Accepted for/Published in: JMIR Medical Education
Date Submitted: Aug 30, 2022
Open Peer Review Period: Aug 30, 2022 - Oct 25, 2022
Date Accepted: Jan 31, 2023
(closed for review but you can still tweet)
Warning: This is an author submission that is not peer-reviewed or edited.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.
A survey on the readiness to teach online and software needs of Singapore healthcare professionals
ABSTRACT
Background:
With the increasing acceptance of face-to-face classes transitioning online, there is an increasing need to have educators ready to teach online. The ability to teach in-person may not necessarily mean that one is ready teach in an online environment. We propose in this study that readiness to teach can be measured in the educator’s: i) confidence in using technology for teaching, ii) familiarity with using the technology for teaching, iii) ability to use technology effectively for teaching, and iv) ability to use technology to measure learner’s performance.
Objective:
The objective of this study is investigate the readiness of our healthcare professionals to teach online and their technology related teaching needs.
Methods:
The survey was designed based on a literature review and pedagogical principles in teaching and learning. 208 responses were collected and analysed from the largest public healthcare system in Singapore that consist of professionals in medicine, nursing, allied health and dentistry, and non-healthcare professionals.
Results:
Among the three healthcare profession groups, nursing and medicine reported similar confidence in teaching online and effectiveness in teaching online but nursing educators. In terms of familiarity with using technology for teaching, nursing educators were less familiar with using technology in teaching than their medicine counterparts. On the other hand, nursing educators reported much higher confidence in using technology for measuring learning as compared to their medicine counterparts. Respondents who identified as allied health profession, generally reported lower than average readiness for online teaching and learning.
Conclusions:
The findings showed that there were some gaps in readiness to teach online among the healthcare professions. Findings from the study can be used by policy makers and faculty developers to identify gaps and potential opportunities for development among their educators. Clinical Trial: Not applicable
Citation
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Copyright
© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.