Remote Learning and Teaching in Southern Africa: A Case Study of Health Professions Education Institutions
Loading...
Date
2021
Journal Title
Journal ISSN
Volume Title
Publisher
Research Square
Abstract
Southern Africa, like other parts of the world, has always strived to deliver quality health professions
education. These efforts have been influenced to a larger extent by the socio-economic and cultural
context of the region, but also by what happens globally. The global disruption caused by the COVID-19
pandemic necessitated the implementation of emergency remote teaching (ERT) to continue delivering on
the mandate of educating future health professionals in 2020. The purpose of this research was to
describe the change process through which selected health professions education institutions (HPEIs) in
the Southern African region adjusted their academic programmes for remote learning and teaching
during the COVID-19 related pandemic.
Methods
A mixed methods study with a case study design was applied using the ADKAR model as a conceptual
framework for data interpretation. The study population consisted of educators, students, and
administrators in undergraduate medical and nursing programmes from six institutions in five countries.
Results
A total of 1,307 respondents provided data for the study. Many of the institutions were caught off-guard
when most educators and almost all students were required to leave their universities and go into
isolation at home. Stakeholders immediately became aware of the need to adopt online approaches as
an emergency measure. In all programmes, educators, students, and administrators agreed that they
should change and wanted to change, and some students realised that they had to take charge of their
own learning independently. Overall educators reported confidence with the use of standard Microsoft
software, while knowledge of learning management systems proved more challenging for both educators
and students. Many stakeholders, especially students and administrators, reported uncertainty about their
ability to function in the new reality. Conducive family dynamics, a quiet space to study, good
connectivity, a reliable electricity supply and appropriate devices were reported to reinforce learning and
teaching.
Conclusions
The findings highlight the need to scale up educational infrastructure, prioritise strategic directives, drive
continuous professional development of educators and foster co-constructivist approaches towards
student centered education, including formal online learning.
Description
Keywords
ADKAR framework, COVID-19, Health professions education, Remote learning and teaching, Southern Africa, Undergraduate programme
Citation
Chipamaunga, S., Nyoni, C. N., Kagawa, M. N., Wessels, Q., Kafumukache, E., Gwini, R., ... & Prozesky, D. (2021). Remote Learning and Teaching in Southern Africa: A Case Study of Health Professions Education Institutions. https://doi.org/10.21203/rs.3.rs-922783/v1