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Education Sciences
Special Issues
Pivoting Healthcare Education Online: Perspectives, Challenges, and Prospects
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Pivoting Healthcare Education Online: Perspectives, Challenges, and Prospects

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (11 November 2022) | Viewed by 11907

Special Issue Editors

Dr. Susie J. Schofield

E-Mail Website
Guest Editor
Centre for Medical Education, University of Dundee, Dundee DD2 1NU, UK
Interests: faculty development; online distance learning; sense of belonging
Dr. Ahsan Sethi

E-Mail Website
Assistant Guest Editor
Khyber Medical University, Peshawar, Pakistan
Interests: health profession education; professional identity formation; faculty development; accreditation

Special Issue Information

Dear Colleagues,

The COVID-19 pandemic has resulted in an upheaval of higher education curricula across the globe, with many pivoting to online at very short notice. For health education, this challenge has been further exacerbated by competing priorities for clinicians involved in both healthcare delivery and teaching. Through all this, teachers have shown high levels of creativity, transferring what might previously have been thought only possible on campus or within a clinical setting to online. Many have felt empowered to try new things, such as virtual consultations. Alongside this, new networks have been formed, and conferences made accessible to many more by being virtual. Nonetheless, other challenges have been added to people’s daily lives—the increase in meetings, the lack of variation in the day, and disparity in access to hardware and internet bandwidth.

This Special Issue is seeking papers on perspectives and challenges in moving online during this time, and the opportunities it has created. It will draw together ways the community has operationalized this transition, from on-campus to fully online to blended. It will look at ways institutions have managed processes such as quality assurance, teaching and assessment adaptations, student and staff wellbeing, and accessibility issues. It will also provide an opportunity for practitioners and researchers to reflect on lessons learnt, and the positives we can take forward in future health education.

Topics covered and welcome for submission include the following:

  • Supporting and developing health education faculty;
  • Creating and maintaining a sense of belonging for online learners;
  • Facilitating engagement for remote learners;
  • Identifying and supporting struggling students;
  • The challenges of pivoting assessment and solutions;
  • Specific health education contexts including consultations and clinical skills.

Dr. Susie J. Schofield
Dr. Ahsan Sethi
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • healthcare profession education
  • online assessment
  • faculty development
  • virtual learning
  • sense of belonging
  • COVID-19

Published Papers (3 papers)

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Research

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13 pages, 277 KiB  
Article
Students Tele-All: Self-Efficacy and Self-Reflection as Measures of Student Success in Telepractice Training
by Amanda Worek, Kathryn K. Sabo, Emily Z. Eddy, Laura Plummer, Jane Baldwin, Patricia A. Reidy, Mary W. Hildebrand, Mary Riotte and John Wong
Educ. Sci. 2022, 12(5), 302; https://doi.org/10.3390/educsci12050302 - 26 Apr 2022
Cited by 1 | Viewed by 2665
Abstract
With an increasing demand for telepractice services, the need for telepractice education is more important than ever. In addition to learning how to deliver these services, certain clinical and technological skills learned through telepractice apply more broadly to in-person care. Evaluating students’ abilities [...] Read more.
With an increasing demand for telepractice services, the need for telepractice education is more important than ever. In addition to learning how to deliver these services, certain clinical and technological skills learned through telepractice apply more broadly to in-person care. Evaluating students’ abilities to master these skills is necessary to ensure clinical skill competence. We utilized self-efficacy ratings and self-reflections to determine student growth after hands-on telepractice training among nursing, occupational therapy, physical therapy, and speech-language pathology students. Students across disciplines demonstrated growth in all measured skill areas and reported overall increased confidence. Students with less prior telepractice experience reported greater increased confidence in seven measured competency areas than students with more prior telepractice experience. The number of completed sessions at the end of student placements was correlated with increased confidence for one measured skill area. Regardless of whether or not students had prior experience when starting their placement, as the number of telepractice sessions completed increased, thus did students’ confidence levels. The results of this study support telepractice as a viable clinical education tool for student growth and the use of self-efficacy and self-reflection as valuable tools for monitoring the effectiveness of telepractice clinical learning activities. Full article
(This article belongs to the Special Issue Pivoting Healthcare Education Online: Perspectives, Challenges, and Prospects)
17 pages, 1375 KiB  
Article
Executive Functions, Motor Development, and Digital Games Applied to Elementary School Children: A Systematic Mapping Study
by Victória Branca Moron, Débora Nice Ferrari Barbosa, Gustavo Roese Sanfelice, Jorge Luis Victória Barbosa, Daiana R. F. Leithardt and Valderi Reis Quietinho Leithardt
Educ. Sci. 2022, 12(3), 164; https://doi.org/10.3390/educsci12030164 - 27 Feb 2022
Cited by 9 | Viewed by 3215
Abstract
Studies show that executive functions and motor development are associated with each other and with learning ability. A more technological lifestyle combined with digital culture should be considered a viable alternative to stimulate children’s development. Therefore, this study aimed to present a systematic [...] Read more.
Studies show that executive functions and motor development are associated with each other and with learning ability. A more technological lifestyle combined with digital culture should be considered a viable alternative to stimulate children’s development. Therefore, this study aimed to present a systematic mapping of the literature involving executive functions, motor development, and the use of digital games in intervention programs for elementary school children from 6 to 11 years old. Four databases were researched: PubMed, Scielo, Science Direct, and SCOPUS, including publications between 2012 and March 2021. The initial results indicated 4881 records. After the selection process, 15 manuscripts that presented the central theme of the study were selected. The main results indicated that intervention strategies are rather heterogeneous. Most of the studies demonstrated efficient results after intervention protocols, many of them were conducted in Europe, and 46% occurred in a school environment. No research was identified involving technological solutions using executive functions, motor development, and digital games in an integrated manner. Hence, this constitutes a field of future scientific research. Full article
(This article belongs to the Special Issue Pivoting Healthcare Education Online: Perspectives, Challenges, and Prospects)
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Review

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21 pages, 658 KiB  
Review
What’s in Your Culture? Embracing Stability and the New Digital Age in Moving Colleges of Health Professions Virtually during the COVID-19 Pandemic: An Experiential Narrative Review
by Melanie Poudevigne, Erika S. Armstrong, Marisa Mickey, Michelle A. Nelson, Comfort N. Obi, Andrew Scott, Naquilla Thomas and Tamara N. Thompson
Educ. Sci. 2022, 12(2), 137; https://doi.org/10.3390/educsci12020137 - 18 Feb 2022
Cited by 4 | Viewed by 5206
Abstract
As traditional education transitioned from face-to-face interactions to virtual learning during the COVID-19 pandemic, faculty and staff in dental hygiene, nursing, and exercise science programs placed students at the center of every educational decision and promoted stability in learning with their commitments to [...] Read more.
As traditional education transitioned from face-to-face interactions to virtual learning during the COVID-19 pandemic, faculty and staff in dental hygiene, nursing, and exercise science programs placed students at the center of every educational decision and promoted stability in learning with their commitments to excellence in teaching and the delivery of content using educational and communication technology. This experiential narrative review explains how faculty members and administrators addressed online education with technology specific to health professions and how universities managed to assist students with innovative services for mental health. It also provides an insight into how degree-specific academic personnel embraced technology-based hands-on activities in community health clinics and clinical laboratories, with sustainable and impactful lessons in equity, affordability, and transformative education. Finally, health administrators gather their top-10 leadership recommendations to continue moving forward during the pandemic and present a unique self-reflection on the process of caring considerations required for a successful experience for faculty members, staff, and students. Full article
(This article belongs to the Special Issue Pivoting Healthcare Education Online: Perspectives, Challenges, and Prospects)
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