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Speech–language therapy educator reflections on the planning and implementation of education and training during the COVID-19 pandemic

BACKGROUND: Universities across the world experienced lockdown and closure of all learning institutions around March 2020 because of the advent of the coronavirus disease 2019 (COVID-19). This lockdown and closure presented challenges to the traditional pedagogical approaches in the health sciences,...

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Autores principales: Naidoo, Urisha, Flack, Penelope S., Rathiram, Vrinda, Moodley, Legini, Karrim, Saira B., Buthelezi, Nomfundo, Ndanganeni, Vuledzani
Formato: Online Artículo Texto
Lenguaje:English
Publicado: AOSIS 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9557936/
https://www.ncbi.nlm.nih.gov/pubmed/36226973
http://dx.doi.org/10.4102/sajcd.v69i2.908
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author Naidoo, Urisha
Flack, Penelope S.
Rathiram, Vrinda
Moodley, Legini
Karrim, Saira B.
Buthelezi, Nomfundo
Ndanganeni, Vuledzani
author_facet Naidoo, Urisha
Flack, Penelope S.
Rathiram, Vrinda
Moodley, Legini
Karrim, Saira B.
Buthelezi, Nomfundo
Ndanganeni, Vuledzani
author_sort Naidoo, Urisha
collection PubMed
description BACKGROUND: Universities across the world experienced lockdown and closure of all learning institutions around March 2020 because of the advent of the coronavirus disease 2019 (COVID-19). This lockdown and closure presented challenges to the traditional pedagogical approaches in the health sciences, which typically include both campus-based and clinical site-focused activities involving face-to-face interactions and work integrated learning. The onset of the COVID-19 pandemic resulted in a shift to emergency remote teaching (ERT) and learning. OBJECTIVES: This study aimed to explore speech–language pathology (SLP) educators’ experiences of the planning and implementation of ERT and learning during the COVID-19 pandemic. METHOD: A qualitative, descriptive narrative design was adopted to meet the objectives of the study. Seven SLP educators from a single university in South Africa participated in this study by constructing narratives on their experiences. The narratives were analysed using thematic analysis. RESULTS: Five themes emerged from the data analysis, and these included (1) uncertainty, (2) educator feelings, (3) capacity development, (4) influence of circumstances on teaching, learning and assessment and (5) troubleshooting. Current findings provide insight into the challenges encountered and strategies utilised by educators in planning and implementing ERT and learning. CONCLUSION: Beyond the COVID-19 pandemic, most educators believe that a hybrid model would address some concerns identified, such as that of missing face-to-face contact, but that it would still allow for the full exploitation of online activities for teaching, learning and assessment required during clinical training.
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spelling pubmed-95579362022-10-14 Speech–language therapy educator reflections on the planning and implementation of education and training during the COVID-19 pandemic Naidoo, Urisha Flack, Penelope S. Rathiram, Vrinda Moodley, Legini Karrim, Saira B. Buthelezi, Nomfundo Ndanganeni, Vuledzani S Afr J Commun Disord Original Research BACKGROUND: Universities across the world experienced lockdown and closure of all learning institutions around March 2020 because of the advent of the coronavirus disease 2019 (COVID-19). This lockdown and closure presented challenges to the traditional pedagogical approaches in the health sciences, which typically include both campus-based and clinical site-focused activities involving face-to-face interactions and work integrated learning. The onset of the COVID-19 pandemic resulted in a shift to emergency remote teaching (ERT) and learning. OBJECTIVES: This study aimed to explore speech–language pathology (SLP) educators’ experiences of the planning and implementation of ERT and learning during the COVID-19 pandemic. METHOD: A qualitative, descriptive narrative design was adopted to meet the objectives of the study. Seven SLP educators from a single university in South Africa participated in this study by constructing narratives on their experiences. The narratives were analysed using thematic analysis. RESULTS: Five themes emerged from the data analysis, and these included (1) uncertainty, (2) educator feelings, (3) capacity development, (4) influence of circumstances on teaching, learning and assessment and (5) troubleshooting. Current findings provide insight into the challenges encountered and strategies utilised by educators in planning and implementing ERT and learning. CONCLUSION: Beyond the COVID-19 pandemic, most educators believe that a hybrid model would address some concerns identified, such as that of missing face-to-face contact, but that it would still allow for the full exploitation of online activities for teaching, learning and assessment required during clinical training. AOSIS 2022-09-09 /pmc/articles/PMC9557936/ /pubmed/36226973 http://dx.doi.org/10.4102/sajcd.v69i2.908 Text en © 2022. The Authors https://creativecommons.org/licenses/by/4.0/Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License.
spellingShingle Original Research
Naidoo, Urisha
Flack, Penelope S.
Rathiram, Vrinda
Moodley, Legini
Karrim, Saira B.
Buthelezi, Nomfundo
Ndanganeni, Vuledzani
Speech–language therapy educator reflections on the planning and implementation of education and training during the COVID-19 pandemic
title Speech–language therapy educator reflections on the planning and implementation of education and training during the COVID-19 pandemic
title_full Speech–language therapy educator reflections on the planning and implementation of education and training during the COVID-19 pandemic
title_fullStr Speech–language therapy educator reflections on the planning and implementation of education and training during the COVID-19 pandemic
title_full_unstemmed Speech–language therapy educator reflections on the planning and implementation of education and training during the COVID-19 pandemic
title_short Speech–language therapy educator reflections on the planning and implementation of education and training during the COVID-19 pandemic
title_sort speech–language therapy educator reflections on the planning and implementation of education and training during the covid-19 pandemic
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9557936/
https://www.ncbi.nlm.nih.gov/pubmed/36226973
http://dx.doi.org/10.4102/sajcd.v69i2.908
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