FOR HEALTH SCIENCES EDUCATION
While there were tremendous efforts for transitioning educators during the pandemic, it was a whirlwind for most so it would be nice to have some space to reflect and understand the tools available to help facilitate learning in the virtual space.ASHLEY CETNAR, PHD, MS
All Ohio State faculty, staff and students are invited to the College of Medicine’s 2023 Annual Education Symposium, a free, one-day hybrid event on January 25, 2023 eligible for CME credit.
Registration is OPEN NOW.
In 2022 alone, more than 100,000 journal articles have been published related to “online learning” in healthcare and health sciences education, reinforcing the importance of virtual and hybrid teaching strategies to promote inclusive, accessible, and diverse learning environments, organizations, and clinics.
Following the 2022 Annual Education Symposium, feedback from participants, the Planning Committee, and leaders highlighted the need to continue building the pedagogical skills for post-COVID19 pandemic learning environments of Wexner faculty, staff, and learners.
The unprecedented use of online pedagogy as an emergency measure during COVID-19 period, with an adaptation to the “new normal” to deliver preclinical medical education, has brought both challenges and opportunities to medical education. […] Implications for educators now include increased responsibility; a need to alter teaching style, curriculum planning, and assessment strategies; more meaningful and continuous communication; and better preparedness to not only challenge learners of the digital age but also to obtain deeper learning and apply knowledge in the clinical context.GAUR ET AL. (2020)
According to Rose (2020), “While in the midst of this COVID-19 crisis, it is crucial that the academic educational community learns from the experience and prioritizes a forward-thinking and scholarly approach as practical solutions are implemented. Reflection and evaluation must follow […] Students and educators can help document and analyze the effects of current changes to learn and apply new principles and practices to the future.”
professional practice gaps addressed
Based on the work of Tempski et al. (2020), the Planning Committee for the 2023 College of Medicine Annual Education Symposium identified three core needs related to post-pandemic pedagogy for health sciences education.
- First, we need a common language and framework to discuss and prevent misinformation in scientific and educational environments. This language is an important tool for identifying, interpreting, and discussing issues related to access, equity, and inclusion for ALL people.
- Second, we need space to grapple with teacher and student trauma as a result of global public health crises. This space is critical for deepening understanding about “the emotional state of the teacher” and how that “interferes with his/her teaching activities and students’ learning and his/her motivation to learn and apply new technologies or to resist any innovation.” This space is also critical for growing commitment from “medical schools [to] provide emotional and pedagogical support to their faculty and students, considering the challenges of the COVID-19 times.”
- Finally, we need specific strategies for how to teach effectively and inclusively in a variety of scientific and educational environments—be they virtual, hybrid, or in-person. After all, “Many educators are not adequately acquainted with the increasing technological possibilities of the 21st century, being digital immigrants, whereas the students are digital natives… However, those who have changed, adapted, and tried to do something to maintain the educational process have glimpsed the future, experiencing a different way of teaching and learning.”