Faculty readiness for a digital education model: A self-assessment from health sciences educators





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.


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How to Cite

Olivares Olivares , S. L. ., Lopez, M., Martinez , R. ., Nigenda Alvarez , J. P. ., & Valdez-García, J. E. . . (2021). Faculty readiness for a digital education model: A self-assessment from health sciences educators. Australasian Journal of Educational Technology, 37(5), 116–127. https://doi.org/10.14742/ajet.7105



Special Issue 2021 - Emerging Technologies - Innovative Ped/Competency Develop

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