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Designing for digital transformation of residency education: a post-pandemic pedagogical response
University West, School of Business, Economics and IT, Divison of Informatics. (KAMAIL)ORCID iD: 0000-0002-0493-8974
University West, School of Business, Economics and IT, Divison of Informatics. (KAMAIL)ORCID iD: 0000-0001-9094-4125
Department of Medical Education, NU Hospital Group, Trollhättan (SWE); Department of Clinical Neuroscience, Institute of Neuroscience and Physiology, Sahlgrenska Academy at University of Gothenburg (SWE).
Department of Clinical Neuroscience, Institute of Neuroscience and Physiology, Sahlgrenska Academy at University of Gothenburg (SWE); Department of Neurology, Sahlgrenska University Hospital, Gothenburg (SWE).
2023 (English)In: BMC Medical Education, E-ISSN 1472-6920, Vol. 23, no 1, p. 1-10, article id 421Article in journal (Refereed) Epub ahead of print
Abstract [en]

BACKGROUND: The forced transition to emergency remote teaching (ERT) during the COVID-19 pandemic has significantly impacted health professions education worldwide. In Sweden, the need for alternative solutions for the training of junior doctors became urgent, as many of the mandatory onsite courses required for residents to qualify as specialists were canceled. The purpose of this study was to understand course leaders' perceptions and experiences of using digital technologies, such as video conferencing, to teach medical residents (ST) during the pandemic and beyond.

METHODS: A qualitative study using semi-structured interviews was conducted with seven course leaders responsible for residency courses during the first year of the pandemic to capture their perceptions and experiences. The interviews were transcribed verbatim and analyzed using thematic analysis, drawing on the technology affordances and constraints theory (TACT) as a framework to explore pedagogical strategies and new teaching practices emerging from the forced use of digital technologies for remote teaching.

RESULTS: The data analysis revealed affordances of, as well as constraints to, teaching specialist medical training during the pandemic. The findings show that the use of digital conference technologies for ERT can both enable and inhibit social interactions, the interactive learning environment and the utilization of technological features, depending on the individual course leaders' goals of using the technology and the situated context of the teaching.

CONCLUSIONS: The study reflects the course leaders' pedagogical response to the pandemic, as remote teaching became the only way to provide residency education. Initially, the sudden shift was perceived as constraining, but over time they found new affordances through the enforced use of digital technology that helped them not only to cope with the transition but also to innovate their pedagogical methods. After a rapid, forced shift from on-site to digital courses, it is crucial to utilize experiences to create better preconditions for digital technology to facilitate learning in the future.

Place, publisher, year, edition, pages
2023. Vol. 23, no 1, p. 1-10, article id 421
Keywords [en]
Physicans, Continuous professional development (CPD), Emergency remote teaching (ERT), Videoconferencing, Workplace learning
National Category
Learning Information Systems, Social aspects Didactics
Research subject
Work Integrated Learning
Identifiers
URN: urn:nbn:se:hv:diva-20137DOI: 10.1186/s12909-023-04390-2ISI: 001003412100004PubMedID: 37291569Scopus ID: 2-s2.0-85161346058&OAI: oai:DiVA.org:hv-20137DiVA, id: diva2:1776330
Note

Funding

Open access funding provided by University West

CC-BY 4.0 

Available from: 2023-06-28 Created: 2023-06-28 Last updated: 2024-01-02

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Vallo Hult, HelenaMaster Östlund, Christian

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