Faculty readiness for a digital education model: A self-assessment from health sciences educators
Keywords:educational innovation, professional education, online learning, faculty development, digital education, medical education
During the COVID-19 pandemic, the continuity of education across the world is being supported through e-learning. Healthcare programs especially, require continuing patient-centered training to benefit individuals and society. The objective of this study was to assess the faculty members’ skills to continue educational services through a digital education model at the beginning of the lockdown. The methodology consisted in a quantitative approach descriptive and cross-sectional design. The instrument was a survey with two sections: (1) self-assessment and (2) self-ranking based on the digital education model. The results for 497 participants indicated higher scores on active learning and web conference digital skills. Evaluation is still a competence required to be reinforced by the faculty to incorporate a full transition into online learning. There seems to be an agreement about faculty readiness to implement different active learning strategies, despite being in a distance education model.
Implications for practice:
- University leaders welcomed the self-assessment that faculty members performed on digital skills as it allowed them to adapt the training programs and designate staff teams to support the educators once classes restarted.
- Educators implementing a digital education model should consider a planned and structured educational solution that is beyond the distance between learners and teachers, but an engaging environment for learning incorporating different technologies and active pedagogies.
How to Cite
Copyright (c) 2021 Silvia Lizett Olivares Olivares , Mildred Lopez, Roman Martinez , Juan Pablo Nigenda Alvarez , Jorge E. Valdez-García
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.
This copyright notice applies to articles published in AJET volumes 36 onwards. Please read about the copyright notices for previous volumes under Journal History.