دورية أكاديمية
Health Professions' Perspective on Emergency Remote Education
| العنوان: | Health Professions' Perspective on Emergency Remote Education |
|---|---|
| اللغة: | English |
| المؤلفون: | Cleide Gisele Ribeiro (ORCID |
| المصدر: | Higher Education, Skills and Work-based Learning. 2024 14(2):255-270. |
| الإتاحة: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Electronic Learning, COVID-19, Pandemics, Asynchronous Communication, Health Sciences, Student Satisfaction, Foreign Countries, Undergraduate Students, Student Attitudes, Attitude Change, Allied Health Occupations Education |
| مصطلحات جغرافية: | Brazil |
| DOI: | 10.1108/HESWBL-01-2023-0019 |
| تدمد: | 2042-3896 |
| مستخلص: | Purpose: The COVID-19 pandemic has created a significant disruption in the educational systems worldwide. Some institutions opted for emergency remote education due to the need to cancel in-person activities. The aims of this paper were to evaluate the use of asynchronous methodology in health sciences education, determine whether asynchronous methodology was sacrificing overall student satisfaction, and investigate whether satisfaction improved as the program develops. Design/methodology/approach: Initially, there was phase 1 that corresponded to four weeks of activities. Each professor produced a video lesson, and after each video lesson, a weekly educational activity was made available. Next, phase 2 was implemented using the same methodology, however lasting six weeks. Three questionnaires were developed, and a Likert scale was administered to verify the students' level of satisfaction. Data were analyzed using frequency distributions, mean values, standard deviation and confidence interval. The normality of the sum data (total of the questionnaires) was tested using the Kolmogorov-Smirnov test. Findings: Although the students pointed out that the asynchronous methodology facilitated access to the content and considered this methodology satisfactory, they expressed a reduced level of satisfaction regarding emergency remote education in general when data from the first weeks were compared to those of the previous weeks. It is clear that students became increasingly discouraged and tired over time, which motivated the institution to shift into a combination of synchronous and asynchronous methodology to improve student learning. Originality/value: Teaching in the field of health care encompasses difficult competencies that sometimes are impossible to be learned remotely, so there is a need to examine and evaluate properly the remote education in this area. With careful planning, educational institutions can evaluate their experiences during the pandemic, allowing those involved to highlight strengths and identify weaknesses to better prepare for future needs to improve remote education. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1419127 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 2042-3896 |
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| DOI: | 10.1108/HESWBL-01-2023-0019 |