Challenging assumptions about “moving online” in response to COVID-19, and some practical advice

This article was migrated. The article was marked as recommended. COVID-19 is forcing many Universities to close for some time and programmes for medical, allied health, and nursing students are moving online. Based on our extensive collective experience teaching a variety of health professionals in clinical and academic settings, and of online learning, we want to question assumptions that seem apparent to us in some of the discourse around “moving teaching online”. We write from the perspective of a team delivering a postgraduate programme for professionals working full time (in most cases) from around the world and different professions; however, we believe the issues raised are applicable to online education in general. There is a practical purpose to confronting these assumptions. It is our aim to help those delivering health professions education avoid some pitfalls that we think would result in poor quality experiences for all concerned. We do not believe that online education is inherently poorer nor, indeed, fundamentally distinct from on-campus education. However, there are certainly important considerations for learning to teach online, and we attempt to highlight some of these. We also provide some advice to those new to teaching online based on our experience, research, and the literature.