An Emergency Switch to Distance Learning in Response to the COVID-19 Pandemic: Experience from an Internationally Accredited Undergraduate Pharmacy Program at Qatar University

Video Lecture Capture in Pharmacy Education: Insights From the Pandemic Experience

The COVID-19 pandemic prompted an abrupt and widespread transition to remote learning, compelling higher education institutions to swiftly adjust to novel modalities. This study examines the post-pandemic insights and benefits of technology-enhanced learning (TEL), particularly archived video lecture capture systems, in facilitating undergraduate pharmacy education during and beyond the pandemic. Through a quantitative analysis of archival lecture views, we sought to identify critical elements that enabled a successful transition to remote learning, providing insights into sustainable educational methods for future disruptions. Our analysis indicated a substantial rise in weekly views of lecture archived recordings during the pandemic, with Spring 2020 achieving 452 views compared to 291 in Spring 2019. Usage surges transpired during weeks 11-13 of Spring 2020, aligning with the sudden transition to remote learning and a temporary postponement of assessments. A comparative analysis of archived lectures from Spring 2019 (delivered before the pandemic) at two intervals - November 2019 and September 2020 - revealed a significant rise in views following the pandemic. The temporal analysis of lecture archives access indicated that students sustained their after-hours watching patterns, with a peak occurring between 6 PM and 9 PM, particularly before major exams. Nevertheless, the frequency of access significantly increased after the pandemic. This study emphasizes the strategic importance of video lecture recording in enhancing resilience within higher education institutions, facilitating students' learning continuity, and equipping institutions for possible future disruptions. These technologies facilitate flexible, autonomous learning, catering to diverse student needs and learning styles. They also support faculty professional development by encouraging reflective practice and data analysis to improve teaching methods. Furthermore, video recording facilitates instructor collaboration and acts as a vital resource for ongoing education, allowing students to revisit complex topics. Integrating TEL and video capture systems into the conventional academic framework enables higher education to improve its readiness and adaptability to uphold educational quality during unexpected occurrences.

What can the uptake of online pharmacy education in Scotland, during the COVID-19 pandemic, tells us about the future of CPD?

Pharmacy CPD in Scotland has been evolving towards online, asynchronous delivery since 2014. The COVID-19 pandemic accelerated this movement by restricting face-to-face education (Zlotos & Stewart, 2021). This study utilised Google analytics to describe web traffic, and electronic e-learning completion records to describe learner activity on the Virtual Learning Environment of a national CPD provider in Scotland. The aim was to describe patterns of learning activity in the years spanning the COVID-19 pandemic, to help predict what future education practice may look like. This study identified that there was an increase in estimated time spent on learning from 8085.5 vs 16,061.5 hours of learning in 2018-19 and 2020-21, respectively. Completion of non-mandatory clinical modules and mandatory service modules increased each year. Mandatory, service focussed modules were most popular each year and the number of completions peaked to coincide with new services or updated content. The findings suggest asynchronous, online pharmacy education continues to grow in popularity. CPD providers should prioritise Mandatory, Service focussed education for pharmacy staff; although, they cannot neglect non-mandatory and Clinical education too. Future education for CPD should be designed to reflect the growing and diverse learner population.

Pharmacy students' experience of technology-enhanced learning during the COVID-19 pandemic

Background

With the advent of the COVID-19 pandemic, pharmacy students and educators experienced an abrupt shift as programmes that were previously taught exclusively in-person were then predominantly taught online. This sudden change provided little time for students to prepare for the new learning environment.

Objectives

The study objective was to explore pharmacy students' experiences of technology-enhanced learning during the COVID-19 pandemic.

Methods

A cross-sectional survey was developed and distributed by email to all 3rd year (N = 76) and 4th year (N = 68) pharmacy students undertaking an MPharm programme in an Irish university.

Results

A total of 32 responses were collected, including 20 third year and 12 fourth year pharmacy students (response rates of 26.3% and 17.6%, respectively). The majority of respondents reported good or very good internet speed (71%) and stability (59%). Almost all were confident or very confident using Canvas (97%) prior to the onset of online learning. Respondents preferred engaging with other students in-person rather than online for coursework (68.8%) and learning new material (56.3%). Students favoured face-to-face delivery, with a recording of the session available online afterwards, for lectures (68.8%), workshops (50%) and tutorials (56.3%). Analysis of free-text comments indicates that respondents used recorded content to support exam revision and that a key drawback of online learning was social isolation.

Implications

Pharmacy students favoured a blended learning approach, with in-person learning being recorded to support study and revision. Students' experience of TEL during the pandemic should be considered in the development and ongoing review of pharmacy programmes.

An Empirical Study on Emergency of Distant Tertiary Education in the Southern Region of Bangladesh during COVID-19: Policy Implication

Many fields have been affected by COVID-19, including education. The pandemic has prompted a change in education due to the requirement for social distancing. Campuses are now closed in many educational institutions across the globe, and teaching and learning are now conducted online. Internationalization has significantly slowed down. A mixed-method study was designed for this research, with the goal of ascertaining the impact of COVID-19 on Bangladeshi students enrolled in higher education during and after the pandemic. A questionnaire with 19 questions on a Google form was used to collect quantitative data using a 4-point Likert scale and was conducted on 100 students from different universities in the southern part of Bangladesh, such as Barisal University, Patuakhali Science and Technology University, and Bangabandhu Sheikh Mujibur Rahman Science and Technology University. For collecting qualitative data, six quasi-interviews were conducted. A statistical package for Social Science (SPSS) was used to analyze both quantitative and qualitative data. The quantitative results demonstrated that during the COVID-19 pandemic, pupils continuously received teaching and learning. The current study's findings revealed a significant positive correlation between the COVID-19 pandemic and teaching, learning, and student achievement and a significant negative correlation between the COVID-19 pandemic and student goals. The study also revealed that the COVID-19 pandemic had a detrimental effect on students enrolled in higher education programs at the universities. The qualitative judgment showed that students faced many problems when joining classes, such as poor Internet connection and insufficient network and technological facilities, etc. Some students live in rural areas and have slow Internet speeds, which sometimes prevented them from joining class. The findings of the study can help policy makers in higher education to review and adopt a new policy in higher education in Bangladesh. It can also help education instructors in universities to develop a proper study plan for their students.

Virtual clinical pharmacy training in the era of COVID-19: A report on undergraduate students' perceptions and academic performance

INTRODUCTION

The study objective was to explore the impact of the complete virtual transition of in-hospital clinical training on students' academic performance and to assess students' perceptions of the overall experience.

METHODS

In-hospital clinical training was delivered via distance learning using daily synchronous videoconferences for two successive weeks to 350 final-year pharmacy students. The Virtual Faculty of Pharmacy Cairo University (VFOPCU) platform allowed trainees to virtually browse patient files interactively with their clinical instructors to simulate a typical rounding experience. Academic performance was evaluated through identical 20-question tests before and after training. Perceptions were assessed through an online survey.

RESULTS

Response rates were 79% pretest and 64% posttest. The median score was significantly higher after receiving the virtual training (7/20 [6-9] out of 20 pretest vs. 18/20 [11-20] posttest, P < .001]. Training evaluations revealed high levels of satisfaction (average rating > 3.5/5). Around 27% of respondents were completely satisfied with the overall experience, providing no suggestions for improvement. However, inappropriate timing of the training (27.4%) and describing training as being condensed and tiring (16.2%) were the main disadvantages reported.

CONCLUSIONS

Implementing a distance learning method with the aid of the VFOPCU platform to deliver clinical experiences instead of physical presence in hospitals appeared to be feasible and helpful during the COVID-19 crisis. Consideration of student suggestions and better utilization of available resources will open the door for new and better ideas to deliver clinical skills virtually even after resolution of the pandemic.

Health innovations in response to the COVID-19 pandemic: perspectives from the Eastern Mediterranean Region

BACKGROUND

This paper aims to document the numerous health innovations developed in response to the COVID-19 crisis in the Eastern Mediterranean Region (EMR) using a scoping review approach.

METHODS

A literature search was conducted using PubMed, the Eastern Mediterranean Health Journal, the Index Medicus for EMR to identify peer-reviewed articles between December 2019 and November 2020 and WHO and ministries of health websites for grey literature. Following an initial review, full-text screening identified studies reporting on health innovations in response to the COVID-19 pandemic in the region.

RESULTS

This review describes 82 health innovations reported from 20 countries across the region: 80% (n = 66) were digital and technology-based products and services including health care delivery (n = 25), public health informatics (n = 24) and prevention (n = 17); 20% (n = 16) were innovative processes including health care delivery (n = 8), educational programmes (n = 6) and community engagement (n = 2).

CONCLUSION

The speed with which these technologies were deployed in different contexts demonstrates their ease of adoption and manageability and thus can be considered as the most scalable. Strengthened frameworks to protect users' privacy, documentation and evaluation of impact of innovations, and training of health care professionals are fundamental for promoting health innovations in the EMR.

The Effects of Contextual Factors, Self-Efficacy and Motivation on Learners' Adaptability to Blended Learning in College English: A Structural Equation Modeling Approach

Objective

Few research efforts have substantially introduced relevant studies on Chinese students' adaptability in relation to the ineffectiveness of blended learning mode in College English. This study is guided by social cognitive theory, and related literature has been reviewed concerning adaptability. In this study, we aim to examine the involved relationships among contextual factors, self-efficacy, motivation, and adaptability to blended learning mode among non-English majored Chinese learners in the College English course.

Methods

The quantitative research method was employed in this study, and 595 respondents were eventually collected to enable the data analysis. The structural equation modeling (SEM) approach was used to analyze the data.

Results

(1) The non-English majored learners' adaptability to blended learning mode in College English was at a low level with a mean value of 2.26, indicating that students still suffer difficulties from class conducted in blended learning; (2) the fit indices were at the level of good fit, and it suggested the structural model had an overall good fit to the data as shown: x 2/df = 2.496, RMESA = 0.050, GFI = 0.956, AGFI = 0.936, NFI = 0.968, RFI = 0.959, IFI = 0.980, TLI = 0.975, CFI = 0.980; (3) adaptability was positively related to contextual factors, self-efficacy, and motivation (p < 0.001); (4) contextual factors exerted an indirect effect on the adaptability not only through the separate mediating role of self-efficacy and motivation, but through the chain mediating role of self-efficacy and motivation (p < 0.01).

Implications

This study theoretically extends previous studies on adaptability by investigating the affecting factors in the framework of social cognitive theory. More practically important is that this study sheds light on the impact mechanism of positive and enjoyable environment, self-efficacy and motivation on non-English majored learners' adaptability to blended learning mode in English course, which would provide a vital insight for administrators and College English instructors to reconsider the role of learners' responses in the mixed mode to improve their English achievement more effectively, as well as to enhance and promote their user experience of the offered blended learning service.

Using Assessment Design Decision Framework in understanding the impact of rapid transition to remote education on student assessment in health-related colleges: A qualitative study

Maintaining integrity and validity with online assessment is a significant issue that is well documented. Overt policies encouraging educators to adopt e-Learning and implement digital services coupled with the dramatic change in the education system in response to the challenges posed by COVID-19, has furthered the demand for evidence-based approaches for the planning and delivery of assessments. This study employed the Assessment Design Decision Framework (ADDF), a theoretical model that considers key aspects of assessment design, to retrospectively investigate from a multi-stakeholder perspective the assessments implemented following the rapid transition to remote learning during the COVID-19 pandemic. One-to-one semi-structured interviews were conducted with faculty and students from the Colleges of Pharmacy, Medicine and Health Sciences. After inductive and deductive thematic analysis three major themes were identified. These reflected on the impact of sudden transition on assessment design and assessment plan; changing assessment environment; and faculty-student assessment related interactions which included feedback. The use of a comprehensive validated framework such as ADDF, to plan assessments can improve validity and credibility of assessments. The strengths of this study lie in the innovative adoption of the ADDF to evaluate assessment design decisions from both an educator and student perspective. Further, the data yielded from this study offers novel validation of the use of ADDF in circumstances necessitating rapid transition, and additionally identifies a need for greater emphasis to be attributed to the significance of timeliness of the various activities that are advocated within the framework.