges and opportunities for conducting postgraduate research during the COVID-19 pandemic. Method A scoping review was conducted in CINAHL, MEDLINE (EBSCO), SCOPUS and PubMed databases. The authors independently began by screening the titles, the abstracts and full texts. Duplications were removed during the title and abstract screening by exporting them into EndNote. Results The search identified 463 documents, and 12 were included in the final review. The documents were studies commentaries, letters (n = 1) from India and guidelines from countries across the globe. The common themes that were reported on the challenges of conducting postgraduate research were the inability to collect data, the digital divide and changes in study designs. Conclusion The review reports on the opportunities and challenges in conducting postgraduate research during the COVID-19 pandemic. Despite the limited evidence on the opportunities of conducting postgraduate research, most postgraduate research stalled because of COVID-19 restrictions. There is a need for more literature to explore further postgraduate research opportunities during COVID-19 and beyond. Contribution The focus on the challenges and opportunities in conducting postgraduate research during the COVID-19 pandemic may assist in the development of strategies needed to mitigate the effects of this and future pandemics.
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Affiliation(s)
- Patricia Y Mudzi
- Department of Nursing, Faculty of Health Sciences, University of Pretoria, Pretoria.
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Ridgway L, McKenna L, Hokke S, Hackworth N, Nicholson JM. Maternal and Child Health Nursing education before and during COVID-19: An exploratory descriptive study. J Prof Nurs 2022; 41:100-107. [PMID: 35803644 PMCID: PMC9078752 DOI: 10.1016/j.profnurs.2022.04.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2021] [Revised: 04/15/2022] [Accepted: 04/18/2022] [Indexed: 12/01/2022]
Abstract
Background Major disruptions to higher education during COVID-19 resulted in a rapid shift to online learning and associated adaptations to teaching and assessment practices, including for postgraduate programs requiring practical skill development such as nursing and midwifery. Educator perspectives of this transition have not been widely studied. Purpose This qualitative descriptive study aimed to describe Australian postgraduate Maternal, Child and Family Health nurse educators' perceptions of COVID-19 impacts on student knowledge of theory and practice, and lessons learned through their responses. Method Semi-structured interviews were reflexively thematically analyzed. Results All participants recognized struggles, opportunities and innovations within three key themes: “We've learned how to be flexible”: Grappling with COVID-safe teaching and assessment; “Chat rooms and Zoomland”: Learning in a virtual community; and “We've had a few struggles”: Clinical placement tensions. Educators described a sense of uncertainty, increased flexibility, opportunities for change and new ways of connecting. They adapted by developing new online resources and broadening clinical practicum and assessment requirements to address new practice approaches including telehealth. Conclusions Rapidly changing practice requirements and concerns about risk of disease transfer between workplace and placement venues restricted placement opportunities. Educators learned and incorporated new skills and strategies into their teaching, while aiming to meet professional expectations and maintain quality of education. Some strategies are likely to be maintained for future education programs.
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Zeng Q, Liang Z, Zhang M, Xia Y, Li J, Kang D, Yi D, Wang J. Impact of Academic Support on Anxiety and Depression of Chinese Graduate Students During the COVID-19 Pandemic: Mediating Role of Academic Performance. Psychol Res Behav Manag 2021; 14:2209-2219. [PMID: 35002339 PMCID: PMC8722691 DOI: 10.2147/prbm.s345021] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2021] [Accepted: 12/15/2021] [Indexed: 01/23/2023] Open
Abstract
INTRODUCTION The COVID-19 pandemic broke out and has spread globally since 2019. It became a public health concern. This pandemic has brought tremendous changes in students' lives and modes of learning. Graduate students are likely to be more affected as they are a part of a special training program. According to the main-effect model, social support has a positive effect on mental health. The pandemic has exerted a negative impact on the social support of individuals, and as a result, the behavior of a person is more likely to be at risk and has resulted in psychological crisis in people/individuals. METHODS A sample of 3137 graduate students responded to the instrument developed to assess the impact of the pandemic on the academic activities and performance, Self-rating Anxiety Scale and Self-rating Depression Scale. RESULTS The results showed that: 1) the pandemic impacted the academic support and performance of graduate students in varying degrees, 21% of graduate students experienced anxiety, and 33.9% of graduate students experienced depressive symptoms in varying degrees; 2) academic support variables (ie, academic exchange with mentors and peers) and academic performance variables (ie, data collection and thesis writing) were significantly associated with anxiety and depressive symptoms; 3) the model fitted the data well (RMSEA = 0.029; SRMR = 0.014; TLI = 0.99; CFI = 0.996). The direct effects of academic support on anxiety and depressive symptoms were significant. The impact on academic performance played a mediating role between the impact on academic support, anxiety, and depressive symptoms. DISCUSSION Academic support significantly affected academic performance, which in turn affected anxiety and depressive symptoms. So, it implies that, due to the pandemic, the academic support for graduate students had decreased, resulting in deterioration in academic performance, causing anxiety and depressive symptoms.
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Affiliation(s)
- Qing Zeng
- School of Psychology, South China Normal University, Guangzhou, People’s Republic of China
| | - Zhengyan Liang
- School of Psychology, South China Normal University, Guangzhou, People’s Republic of China
| | - Minqiang Zhang
- School of Psychology, South China Normal University, Guangzhou, People’s Republic of China
- Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, Guangzhou, People’s Republic of China
- Center for Studies of Psychological Application, School of Psychology, Guangzhou, People’s Republic of China
- Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, People’s Republic of China
| | - Yuanlin Xia
- School of Psychology, South China Normal University, Guangzhou, People’s Republic of China
| | - Jia Li
- School of Psychology, South China Normal University, Guangzhou, People’s Republic of China
| | - Derong Kang
- School of Psychology, South China Normal University, Guangzhou, People’s Republic of China
| | - Da Yi
- School of Psychology, South China Normal University, Guangzhou, People’s Republic of China
| | - Jinqing Wang
- School of Psychology, South China Normal University, Guangzhou, People’s Republic of China
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Gallegos PJ, Hoffmaster BS, Howard ML, Lancaster JW, Pluckrose D, Smith BA, Tallian K, Van Matre ET, Scott JD. Remote experiential education: A silver lining from the
COVID
‐19 pandemic. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2021. [DOI: 10.1002/jac5.1572] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Development, implementation and feedback for an online speciality membership examination in orthodontics during the COVID-19 pandemic. Br Dent J 2021; 231:503-511. [PMID: 34686818 PMCID: PMC8531912 DOI: 10.1038/s41415-021-3535-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2020] [Accepted: 03/15/2021] [Indexed: 11/08/2022]
Abstract
Introduction The Royal College of Surgeons of England (RCSEng) and the Royal College of Physicians and Surgeons of Glasgow (RCPSG) offer the bi-collegiate Membership in Orthodontics (MOrth) examination, a summative assessment of specialist knowledge, skill and behaviour in orthodontics. The COVID-19 pandemic has had a profound global effect on almost every facet of normal life, including the conduct of face-to-face examinations. We highlight development, implementation and feedback for the bi-collegiate MOrth Part 2 examination delivered remotely to a cohort of candidates in September 2020 by RCSEng/RCPSG.Methods Two anonymised online surveys (Google Forms) were distributed via electronic mail following completion of the examination diet. Forty-two candidates were sent a survey covering four domains and comprising a total of 31 questions. The 20 examiners were sent a survey containing eight questions. In both surveys, free-text responses were also collected. A rating system was used to categorise responses. All survey responses were summarised in an online data collection sheet.Results The response rate was 78.5% (33/42) and 75% (15/20) for candidates and examiners, respectively. Overall, favourable responses in relation to all sections of the assessment were elicited from candidates with the majority (mean 79.8%; 75.8-81.9%) reporting that the online examination format worked well. Equally, favourable responses were reported by examiners. Notably, 80% of examiners felt that the online exam style did not affect the mark a candidate would receive, and 100% were confident that the marks the candidates received were a reflection of their ability and were not affected by the online delivery of the assessment.Conclusions The feedback from both candidates and examiners relating to an online remote assessment of the bi-collegiate MOrth Part 2 was generally positive. Based on the survey responses, this format of a high-stakes examination was acceptable to all stakeholders, and demonstrated a high level of perceived validity and reliability in terms of content.
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Patil A, Ranjan R, Kumar P, Narang H. Impact of COVID-19 Pandemic on Post-Graduate Medical Education and Training in India: Lessons Learned and Opportunities Offered. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:809-816. [PMID: 34345196 PMCID: PMC8325012 DOI: 10.2147/amep.s320524] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Accepted: 07/13/2021] [Indexed: 06/13/2023]
Abstract
Hands-on or practice-based learning is the foundational objective of postgraduate teaching and training. A skilled and competent postgraduate resident is critical to the country's health needs and is more relevant in the ongoing COVID-19 pandemic. The postgraduate medical training in India is speciality-specific and based on a structured curriculum and syllabus to achieve precise educational goals and objectives. The impact of this pandemic on postgraduate medical education and training is controversial, challenging, unknown, and far-reaching. The exceptional contagious nature of the virus and country-wide lockdowns have tremendously decreased hospital visiting patients. Abolition of outpatient and inpatient services, disruptions in clinical postings, curtailment of elective operations and procedures have adversely affected the training of residents and fellowship students in India and abroad. Apart from this, research work, mentoring, academic conferences, and workshops that offer learning experiences to these residents have been cancelled or suspended, thus denying them a chance to achieve domain knowledge and enhance their skills. Although this pandemic has offered new learning modes like teleconsultation, videoconferencing, virtual simulations, digital podcasts, etc., how much actual knowledge transfer and skill gain will be achieved is unanswered. Despite this disruption, this pandemic has offered a golden opportunity to relook at the current PG resident education and training programme. The lessons learned from this adversity offer medical universities, medical educators, and regulatory authorities many opportunities to develop a novel and innovative curriculum that enables the current and future residents to achieve the necessary proficiency and competency.
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Affiliation(s)
- Amit Patil
- Department of Forensic Medicine and Toxicology, All India Institute of Medical Sciences, Patna, Bihar, 801507, India
| | - Ranvir Ranjan
- Department of Forensic Medicine and Toxicology, All India Institute of Medical Sciences, Patna, Bihar, 801507, India
| | - Prabhat Kumar
- Department of Forensic Medicine and Toxicology, All India Institute of Medical Sciences, Patna, Bihar, 801507, India
| | - Himanshi Narang
- Department of Forensic Medicine and Toxicology, All India Institute of Medical Sciences, Patna, Bihar, 801507, India
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Anderson SL, Bianco J, DeRemer CE. Adapting ambulatory care learning environments in response to the COVID-19 pandemic. Am J Health Syst Pharm 2021; 78:467-471. [PMID: 33483738 PMCID: PMC7929439 DOI: 10.1093/ajhp/zxab016] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Affiliation(s)
- Sarah L Anderson
- Department of Clinical Pharmacy University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences Aurora, CO
| | - Jessica Bianco
- Tampa General Medical Group Tampa General Hospital Tampa, FL
| | - Christina E DeRemer
- Department of Pharmacotherapy and Translational Research University of Florida College of Pharmacy Gainesville, FL
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Mirzaian E, Franson KL. Leading a Digital Transformation in Pharmacy Education with a Pandemic as the Accelerant. PHARMACY 2021; 9:pharmacy9010019. [PMID: 33445718 PMCID: PMC7839048 DOI: 10.3390/pharmacy9010019] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2020] [Revised: 12/28/2020] [Accepted: 01/08/2021] [Indexed: 12/01/2022] Open
Abstract
The global COVID-19 pandemic has not only posed a challenge to education but created an opportunity to spearhead a digital transformation and the novel delivery of a Pharm.D. curriculum. The process to transform the curriculum in a sustainable and iterative manner involved multiple steps including: (1) Communication, (2) Maintaining faculty engagement, (3) Allowing outside the box thinking, (4) Providing resources and tools and (5) Creating accountability and timelines. At our institution, we have been interested in digital transformation since completing our interview of global leaders. We began our journey using the current COVID-19 pandemic as an accelerant for change. Digital transformation in any industry is not a simple undertaking. However, with planning, aligned organizational interests, consistent and regular communication, provision of resources and tools, engaging faculty and creating accountability and timelines with deliverables the implementation can be successful. When the global pandemic wanes and educational institutions commence in-person classes, having undergone the stages of digital transformation, we will be able to embrace these changes and transform education, not having to reproduce pre-pandemic educational systems.
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