The Crisis/Opportunity of COVID in Established, Online, Global Health Professions Education Programs: "Accepting Educational Responsibility"

• In Event: Reimagining and Reinventing Health Professions Education in COVID's Environment: Moving From Crisis to Opportunity

Abstract

Introduction and Approach:
The discourse of COVID impact on education has centered on the in-class to online learning transition. This presentation examines COVID challenges faced by established online programs, and further highlights the impact of a global pandemic across education.

This study incorporates adaptation (Piaget, 2000), needs hierarchy (Maslow, 1943), and stress and coping (Usher et al., 2020; Lazarus and Folkman, 1984) to capture impact themes on online learners. Likewise, it uses change theory (Kotter, 2012), situational leadership (Kerr & Jermier, 1978), and disruptive change (Anthony, 2018) to report impact themes on work-environments.

Using a global, online health professions education (HPE) program as a case, we investigate initial COVID impact through an analysis of fellow and faculty emails and online communications to provide insight on learner needs, program adjustments, faculty support, financial repercussions, repurposed learning, and situational leadership.

COVID Impact:
Course communications indicated no impact of COVID on course delivery, but seriously compromised fellows’ engagement in courses and work experience. Theory-based themes related to coursework were: (1) little time to participate, (2) no research populations, (3) no Internet connections, and (4) increased requests for extensions. Those related to work environments were (1) redeployment to different hospital/clinic departments, (2) double/triple shifts, (3) work-shifts in full hazmat gear, (4) sleep deprivation, and (5) leadership of in-class to online transition processes for departments, institutions, and across organizations.

Personal impact themes were (1) layoffs, (2) spouses/significant others layoffs, (3) salary/benefits cuts, (4) program funding cuts, (5) quarantines in hospitals/homes, (6) lengthy separations from young children and/or elderly parents, (7) and the challenges of finding quality, safe childcare while schools are closed. Emotional themes included: anxiousness, stress, burnout, paralysis, depression, and isolation (less resources countries). Of note was the anguish and trauma conveyed in several conversations with participants caring for patients dying without the comfort of family.

Faculty and Program Response and Impact:
In reaction, the faculty response themes included: (1) availability to listen, (2) encouragement and camaraderie, (3) individualized assignment adjustments, and (4) secured additional university support services. Within the organization, barriers to change disappeared, adjustments were facilitated, course sections were added across fiscal years without tuition increases, and a closed Facebook site provided support.

Themes from faculty and staff contacts reflected feelings of isolation, exhaustion, and burnout. They made extraordinary accommodations for fellows while COVID simultaneously impacted their personal/professional lives leaving job security, retirement funds, and program budgets in jeopardy.

On a positive side, themes from faculty, staff, fellow, and alumni communications echoed a sense of stronger relationships built through problem solving and emotional conversations. The program refocused on ‘essentials’ - personal well-being and learning achievement. A virtual graduation and celebration provided additional connection and is now an annual event. Applications and enrollment are stronger than ever.

Professionals in online graduate programs react to the COVID crisis - they protect, freeze, adapt, thrive, and/or lead. More study is needed but this analysis of initial communications and responses provides a glimpse into what may be opportunity.

Authors

• Toni Ungaretti, Johns Hopkins University

• Emily L Jones, Johns Hopkins University