Health professions educators' experiences of teaching and learning during the Covid-19 pandemic

Abstract

Introduction In March 2020, the World Health Organisation declared the highly infectious and deadly Covid-19 disease a worldwide pandemic. Health professions educators (HPEs) faced challenges such as losing campus life, finding good workplaces at home, and learning new strategies for online teaching and learning. This generated difficulties for HPEs in adapting to unique personal and professional circumstances, potentially impacting teaching and learning processes. HPEs are critical players in the educational response. Still, not much is known about their experiences during the pandemic or their perspectives on the implications of the pandemic on the quality of education and its potential impact on the future of health professions education. Aim To understand HPEs’ experiences with teaching and learning during the Covid-19 pandemic. This study asked four questions: 1) how have HPEs experienced the challenges that the Covid-19 pandemic imposed on clinical education?, 2) how has the pandemic informed HPEs’ teaching practices?, 3) What are HPEs’ perceptions of teaching quality?, and 4) What do HPEs perceive the implications of the pandemic for future health professions education to be? Methods Autoethnography: autoethnographic photo-elicitation (photo diary) was used to self-reflect and interrogate the author’s experience as an HPE and an international student (MClinEd) in Auckland during the Covid-19 pandemic. HPEs photo-elicitation and thematic analysis: HPEs were invited to participate in this international study by submitting photos and reflections about their experiences of clinical education during the pandemic. I conducted a thematic analysis of the photos and reflections following (Braun & Clarke, 2013). Findings Autoethnography: acculturation and belonging are two processes that are interrelated and affect international students’ academic experiences and success. HPEs photo-elicitation and thematic analysis: twelve HPEs participated. They submitted a total of 23 photo-reflections. The thematic analysis identified four overarching themes that speak to HPEs’ teaching and learning experiences during the pandemic: 1) Adaptation Tools and Skills, 2) Temporal tension, 3) Covid-19 Educational impact and implications, and 4) Metaphorical expressions. This research identified several challenges faced by HPEs during the pandemic: 1) lack of or insufficient experience with technological resources (navigating technology); lack of or inadequate experience with online teaching and learning methodologies; difficulties in access and participation in timely and adequate professional/faculty development initiatives; increased workload; tension between moving from known towards an unknown ‘new normal’; emotional fatigue; difficulties of communication and dynamics in the online environment; technology fatigue (e.g., Zoom fatigue); feelings of isolation from personal networks, peers, and the educational community; students' resistance or rejection of online teaching and learning approaches; and students’ loss of work-based clinical education. Conclusion. This study's findings highlight the importance of relationships and networks for HPEs’ sense of belonging and being valued. These improve or maintain HPEs’ resilience and wellbeing, and provide access to peer support and professional development opportunities. This research identified a number of needs for HPEs when pivoting to online education and suggests fostering: 1) Communities of Practice, 2) relationships and networks with peers, 3) self-care and wellbeing strategies and opportunities, 4) supportive curriculum and teaching and learning processes, 5) professional/faculty development, and 6) resilience.