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Teaching Interrupted: How COVID-19 Turned Thoughts into Practice.

ABSTRACT: The Community College Anatomy and Physiology Education Research (CAPER) project is a 2-year grant that provides a variety of professional development opportunities to community college instructors of Anatomy and Physiology in the United States. Instructors who participate in the CAPER project also take part in a larger research study that uses both qualitative and quantitative methods to track the instructors' progress with adapting new teaching methods into their classrooms. When the COVID-19 pandemic caused global disruption to daily life, there were two cohorts of community college instructors participating in the CAPER project. While the immediate impact of the pandemic on community college instructors was not the subject of the original research project, the data from 12 in-depth interviews conducted in the midst of the pandemic revealed rich insights into teacher beliefs and attitudes, adaptation methods, and online learning as an opportunity for change during a global pandemic. This subset of the data also speaks to the importance of the CAPER project for professional development, as community college instructors in the CAPER program used their new skills to integrate active learning techniques in the online learning environment. In this article, we analyze community college instructors' adaptations to online learning through the lens of conceptual change theory.

SUBMITTER: Deutschman MC

PROVIDER: S-EPMC8046649 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:BackgroundWith the advancement of information technology, teachers have become able to overcome the limitations of time and room capacity by carrying out teaching activities online. This practice, however, also presents new challenges. The present study explores how to fully capitalize on the advantages of online and offline teaching and improve the quality and impact of the teaching delivered. This article presents an analysis of the planning, implementation, evaluation, and reflection process of reforming the Fujian Medical University (FJMU) medical ethics course.MethodsAfter early attempts using the Small Private Online Course (SPOC) and flipped classroom formats, this paper focuses on the comprehensive active implementation of blended teaching practice. In terms of teaching practice, this research makes targeted improvements to overcome the known shortcomings of SPOCs and flipped classrooms, including the significant preparatory workload and lacking enthusiasm for classroom participation, by redesigning the course and evaluation method and changing the role of the teacher in blended teaching. Subsequently, the study used a stratified sampling method to select 20 students enrolled in the clinical medicine course at Fujian Medical University (FJMU). Their course experience was investigated using a semi-structured interview. Interview content related to evaluating teaching effect was extracted and encoded for subsequent qualitative analysis.ResultsA qualitative analysis of the student evaluation of blended teaching as implemented on the medical ethics course showed that the main factors influencing student engagement are the method of assigning tasks and that of testing learning outcomes. Student participation in class is influenced by the richness of the curriculum resources available and the role played by the teacher.ConclusionThis research presents a discussion of blended teaching and suggests improvements that can be made to address low student engagement and poor classroom participation. This round of blended teaching was shown to improve learning autonomy and classroom participation and to support students in the development of their clinical abilities and higher-order thinking skills. These findings provide a reference for the implementation of online teaching during the COVID-19 pandemic.

Project description:Backgroud Under the circumstance of school closures caused by the coronavirus outbreak, medical schools in China began implementing online teaching, including histology and embryology (HE) beginning in the middle of February 2020. The changes in HE education in responding to the pandemic in China needs to be determined, for further adaption of online teaching delivery or blended learning. Methods A nationwide survey of the major medical colleges was conducted via WeChat. Results In total, 83 medical schools (one respondent per school) were invited to survey, 78 medical schools responded which represented most medical schools across all the provinces in mainland China, as well as Hong Kong and Macao. The results revealed that 77% (n = 60) and 58% (n = 45) of the responding schools had conducted HE theoretical and practical online teaching, respectively, prior to the pandemic; however, 27% (n = 21) of the medical schools had temporally suspended practical sessions at the time the survey was completed. During the pandemic, 73% (n = 57) and 29% (n = 23) of the medical schools delivered HE theoretical and practical sessions by synchronous live broadcasting, respectively; 65% (n = 51) of the medical schools increased virtual microscopy using during practical sessions. During the pandemic, 54% (n = 42) of the medical schools implemented teaching activities promoting active learning; meanwhile, online assessment was implemented in 84% (n = 66) of the responding medical schools. With regard to the satisfaction with the effectiveness of online teaching during the pandemic, 64% (n = 50) of the medical schools gave positive answers and considered that it was a good opportunity to develop novel and diversified teaching methods. Despite various difficulties such as work overload and unstable online teaching environments, most medical schools are willing to continue or increase theoretical online teaching after the pandemic. Conclusions Medical institutes in China were the earliest of closing campuses and having complete online teaching experience during the pandemic. This paper presents overall HE teaching situation extracted from the survey, to assist other medical schools optimizing the transitions to quality online teaching within a short time, and to serve as reference for schools that demand essential knowledge in online teaching methods, infrastructure construction, and platform integrations.

Project description:The main factors for home advantage (HA), quantified by the number of points won at home expressed as a percentage of all points, are believed to be crowd support, territoriality, familiarity, and travel fatigue. In 2020, the German Soccer Bundesliga interrupted its championship due to the Covid-19 pandemic after 25 rounds and the last nine rounds were played without audience. This unique situation allowed studying the effect of spectators on the team's performance and the referee's decisions. We hypothesized a decrease in HA and a more balanced distribution of fouls and disciplinary cards in the games without audience (GWOA) compared to the games with audience (GWA). We evaluated n = 223 GWA and n = 83 GWOA of the season 2019/20 and all games of the preceding season 2018/19 to analyze the distribution of game outcomes (wins, losses, and draws) and HA. We analyzed the number of fouls, disciplinary cards, and penalty kicks. We found significant differences in HA between GWA (HA = 54.35%) and GWOA (HA = 44.1%) as well as GWOA and games of 2018/19 (HA = 57.63%). The distribution of game outcomes in GWOA did not differ from GWA but differed significantly from 2018/19 (p = 0.031). The distribution of fouls showed a significant difference to equal distribution in GWA [home: 2,595 (48.56%); away: 2,749 (51.44%)] but not in GWOA [home: 1,067 (50.54%); away: 1,044 (49.46%)]. In the GWOA, we counted 178 (51.1%, home) and 170 (48.9%, away) cards, representing a significant difference in the distribution to GWA [home: 405 (44.85%); away: 498 (55.15%)]. The number of red cards differed significantly from an equal distribution for GWA (14 home and 28 away) but not for GWOA (eight home and seven away). In the last nine rounds without audience, we observed more home losses (36) than home wins (27). Hence, the Covid-19 lock-down led to a home disadvantage. One reason for this surprising result could be that the home team is missing an important familiar aspect when playing in their empty stadium without social support from their home audience. Furthermore, both teams know about the HA thus the away team could be more motivated in this unusual situation.

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Teaching Interrupted: How COVID-19 Turned Thoughts into Practice.

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