HSC Education Days

Title

COVID's Silver Lining: Educational Practices Here to Stay

Document Type

Presentation

Publication Date

1-28-2022

Abstract

Teaching during the COVID 19 (CV-19) era came with many difficulties mandating that instructors adjust to emergency remote learning. Early attempts at remote learning were soon replaced by evidence-based approaches to online learning to meet the cognitive, psychomotor, and affective domains of learners reeling under strained conditions. Due to the psychomotor-heavy content of physical therapy (PT) classes, a partial return to campus was allowed after 3 months although didactic content remained online. A full return to campus was permitted after a further 9 months enabling faculty to return to pre-CV-19 teaching strategies. However, the PT faculty reflected on lessons learned from teaching during CV-19 restrictions and came to a consensus to continue using a hybrid format. Overall classroom hours were reduced compared to pre-CV-19 levels, and altered teaching methods remained including: 1) Video recorded lectures allowing students to watch at flexible times, at a self-selected pace, and with repetition as needed; 2) Deliberate efforts to attend to students’ emotional well-being by creating a community of learning with multiple opportunities for student engagement and interaction including small group assignments designed to incorporate a collaborative learning model; 3) Highly structured homework assignments designed to prepare students for rich discussions and active learning during synchronous sessions; 4) Incorporation of peer teaching to maximize student learning opportunities and practice time including video assignments and self-directed learning assignments; 5) Deliberate efforts to identify misconceptions and misunderstandings of content via in-class review of preparatory assignments and “i-clicker” review sessions. “Muddy Points” videos were created at the end of modules to revisit complex concepts and emphasize key points. The challenges and solutions created by CV-19 have questioned the status quo of pre-CV-19 teaching practices seemingly for the better.

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