Pedagogical foundations to online lectures in health professions education

Article


Seymour-Walsh, Amy, Weber, Anthony and Bell, Andy. 2020. "Pedagogical foundations to online lectures in health professions education." Rural and Remote Health. 20 (2). https://doi.org/10.22605/RRH6038
Article Title

Pedagogical foundations to online lectures in health professions education

ERA Journal ID13681
Article CategoryArticle
AuthorsSeymour-Walsh, Amy (Author), Weber, Anthony (Author) and Bell, Andy (Author)
Journal TitleRural and Remote Health
Journal Citation20 (2)
Article Number6038
Number of Pages6
Year2020
PublisherJames Cook University
Place of PublicationAustralia
ISSN1445-6354
Digital Object Identifier (DOI)https://doi.org/10.22605/RRH6038
Web Address (URL)https://www.rrh.org.au/journal/article/6038
Abstract

Professional and tertiary health professions education (HPE) has been markedly challenged by the current novel coronavirus (COVID-19). Mandates for training organisations to reduce social contact during the global pandemic, and make learning available online, provide an opportunity for regional, rural and remote clinicians and students to more easily access learning and professional development opportunities. Online lectures, while posing an opportunity for regional, rural and remote HPE, entail potential risks. Educators who are familiar with face-to-face pedagogies may find a transition to remote, digital interaction unfamiliar, disarming, and therefore they may not design maximally engaging lectures. The strategies used in a face-to-face lecture cannot be directly transferred into the online environment. This article proposes strategies to ensure the ongoing effectiveness, efficiency and engagement of lectures transitioning from face-to-face to online delivery. Cognitive learning theory, strategies to promote learner engagement and minimise distraction, and examples of software affordances to support active learning during the lecture are proposed. This enables lecturers to navigate the challenges of lecturing in an online environment and plan fruitful online lectures during this disruptive time. These suggestions will therefore enable HPE to better meet the existing and future needs of regional, rural and remote learners who may not be able to easily access face-to-face learning upon the relaxation of social distancing measures. Strategies to provide equitable HPE to learners who cannot access plentiful, fast internet are also discussed.

Keywordscognitivism, distance learning, health professions education, online lecture.
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390110. Medicine, nursing and health curriculum and pedagogy
320207. Emergency medicine
Byline AffiliationsFlinders University
Central Queensland University
School of Health and Wellbeing
Institution of OriginUniversity of Southern Queensland
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https://research.usq.edu.au/item/q5w81/pedagogical-foundations-to-online-lectures-in-health-professions-education

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