The support needs of health professional educators to teach clinical skills online: Experiences of COVID-19 lockdowns from three countries

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dc.contributor.authorMartin, R.
dc.contributor.authorMandrusiak, A.
dc.contributor.authorFuentes-Cimma, J.
dc.contributor.authorHenrico, K.
dc.contributor.authorPatterson, F.
dc.contributor.authorHill, A.
dc.contributor.authorHoyle, M.
dc.contributor.authorPenman, A.
dc.contributor.authorForbes, R.
dc.date.accessioned2025-01-20T21:00:51Z
dc.date.available2025-01-20T21:00:51Z
dc.date.issued2022
dc.description.abstractIntroduction: Supporting educators has been identified as vital for the efficacy and sustainability of online teaching. The teaching of clinical skills online presents additional challenges given the vast shift from traditional pedagogies. However, the support needs of health professional educators to teach clinical skills online are unknown. The aim of this study was to explore educator experiences of teaching clinical skills online and investigate their workplace support needs.
dc.description.abstractMethods: A qualitative approach using focus groups was used to investigate educator experiences at three universities in Australia, Chile and South Africa. Data were subject to thematic analysis, and a thematic network tool was used to triangulate international experiences.
dc.description.abstractResults: Seven focus groups were undertaken, with a total of 32 participants. Four global themes were identified following analysis: 1) the educator experience, 2) changes to pedagogy, 3) challenges to teaching online and 4) support for educators.
dc.description.abstractConclusions: This study has highlighted the professional challenges that teaching clinical skills online creates for health professional educators and the uncertainty regarding expectations and outcomes. Enhancing university support for educators to prepare and provide clinical skills teaching online is suggested to mitigate these challenges. Recommendations are made for universities and educators to consider in the pursuit of effective and sustainable teaching of clinical skills online.
dc.description.funderUniversitas 21 Health Sciences Fund Grant
dc.fuente.origenWOS
dc.identifier.eissn2204-7662
dc.identifier.issn1442-1100
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/92753
dc.identifier.wosidWOS:000868478000003
dc.issue.numero3
dc.language.isoen
dc.pagina.final35
dc.pagina.inicio18
dc.revistaFocus on health professional education-a multidisciplinary journal
dc.rightsacceso restringido
dc.subjectclinical education
dc.subjectclinical skills
dc.subjectstaff support
dc.subjectonline learning
dc.subjectCOVID-19
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación de calidad
dc.titleThe support needs of health professional educators to teach clinical skills online: Experiences of COVID-19 lockdowns from three countries
dc.typeartículo
dc.volumen23
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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