Factors Associated With Faculty Perspectives on Teaching Modality Changes in Professional Education Programs

• In Event: Fairmont Roundtable Session One
  In Roundtable Session: Enhancing Teaching and Learning in Health Professions Education (Table 4)

Abstract

Faculty and educators have rapidly transitioned to remote teaching during the pandemic regardless of their level of preparedness in online teaching. This study investigated factors associated with faculty perspectives of teaching modality changes in professional education programs using a novel self-reported instrument. A final sample of 117 faculty reported teaching/social/cognitive presence, self-efficacy, transition experience, and favorability towards online teaching. An exploratory factor analysis identified four factors (CoI, self-efficacy, commitment, favorability). Bivariate analyses indicate a positive association between CoI, and prior professional training and teaching experience in online education. Field of study, primary teaching environment and teaching mode were significantly associated with CoI scores. This study could inform the needs of professional development and best practices in online teaching.

Authors

• Hyun-Jin Jun, University of Maryland - Baltimore
  Presenting Author

• Yuane Jia, Rutgers University
  Presenting Author

• Violet Kulo, University of Maryland - Baltimore
  Presenting Author