Rapid Transition to Virtual Learning in Postgraduate Medical Education during the COVID-19 Pandemic in Tanzania: A Qualitative Study.

IF 0.6 Q3 MEDICINE, GENERAL & INTERNAL

Annals of African Medicine Pub Date : 2024-11-08 DOI:10.4103/aam.aam_41_24

Massawa K Nyamuryekung'e, Nahida Walli, Neelam A Ismail, Natasha Housseine, Philip B Adebayo, Athar Ali

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引用次数: 0

Abstract

Background: The effect of the progressive utilization of virtual learning (VL) in postgraduate medical education (PGME) is contentious. During the COVID-19 pandemic, VL was up-scaled to bridge the education delivery gap. How this impacted learning experiences in PGME is an area that needs to be explored for the progressive context-specific application of VL.

Objective: This phenomenological study aimed to explore the postgraduate medical faculty's and residents' experiences with the rapid shift to VL.

Methods: Through an interpretivist paradigm, this study used in-depth individual semi-structured interviews and prompts to explore the full breadth of the participants' experiences. A purposive sampling method was used, and qualitative content analysis was employed in an iterative process until data saturation. Data was collected between January 2021 and July 2021. Member checking was done to ensure validity. The AKU-ERC granted ethical approval, with reference AKU/2020/098/fb.

Results: Ten participants were recruited for the study. Positive experiences were greater access to learning materials and improved learner confidence. In contrast, limited supervision, and lack of assurance of participants' engagement emerged as a negative VL experience. The components of critical thinking and problem-solving skills were unaffected by virtual case-based learning. However, the aspects of acquiring clinical and surgical skills emerged as a difficulty in accepting VL as a valid mode for attaining these competencies.

Conclusions: To improve experiences of VL, participants' drive, engagement, technological inadequacies, and instructional design should be optimized.

查看原文本刊更多论文

坦桑尼亚 COVID-19 大流行期间医学研究生教育向虚拟学习的快速过渡：定性研究。

背景：在医学研究生教育（PGME）中逐步使用虚拟学习（VL）的效果存在争议。在 COVID-19 大流行期间，扩大了虚拟学习的规模，以弥补教育交付方面的差距。这对医学研究生教育中的学习体验有何影响，是需要探索的一个领域，以便根据具体情况逐步应用 VL：本现象学研究旨在探讨医学研究生院教师和住院医师在快速转向 VL 过程中的体验：本研究采用解释学范式，通过深入的个人半结构式访谈和提示来全面探讨参与者的经验。研究采用了有目的的抽样方法，并在数据饱和前反复进行了定性内容分析。数据收集时间为 2021 年 1 月至 2021 年 7 月。为确保数据的有效性，还进行了成员核对。AKU-ERC 批准了伦理审批，编号为 AKU/2020/098/fb：本研究共招募了 10 名参与者。积极的经验是更容易获得学习材料和提高学习者的信心。与此相反，有限的监督和缺乏对参与者参与的保证则是负面的虚拟学习体验。批判性思维和解决问题的能力没有受到虚拟案例学习的影响。然而，获得临床和外科手术技能方面的问题成为了接受虚拟学习作为获得这些能力的有效模式的困难所在：要改善虚拟学习的体验，应优化参与者的动力、参与度、技术不足和教学设计。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Annals of African Medicine MEDICINE, GENERAL & INTERNAL-

CiteScore

0.90

自引率

0.00%

发文量

期刊介绍： The Annals of African Medicine is published by the Usmanu Danfodiyo University Teaching Hospital, Sokoto, Nigeria and the Annals of African Medicine Society. The Journal is intended to serve as a medium for the publication of research findings in the broad field of Medicine in Africa and other developing countries, and elsewhere which have relevance to Africa. It will serve as a source of information on the state of the art of Medicine in Africa, for continuing education for doctors in Africa and other developing countries, and also for the publication of meetings and conferences. The journal will publish articles I any field of Medicine and other fields which have relevance or implications for Medicine.