Transitioning your course to online: High-yield modifications for success

INTRODUCTION: Faculty everywhere are struggling to transition their on-campus courses to an online format due to the COVID-19 pandemic. We transitioned our graduate pathophysiology and clinical pharmacology courses for advanced practice providers from the classroom to completely online several years...

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Detalles Bibliográficos
Autores principales: Bush, Margaret A., Knisely, Mitchell R.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Elsevier Inc. 2021
Materias:
Commentary
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9760338/
https://www.ncbi.nlm.nih.gov/pubmed/34330384
http://dx.doi.org/10.1016/j.cptl.2021.06.033
Descripción
Sumario:INTRODUCTION: Faculty everywhere are struggling to transition their on-campus courses to an online format due to the COVID-19 pandemic. We transitioned our graduate pathophysiology and clinical pharmacology courses for advanced practice providers from the classroom to completely online several years ago. These are content heavy courses with relatively high enrollment. PERSPECTIVE: Since transitioning we have identified challenges and gathered extensive student feedback that has guided substantial refinement of these courses. In this article we highlight how our approaches to online teaching focus on four basic pillars: organization, course content delivery, communication, and assessment. IMPLICATIONS: Examples of high-yield improvements that enhance learning are provided.

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