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Kagawa MN, Chipamaunga-Bamu S, Prozesky D, Kafumukache E, Gwini R, Kandawasvika G, Katowa-Mukwato P, Masanganise R, Pretorius L, Wessels Q, Dithole K, Marimo C, Mubuuke AG, Mbalinda SN, van der Merwe L, Nyoni CN
Assessment of Preparedness for Remote Teaching and Learning to Transform Health Professions Education in Sub-Saharan Africa in Response to the COVID-19 Pandemic: Protocol for a Mixed Methods Study With a Case Study Approach
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Transforming health professions education in sub-Saharan Africa in response to the COVID-19 pandemic: an assessment of preparedness for remote teaching and learning - Research Protocol
Mike Nantamu Kagawa;
Shalote Chipamaunga-Bamu;
Detlef Prozesky;
Elliot Kafumukache;
Rudo Gwini;
Gwendoline Kandawasvika;
Patricia Katowa-Mukwato;
Rangarirai Masanganise;
Louise Pretorius;
Quenton Wessels;
Kefalotse Dithole;
Clemence Marimo;
Aloysius Gonzaga Mubuuke;
Scovia Nalugo Mbalinda;
Lynette van der Merwe;
Champion N. Nyoni
ABSTRACT
Background:
The current COVID-19 pandemic is affecting all aspects of society worldwide. In order to combat the pandemic, measures such as wearing of face masks, hand washing/sanitizing, restrictions on movement, and social distancing have been introduced. These measures have significantly disrupted education and particularly health professions education which depends on student-patient contact for clinical competence development. The wide-ranging consequences of the pandemic are immense, and the health professions education institutions in the Sub- Saharan Africa have not been spared.
Objective:
This research aims to describe the preparedness of selected health professions education institutions in sub-Saharan Africa for remote teaching and learning during the COVID-19 pandemic. This paper reports on the research protocol that was developed to achieve this aim
Methods:
A mixed method design with a case study approach will be used. The ADKAR model of change was selected as the conceptual framework to guide/underpin the study. Eight higher education institutions in six sub-Saharan countries are participating in this study. Data will be collected from whole populations of academic staff, students, and administrators in the undergraduate Medicine and Nursing programmes through electronic surveys. Qualitative and quantitative data from each institution will be analysed as a case study, leading to an inventory of similar cases grouped for comparison. Quantitative data will be analysed for each institution and then compared to determine associations between variables and differences between programs, institutions, or countries
Results:
This is a research protocol and there are no results yet
Conclusions:
The research findings will provide information to Higher Education Institutions especially health professions education programs in Africa regarding the preparedness for remote teaching and learning to influence efforts related to online teaching and learning which is envisaged to become the new normal in the future
Citation
Please cite as:
Kagawa MN, Chipamaunga-Bamu S, Prozesky D, Kafumukache E, Gwini R, Kandawasvika G, Katowa-Mukwato P, Masanganise R, Pretorius L, Wessels Q, Dithole K, Marimo C, Mubuuke AG, Mbalinda SN, van der Merwe L, Nyoni CN
Assessment of Preparedness for Remote Teaching and Learning to Transform Health Professions Education in Sub-Saharan Africa in Response to the COVID-19 Pandemic: Protocol for a Mixed Methods Study With a Case Study Approach