Speech-language therapy educator reflections on the planning and implementation of education and training during the COVID-19 pandemic.

IF 1 Q3 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY
Urisha Naidoo, Penelope S Flack, Vrinda Rathiram, Legini Moodley, Saira B Karrim, Nomfundo Buthelezi, Vuledzani Ndanganeni
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引用次数: 2

Abstract

Background:  Universities across the world experienced lockdown and closure of all learning institutions around March 2020 because of the advent of the coronavirus disease 2019 (COVID-19). This lockdown and closure presented challenges to the traditional pedagogical approaches in the health sciences, which typically include both campus-based and clinical site-focused activities involving face-to-face interactions and work integrated learning. The onset of the COVID-19 pandemic resulted in a shift to emergency remote teaching (ERT) and learning.

Objectives:  This study aimed to explore speech-language pathology (SLP) educators' experiences of the planning and implementation of ERT and learning during the COVID-19 pandemic.

Method:  A qualitative, descriptive narrative design was adopted to meet the objectives of the study. Seven SLP educators from a single university in South Africa participated in this study by constructing narratives on their experiences. The narratives were analysed using thematic analysis.

Results:  Five themes emerged from the data analysis, and these included (1) uncertainty, (2) educator feelings, (3) capacity development, (4) influence of circumstances on teaching, learning and assessment and (5) troubleshooting. Current findings provide insight into the challenges encountered and strategies utilised by educators in planning and implementing ERT and learning.

Conclusion:  Beyond the COVID-19 pandemic, most educators believe that a hybrid model would address some concerns identified, such as that of missing face-to-face contact, but that it would still allow for the full exploitation of online activities for teaching, learning and assessment required during clinical training.

Abstract Image

Abstract Image

语言治疗教育工作者对新冠肺炎疫情期间教育培训规划与实施的思考
背景:2020年3月左右,由于2019年冠状病毒病(COVID-19)的出现,世界各地的大学都经历了封锁和所有学习机构的关闭。这种封锁和关闭对健康科学的传统教学方法提出了挑战,传统教学方法通常包括以校园为基础和以临床现场为重点的活动,包括面对面的互动和工作综合学习。COVID-19大流行的爆发导致了紧急远程教学和学习的转变。目的:本研究旨在探讨新冠肺炎大流行期间言语语言病理学(SLP)教育者在计划和实施ERT和学习方面的经验。方法:采用定性、描述性的叙事设计来达到研究的目的。来自南非一所大学的7名SLP教育工作者通过构建他们的经验叙述参与了这项研究。运用主题分析法对叙事进行分析。结果:从数据分析中得出五个主题,分别是:(1)不确定性,(2)教育者的感受,(3)能力发展,(4)环境对教、学和评估的影响,以及(5)故障排除。目前的研究结果为教育工作者在规划和实施ERT和学习时遇到的挑战和使用的策略提供了见解。结论:除了COVID-19大流行之外,大多数教育工作者认为,混合模式可以解决所发现的一些问题,例如缺少面对面接触,但它仍然允许充分利用在线活动进行临床培训期间所需的教学、学习和评估。
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来源期刊
SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS
SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-
CiteScore
2.10
自引率
36.40%
发文量
37
审稿时长
30 weeks
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