Published by
Exxat with Dr. Ann Williamso
exxat.com
Introduction
Few could predict the cascading impacts of the COVID-19 pandemic on each of our lives. Organizational level impacts on business, healthcare, and education industries continue to evolve. Looking at the impacts of COVID-19 on healthcare education, in hindsight, affords keen insights into our capacity to adapt on individual and organizational levels.
To better understand impacts of COVID-19 on healthcare education, Exxat surveyed its users. Sixty programs, across six health science disciplines, responded to the survey. This report highlights the impacts experienced across health science programs, throughout the United States. Challenges to didactic and clinical education are presented to highlight shared experiences. Strategies to mitigate challenges, with emphasis on stakeholder’s perceptions to change, are presented. Many programs continue to use novel educational strategies and technologies implemented since COVID-19, in response to positive yields. These sustained changes are also presented. This report concludes with recommendations, based on lessons-learned, and a reflection on how healthcare education stakeholders can continue to leverage the benefits of innovation.
Where does your program stack up? Initially, in response to COVID-19
Challenges and Impact
Survey findings highlight shared challenges to didactic and clinical education, along with demands to rapidly adapt. Ninety percent of programs reported significant changes to instructional methodology and adoption of novel technologies. Over eighty percent of programs reported challenges related to clinical education. Faculty, staff, and student perceptions of challenges and changes further illustrate these impacts.
Perceptions of Change
‘Figures 1.1 to 1.4’ display perceptions of change ‘early’ versus ‘post’ covid. Students’ initial perceptions of changes in clinical education were mostly negative. However, perceptions improved as early issues were mitigated. Perceptions of change in instructional methods and adoption of technology revealed an interesting trend amongst faculty, staff, and student stakeholder groups. Students’ initial perceptions were mixed, in both cases. Some students embraced the uptick in online learning formats and adoption of technology, while other students disliked these initial shifts. Yet, most students perceived both changes positively post covid. A similar trend was evident with faculty and staff’s perception of the changes in adoption of technology. Initial perceptions remained mixed, while later perceptions were positive. Take a moment to consider potential reasons for these findings.
Workload Demands
Survey findings confirmed a marked increase in workload amongst faculty and staff, initially. When asked to quantify the current workload, there was a reduction reported for both groups. Additionally, a few respondents indicated a net decrease, compared to pre-pandemic workload demands. See ‘Figures 2.1 and 2.2’ for details.
Sustained Changes and Silver Linings
Some innovative solutions to healthcare education challenges, brought on by the COVID-19 Pandemic, have subsided. Educational methodologies, such as in-person, hands-on practice of psychomotor skills resumed, for example. Yet, other innovative solutions were found to be highly beneficial. In fact, Exxat users shared instances in which these solutions were retained, in response to positive outcomes or improved efficiency.
Of the programs reporting novel technology implementation,
74% report ongoing use of these technologies.
Most programs implemented new or additional technologies, with 76% of programs indicating the initial degree of technology adoption to be significant. Of the programs reporting novel technology implementation, 74% report ongoing use of these technologies. In some cases, ongoing adoption of new or additional technology is also evident. ‘Figure 3’ shows use of new or additional technology, initially, compared to ongoing utilization.
Use of new or additional technology to support management and delivery of didactic content remains prevalent. Initial didactic changes focused on the switch to remote learning, for on-ground programs. Of the 90% of programs indicating significant initial changes to didactic instructional methods, 42% of these programs continue to retain a portion of these changes. For example, selective hybrid teaching models, and remote class attendance options for students in isolation/quarantine, remain common. Retention of new or additional technologies for other aspects of program management was also apparent. Interestingly, survey findings suggest ongoing adoption of new or additional technologies to support various aspects of clinical education including management of site information and student compliance documents. Ongoing adoption of technology for student data analysis/reporting for students was also noted.
Exxat users acknowledged increased use of tech-driven infrastructure to manage data. The following two quotes come from users that completed the survey: “More student documentation is now collected on Exxat instead of paper.” and “Digitalization of student files, clinical scheduling and availability remains online.” Exxat users also identified benefits of novel technologies to enhance communication with students, throughout their education, with one program stating: “Closer, consistent communication with students to identify problems early."
As a final survey question, Exxat users were asked if they discovered modifications that their respective programs planned to continue employing. Responses overwhelmingly indicated that yes, some, if not significant, changes would remain implemented long-term.
Reflections and Summary
The COVID-19 pandemic brought unprecedented changes to the way we live, work, and learn. COVID-19 caused a significant disruption to healthcare education. Survey findings give credence to individual and collective challenges faced by faculty, staff, and students, since spring 2020. Uncertainty, lack of resources, and readiness compounded these challenges. Programs were forced to change their education models overnight, with flexibility becoming a necessity rather than a luxury. These survey findings also offer reassurance of our collective capacity to rapidly adapt to challenges and changes within healthcare education. Respondents revealed significant adaptability, with careful consideration for sustained adoptions, based on lessons learned.
New or additional technology adoptions used to deliver didactic content remain implemented, in similar ways, across programs. Use of video chat applications, like Zoom, changed the communication landscape. Virtual interviews are leveraged to reduce various barriers for prospective students, for example. Areas in which adoption of new or additional technologies appear ongoing even suggests a shift toward increased innovative capacity. These “silver linings” exist amidst the myriad of challenges including negative perceptions of change.
Despite mostly negative perceptions about change, initially,
perceptions shifted toward neutral or positive, in all cases.
While Change Theory and Diffusion of Innovation Theory are beyond this report’s scope, they remain an important consideration with these findings. Despite mostly negative perceptions about change, initially, perceptions shifted toward neutral or positive, in all cases. Perhaps initial increases in workload demands, immeasurable individual factors, and character attributes, influenced the initial capacity to tolerate change. Perhaps improved perceptions of workload demand correlate to improved efficiency, because of technology utilization. Diffusion of Innovation Theory reminds us that people lean into innovation, or change, to variable degrees. Perceptions of initial change were consistent with the bell curve distribution. However, in just three years, successful outcomes are widely evident.
This Exxat Insight sheds light on the experiences of faculty, staff, and students to help the entire healthcare education community. Here at Exxat, we encourage you to continue to lean into change, embrace opportunities to innovate, and capitalize on lessons learned with tolerance for ambiguity. We are here to collaborate.
Exxat, in Collaboration with Dr. Ann Williamson
Dr. Ann Williamson is an Associate Professor and Director of Clinical Education in the Doctor of Physical Therapy Program at Chatham University. Beyond her expertise as a prudent academician, she is also responsible for data management in her role as School of Health Science Data Systems Coordinator.
Having gone through this experience herself, her technical expertise and her administrative dexterity ensured this research initiative was informative, meticulous, and insightful.
Exxat appreciates her willingness to share her thoughts and experiences with us and for helping us put together this report. We are grateful for her time and effort, invaluable contribution, and dedication to the health science profession.
A Sincere Thanks to All Our Participants
The survey involved the participation of 60 Programs. Exxat takes a moment to express heartfelt gratitude to all the participants for their valuable contribution to this survey. Your time and effort have helped us gather essential data and insights to aid our research and decision-making processes. Your input is greatly appreciated and has been instrumental in our research efforts.
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