The support needs of health professional educators to teach clinical skills online: Experiences of COVID-19 lockdowns from three countries

Romany Martin; Allison Mandrusiak; Javiera Fuentes-Cimma; Karien Henrico; Freyr Patterson; Anne Hill; Melanie Hoyle; Adriana Penman; Roma Forbes

doi:10.11157/fohpe.v23i3.588

Authors

Romany Martin School of Health and Rehabilitation Science, The University of Queensland https://orcid.org/0000-0003-4837-8048
Allison Mandrusiak School of Health and Rehabilitation Science, The University of Queensland https://orcid.org/0000-0003-4180-9167
Javiera Fuentes-Cimma University of Chile https://orcid.org/0000-0003-0720-2169
Karien Henrico University of Johannesburg https://orcid.org/0000-0001-6214-1392
Freyr Patterson School of Health and Rehabilitation Science, The University of Queensland https://orcid.org/0000-0003-3498-5824
Anne Hill School of Health and Rehabilitation Science, The University of Queensland https://orcid.org/0000-0002-6272-9433
Melanie Hoyle School of Health and Rehabilitation Science, The University of Queensland https://orcid.org/0000-0002-8982-190X
Adriana Penman School of Health and Rehabilitation Science, The University of Queensland https://orcid.org/0000-0003-0488-6788
Roma Forbes School of Health and Rehabilitation Science, The University of Queensland https://orcid.org/0000-0002-9959-3875

DOI:

https://doi.org/10.11157/fohpe.v23i3.588

Keywords:

Clinical education, Clinical skills, Staff support, Online learning, COVID-19.

Abstract

Introduction: Supporting educators has been identified as vital for the efficacy and sustainability of online teaching. The teaching of clinical skills online presents additional challenges given the vast shift from traditional pedagogies. However, the support needs of health professional educators to teach clinical skills online are unknown. The aim of this study was to explore educator experiences of teaching clinical skills online and investigate their workplace support needs.

Methods: A qualitative approach using focus groups was used to investigate educator experiences at three universities in Australia, Chile and South Africa. Data were subject to thematic analysis, and a thematic network tool was used to triangulate international experiences.

Results: Seven focus groups were undertaken, with a total of 32 participants. Four global themes were identified following analysis: 1) the educator experience, 2) changes to pedagogy, 3) challenges to teaching online and 4) support for educators.

Conclusions: This study has highlighted the professional challenges that teaching clinical skills online creates for health professional educators and the uncertainty regarding expectations and outcomes. Enhancing university support for educators to prepare and provide clinical skills teaching online is suggested to mitigate these challenges. Recommendations are made for universities and educators to consider in the pursuit of effective and sustainable teaching of clinical skills online.

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