Pub Date : 2021-10-07DOI: 10.7196/AJHPE.2021.V13I3.1483
N. Mapukata, S. Toto
Learning during a pandemic: Evaluating University of Cape Town first-year health sciences students’ experiences of emergency remote teaching
大流行期间的学习:评估开普敦大学一年级卫生科学专业学生的应急远程教学经验
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Pub Date : 2021-10-07DOI: 10.7196/AJHPE.2021.v13i3.1515
Ronel D Maart, Saadika B. Khan, B. Kathree, R. Ahmed, R. Mulder, Nazreen Layloo, W. Asia-Michaels
Background Acquiring psychomotor and clinical skills are an essential part of dental students training. This particular aspect posed a unique challenge for an undergraduate Prosthetic final year module in a South African dental school during the Corona virus disease-19 (COVID-19) pandemic. Teaching of clinical skills was completely interrupted during the country’s initial response to the pandemic. With the easing of country lockdown restrictions, the final year dental students were allowed to return to campus to continue with clinical practice training. This therefore called for innovative and novel strategies to determine and address inadequacies in their learning and clinical practices. Objective The purpose of the OSCE was to assess the impact of the interruption of clinical practice and clinical competence. Methods An OSCE station was created for each student where all the questions were placed which was planned to be included by the department. The student therefore did not have to move from station-to-station, thus, he/she was the only one touching the different materials or instruments at that station. It was also based in an enclosed clinic, which was prepared using the advocated COVID protocols, and all clinics were equipped with the required instruments and equipment required for each question. To ensure social distancing, groups of students were scheduled individually, thus, the OSCE was conducted over 4 days with not more than 22 students per day. Results Performance of students in the OSCE provided feedback of clinical competence, preparedness to return to clinical practice and it also identified gaps in the teachings. Conclusion This assessment after such a long period of absence from clinics, including the assessment plan, structured feedback sessions involving the department gave the student’s confidence on their return to manage their patients.
{"title":"Adapting an undergraduate dental objectively structured clinical examination (OSCE) during COVID-19","authors":"Ronel D Maart, Saadika B. Khan, B. Kathree, R. Ahmed, R. Mulder, Nazreen Layloo, W. Asia-Michaels","doi":"10.7196/AJHPE.2021.v13i3.1515","DOIUrl":"https://doi.org/10.7196/AJHPE.2021.v13i3.1515","url":null,"abstract":"Background Acquiring psychomotor and clinical skills are an essential part of dental students training. This particular aspect posed a unique challenge for an undergraduate Prosthetic final year module in a South African dental school during the Corona virus disease-19 (COVID-19) pandemic. Teaching of clinical skills was completely interrupted during the country’s initial response to the pandemic. With the easing of country lockdown restrictions, the final year dental students were allowed to return to campus to continue with clinical practice training. This therefore called for innovative and novel strategies to determine and address inadequacies in their learning and clinical practices. Objective The purpose of the OSCE was to assess the impact of the interruption of clinical practice and clinical competence. Methods An OSCE station was created for each student where all the questions were placed which was planned to be included by the department. The student therefore did not have to move from station-to-station, thus, he/she was the only one touching the different materials or instruments at that station. It was also based in an enclosed clinic, which was prepared using the advocated COVID protocols, and all clinics were equipped with the required instruments and equipment required for each question. To ensure social distancing, groups of students were scheduled individually, thus, the OSCE was conducted over 4 days with not more than 22 students per day. Results Performance of students in the OSCE provided feedback of clinical competence, preparedness to return to clinical practice and it also identified gaps in the teachings. Conclusion This assessment after such a long period of absence from clinics, including the assessment plan, structured feedback sessions involving the department gave the student’s confidence on their return to manage their patients.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"13 1","pages":"208-209"},"PeriodicalIF":0.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45433728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-07DOI: 10.7196/AJHPE.2021.V13I3.1518
S. Adam, M. Coetzee, I. Lubbe
The Covid-19 pandemic forced us to go online in a hurry whilst maintaining constructive alignment, enforce learning, and be student-centred, whilst simultaneously developing 21st century graduate attributes and critical thinking skills. Whilst interactive learning and collaborative is frequently cited as a good practice even in the online environment, this learning approach is not without challenges either for the student or the facilitator.
{"title":"Breaking the isolation: Online group assignments","authors":"S. Adam, M. Coetzee, I. Lubbe","doi":"10.7196/AJHPE.2021.V13I3.1518","DOIUrl":"https://doi.org/10.7196/AJHPE.2021.V13I3.1518","url":null,"abstract":"The Covid-19 pandemic forced us to go online in a hurry whilst maintaining constructive alignment, enforce learning, and be student-centred, whilst simultaneously developing 21st century graduate attributes and critical thinking skills. Whilst interactive learning and collaborative is frequently cited as a good practice even in the online environment, this learning approach is not without challenges either for the student or the facilitator.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"13 1","pages":"174-175"},"PeriodicalIF":0.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46188985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-07DOI: 10.7196/AJHPE.2021.V13I3.1533
J. Marcus, B. Nkuna, J. András
The COVID-19 pandemic necessitated the development of teaching resources that can be used in Emergency Remote Teaching (ERT). The closure of educational institutions necessitated that teaching and learning approaches would ensure continuity of the teaching enterprise. A teacher and two final year medical students developed an online, asynchronous resource to teach undergradute medical students in obstetrics on the use of the partogram (a labour monitoring tool) and a gravidogram (a pregnancy monitoring tool). The resource was designed to be used on any web browser and device using low bandwith to ensure accessbility where there is limited connectivity. Students were able to asynchronously engage with the learning material, complete the labour and pregnancy graphs based on cases designed for the exercise and submit it to the teacher for feedback. This short report sheds light on the process and lessons learned from the developement of this electronic learning resource.
{"title":"Plotting through the pandemic","authors":"J. Marcus, B. Nkuna, J. András","doi":"10.7196/AJHPE.2021.V13I3.1533","DOIUrl":"https://doi.org/10.7196/AJHPE.2021.V13I3.1533","url":null,"abstract":"The COVID-19 pandemic necessitated the development of teaching resources that can be used in Emergency Remote Teaching (ERT). The closure of educational institutions necessitated that teaching and learning approaches would ensure continuity of the teaching enterprise. A teacher and two final year medical students developed an online, asynchronous resource to teach undergradute medical students in obstetrics on the use of the partogram (a labour monitoring tool) and a gravidogram (a pregnancy monitoring tool). The resource was designed to be used on any web browser and device using low bandwith to ensure accessbility where there is limited connectivity. Students were able to asynchronously engage with the learning material, complete the labour and pregnancy graphs based on cases designed for the exercise and submit it to the teacher for feedback. This short report sheds light on the process and lessons learned from the developement of this electronic learning resource.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"13 1","pages":"157-158"},"PeriodicalIF":0.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46633490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-07DOI: 10.7196/AJHPE.2021.v13i3.1516
Ronel D Maart, A. Rhoda, S. Titus, D. Manning
The 18-month SAFRI fellowship programme is aimed at developing African health professions educators as leaders, teachers, scholars and advocates for change. Included in the last session of the programme was an opportunity for fellows to develop and host face-to-face faculty development workshops. In 2020 the COVID-19 pandemic forced a change that required offering these workshops as online learning activities.
{"title":"'Going virtual': Innovative online faculty development during COVID-19","authors":"Ronel D Maart, A. Rhoda, S. Titus, D. Manning","doi":"10.7196/AJHPE.2021.v13i3.1516","DOIUrl":"https://doi.org/10.7196/AJHPE.2021.v13i3.1516","url":null,"abstract":"The 18-month SAFRI fellowship programme is aimed at developing African health professions educators as leaders, teachers, scholars and advocates for change. Included in the last session of the programme was an opportunity for fellows to develop and host face-to-face faculty development workshops. In 2020 the COVID-19 pandemic forced a change that required offering these workshops as online learning activities.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"13 1","pages":"179-181"},"PeriodicalIF":0.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47979900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-07DOI: 10.7196/AJHPE.2021.v13i3.1503
B. Botha, L. H. Dyk, C. Nyoni
Due to the COVID-19 risk in clinical settings, undergraduate health professions students currently have limited opportunities for work-integrated learning. Work-integrated learning is fundamental for all health professions students who are expected to increase the health workforce at graduation and contribute to managing the COVID-19 pandemic. Health sciences education institutions (HSEIs) need to devise innovative strategies, such as online virtual simulation, to enable students to integrate their theory and practice in such circumstances where planned work-integrated learning opportunities are interrupted. Botha, De Wet and Botma (2020) (1) created and rigorously tested the "Nursing students virtual environment (VE)" as an innovative strategy to simulate the clinical learning platform. This VE utilised a head-mounted display (HMD), which immersed nursing students in a simulated clinical setting featuring a one-bed ward and a 28-year-old female patient with a foreign object in the right lung. Students donned the Oculus Rift (see Oculus, 2018) and used the touch controllers to navigate the environment and perform patient care activities within this clinical learning platform. The clinical learning platform, aimed at enhancing the clinical reasoning of nursing students, and is integrated as a strategy to augment clinical learning in undergraduate nursing students at the School of Nursing of the University of the Free State.
{"title":"The reality of virtual reality at a South African university during the COVID-19 pandemic","authors":"B. Botha, L. H. Dyk, C. Nyoni","doi":"10.7196/AJHPE.2021.v13i3.1503","DOIUrl":"https://doi.org/10.7196/AJHPE.2021.v13i3.1503","url":null,"abstract":"Due to the COVID-19 risk in clinical settings, undergraduate health professions students currently have limited opportunities for work-integrated learning. Work-integrated learning is fundamental for all health professions students who are expected to increase the health workforce at graduation and contribute to managing the COVID-19 pandemic. Health sciences education institutions (HSEIs) need to devise innovative strategies, such as online virtual simulation, to enable students to integrate their theory and practice in such circumstances where planned work-integrated learning opportunities are interrupted. Botha, De Wet and Botma (2020) (1) created and rigorously tested the \"Nursing students virtual environment (VE)\" as an innovative strategy to simulate the clinical learning platform. This VE utilised a head-mounted display (HMD), which immersed nursing students in a simulated clinical setting featuring a one-bed ward and a 28-year-old female patient with a foreign object in the right lung. Students donned the Oculus Rift (see Oculus, 2018) and used the touch controllers to navigate the environment and perform patient care activities within this clinical learning platform. The clinical learning platform, aimed at enhancing the clinical reasoning of nursing students, and is integrated as a strategy to augment clinical learning in undergraduate nursing students at the School of Nursing of the University of the Free State.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"13 1","pages":"199-200"},"PeriodicalIF":0.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49487972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-07DOI: 10.7196/AJHPE.2021.V13I3.1485
Lucia Hess-April, M. Alexander, S. Stirrup, A. Khan
Background Fieldwork forms an integral part of the occupational therapy curriculum. Students immerse themselves in communities and form authentic relationships with community members. It is within these relationships and connections that their critical awareness of social injustices prevalent in communities increase. The rapid transition to online learning during the COVID-19 pandemic however necessitated a re-thinking of learning and teaching practices within the domain of fieldwork.
{"title":"Moving fieldwork online: Innovations in an occupational therapy curriculum","authors":"Lucia Hess-April, M. Alexander, S. Stirrup, A. Khan","doi":"10.7196/AJHPE.2021.V13I3.1485","DOIUrl":"https://doi.org/10.7196/AJHPE.2021.V13I3.1485","url":null,"abstract":"Background Fieldwork forms an integral part of the occupational therapy curriculum. Students immerse themselves in communities and form authentic relationships with community members. It is within these relationships and connections that their critical awareness of social injustices prevalent in communities increase. The rapid transition to online learning during the COVID-19 pandemic however necessitated a re-thinking of learning and teaching practices within the domain of fieldwork.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"13 1","pages":"210"},"PeriodicalIF":0.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44483214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-07DOI: 10.7196/AJHPE.2021.v13i3.1509
A. Turner, I. Lubbe, W. Ross
The COVID-19 environment created the opportunity to review and repurpose a one-month elective rotation for third year medical students in South Africa. A decision was made to develop a virtual self-paced online elective for 300 medical students. An online bouquet of free massive open online and sponsored courses centred around the roles of the competency framework of the Health Professions Council of South Africa was proposed. On consultation, these roles of “Leader and Manager”, “Health advocate” and “Professional” were identified as ones that were not traditionally focussed on in the medical curriculum. The virtual elective consisted of one compulsory course related to leadership and management, two courses related to any of the identified roles, any two medical or non-medical courses of the student’s choice from the LinkedIn Learning platform and finally, the assessment. The assessment entailed an interactive Microsoft Excel template (a sunburst) that was specifically created for the students. The template consisted of a sunburst graphic that when populated with details of the courses completed, would update in real-time and provide a colourful illustration of the HPCSA roles and competencies that the students addressed in the elective, as well as alluding them to gaps, which they would need to strengthen in the remaining years of their medical studies. Apart from other lessons learnt, the sunburst Excel template – if adapted and used systematically each year – could be the mechanism for all health sciences students to reflect while also graphically see their progress in the HPCSA roles and associated competencies that they are expected to attain upon graduation.
{"title":"A ray of sunshine in the COVID-19 environment, with a virtual sunburst elective","authors":"A. Turner, I. Lubbe, W. Ross","doi":"10.7196/AJHPE.2021.v13i3.1509","DOIUrl":"https://doi.org/10.7196/AJHPE.2021.v13i3.1509","url":null,"abstract":"The COVID-19 environment created the opportunity to review and repurpose a one-month elective rotation for third year medical students in South Africa. A decision was made to develop a virtual self-paced online elective for 300 medical students. An online bouquet of free massive open online and sponsored courses centred around the roles of the competency framework of the Health Professions Council of South Africa was proposed. On consultation, these roles of “Leader and Manager”, “Health advocate” and “Professional” were identified as ones that were not traditionally focussed on in the medical curriculum. The virtual elective consisted of one compulsory course related to leadership and management, two courses related to any of the identified roles, any two medical or non-medical courses of the student’s choice from the LinkedIn Learning platform and finally, the assessment. The assessment entailed an interactive Microsoft Excel template (a sunburst) that was specifically created for the students. The template consisted of a sunburst graphic that when populated with details of the courses completed, would update in real-time and provide a colourful illustration of the HPCSA roles and competencies that the students addressed in the elective, as well as alluding them to gaps, which they would need to strengthen in the remaining years of their medical studies. Apart from other lessons learnt, the sunburst Excel template – if adapted and used systematically each year – could be the mechanism for all health sciences students to reflect while also graphically see their progress in the HPCSA roles and associated competencies that they are expected to attain upon graduation.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"13 1","pages":"189-190"},"PeriodicalIF":0.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71265424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-07DOI: 10.7196/AJHPE.2021.V13I3.1508
H. Parkar
Amidst all the confusion with the pandemic, the shift to online learning was an adjustment for both students and lecturers. The loss of face-to-face contact sessions meant the absence of the initial visual diagnostic assessment and the opportunity to consolidate acquired knowledge in real-time. It was also observed that student interest and active engagement on online platforms, decreased as the year progressed and an “online fatigue” ensued. To overcome the difficulties experienced, a gamification-based formative assessment approach was taken. This was done to assess the application of knowledge of first-year medical students acquired during their antibacterial pharmacology narrated lecture. The game, called “ Saving the Starks ” is themed after a popular TV series called Game of Thrones and was created using Microsoft PowerPoint with animated triggers and the soundtrack of the Game of Thrones show to create a truly immersive experience. The game was well-received by students based on the overwhelmingly positive response on the discussion board. The gamification element increased student engagement and helped excite them about the content. The use of popular culture references and the competitive aspect of the game fostered enthusiasm within the learning environment and amongst peers. It also allowed for student-lecturer engagement on a more congenial level creating a pleasant environment for learning.
{"title":"Saving student interaction by saving the Starks","authors":"H. Parkar","doi":"10.7196/AJHPE.2021.V13I3.1508","DOIUrl":"https://doi.org/10.7196/AJHPE.2021.V13I3.1508","url":null,"abstract":"Amidst all the confusion with the pandemic, the shift to online learning was an adjustment for both students and lecturers. The loss of face-to-face contact sessions meant the absence of the initial visual diagnostic assessment and the opportunity to consolidate acquired knowledge in real-time. It was also observed that student interest and active engagement on online platforms, decreased as the year progressed and an “online fatigue” ensued. To overcome the difficulties experienced, a gamification-based formative assessment approach was taken. This was done to assess the application of knowledge of first-year medical students acquired during their antibacterial pharmacology narrated lecture. The game, called “ Saving the Starks ” is themed after a popular TV series called Game of Thrones and was created using Microsoft PowerPoint with animated triggers and the soundtrack of the Game of Thrones show to create a truly immersive experience. The game was well-received by students based on the overwhelmingly positive response on the discussion board. The gamification element increased student engagement and helped excite them about the content. The use of popular culture references and the competitive aspect of the game fostered enthusiasm within the learning environment and amongst peers. It also allowed for student-lecturer engagement on a more congenial level creating a pleasant environment for learning.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"13 1","pages":"191-192"},"PeriodicalIF":0.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49404731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-07DOI: 10.7196/AJHPE.2021.v13i3.1526
J. Jayakumar, F. Amien, G. Gunston, L. Paulo, S. Crawford-Browne, G. Doyle, K. Bugarith
The sudden transition to Emergency Remote Teaching (ERT) during the COVID-19 crisis hindered small group student learning, including Supported Problem-based Learning (SPBL), in the undergraduate medical curriculum at the University of Cape Town. Consequently, a socially just and equitable online Remote SPBL model was needed to promote learning, social cohesion, track student progress, and render emotional containment to students experiencing crisis-related anxiety and social isolation. Remote SPBL was conducted asynchronously using the “Forums” tool within the Learning Management System, namely VULA, to accommodate students with limited internet access. Some SPBL steps were excluded to accommodate the decreased available learning time which may have compromised the SPBL process. SPBL facilitators trained in online facilitation, served as a bridge between students and course convenors ensuring the early detection of academic and non-academic barriers to learning, and enabling timely support. Thus, Remote SPBL offered students’ academic and social support at a time of great change, while maintaining the core elements of the curriculum and enabling the integration of disciplinary knowledge. However, the asynchronous approach and non-academic obstacles to accessing online learning limited effective group interaction and collaborative learning. Based on the experiences of the model, course convenors will consider integrating SPBL into a blended model in future and will include all the SPBL steps to enhance student learning using both synchronous and asynchronous approaches. This model, that draws on simple web-based learning platforms, could easily be adopted, and effectively utilized in low-resourced educational and healthcare settings due to its easy and cost-effective approach.
{"title":"An innovative, remote supported problem-based learning model in a South African medical curriculum during the COVID-19 pandemic","authors":"J. Jayakumar, F. Amien, G. Gunston, L. Paulo, S. Crawford-Browne, G. Doyle, K. Bugarith","doi":"10.7196/AJHPE.2021.v13i3.1526","DOIUrl":"https://doi.org/10.7196/AJHPE.2021.v13i3.1526","url":null,"abstract":"The sudden transition to Emergency Remote Teaching (ERT) during the COVID-19 crisis hindered small group student learning, including Supported Problem-based Learning (SPBL), in the undergraduate medical curriculum at the University of Cape Town. Consequently, a socially just and equitable online Remote SPBL model was needed to promote learning, social cohesion, track student progress, and render emotional containment to students experiencing crisis-related anxiety and social isolation. Remote SPBL was conducted asynchronously using the “Forums” tool within the Learning Management System, namely VULA, to accommodate students with limited internet access. Some SPBL steps were excluded to accommodate the decreased available learning time which may have compromised the SPBL process. SPBL facilitators trained in online facilitation, served as a bridge between students and course convenors ensuring the early detection of academic and non-academic barriers to learning, and enabling timely support. Thus, Remote SPBL offered students’ academic and social support at a time of great change, while maintaining the core elements of the curriculum and enabling the integration of disciplinary knowledge. However, the asynchronous approach and non-academic obstacles to accessing online learning limited effective group interaction and collaborative learning. Based on the experiences of the model, course convenors will consider integrating SPBL into a blended model in future and will include all the SPBL steps to enhance student learning using both synchronous and asynchronous approaches. This model, that draws on simple web-based learning platforms, could easily be adopted, and effectively utilized in low-resourced educational and healthcare settings due to its easy and cost-effective approach.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"13 1","pages":"163-166"},"PeriodicalIF":0.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47530470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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