Assessment of Preparedness for Remote Teaching and Learning to Transform Health Professions Education in Sub-Saharan Africa in Response to the COVID-19 Pandemic: Protocol for a Mixed Methods Study With a Case Study Approach.

Autor:	Kagawa MN; Department of Obstetrics and Gynaecology, School of Medicine, Makerere University College of Health Sciences, Kampala, Uganda., Chipamaunga S; Faculty of Medicine and Health Sciences, University of Zimbabwe, Harare, Zimbabwe., Prozesky D; Faculty of Medicine, University of Botswana, Gaborone, Botswana., Kafumukache E; School of Nursing Sciences, University of Zambia, Lusaka, Zambia., Gwini R; National University of Science & Technology, Bulawayo, Zimbabwe., Kandawasvika G; Faculty of Medicine and Health Sciences, University of Zimbabwe, Harare, Zimbabwe., Katowa-Mukwato P; School of Nursing Sciences, University of Zambia, Lusaka, Zambia., Masanganise R; Faculty of Medicine and Health Sciences, University of Zimbabwe, Harare, Zimbabwe., Pretorius L; Faculty of Health Sciences, University of Namibia, Windhoek, Namibia., Wessels Q; Faculty of Health Sciences, University of Namibia, Windhoek, Namibia., Dithole KS; Faculty of Medicine, University of Botswana, Gaborone, Botswana., Marimo C; Department of Research, School of Medicine, Cavendish University of Zambia, Lusaka, Zambia., Mubuuke AG; Department of Radiology, School of Medicine, College of Health Sciences, Makerere University, Kampala, Uganda., Mbalinda SN; Department of Nursing, School of Health Science, Makerere University College of Health Sciences, Kampala, Uganda., van der Merwe L; Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa., Nyoni CN; Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa.
Jazyk:	angličtina
Zdroj:	JMIR research protocols [JMIR Res Protoc] 2021 Jul 28; Vol. 10 (7), pp. e28905. Date of Electronic Publication: 2021 Jul 28.
DOI:	10.2196/28905
Abstrakt:	Background: The current COVID-19 pandemic is affecting all aspects of society worldwide. To combat the pandemic, measures such as face mask-wearing, hand-washing and -sanitizing, movement restrictions, and social distancing have been introduced. These measures have significantly disrupted education, particularly health professions education, which depends on student-patient contact for the development of clinical competence. The wide-ranging consequences of the pandemic are immense, and health professions education institutions in sub-Saharan Africa have not been spared. Objective: This paper describes a protocol for assessing the preparedness of selected health professions education institutions in sub-Saharan Africa for remote teaching and learning during the COVID-19 pandemic. Methods: A mixed-methods design with a case study approach will be used. The awareness, desire, knowledge, ability, and reinforcement model of change was selected as the conceptual framework to guide the study. Eight higher education institutions in 6 sub-Saharan countries have participated in this study. Data will be collected through electronic surveys from among whole populations of academic staff, students, and administrators in undergraduate medicine and nursing programs. Qualitative and quantitative data from each institution will be analyzed as a case study, which will yield an inventory of similar cases grouped for comparison. Quantitative data will be analyzed for each institution and then compared to determine associations among variables and differences among programs, institutions, or countries. Results: Our findings will provide information to higher education institutions, particularly those offering health professions education programs, in Africa regarding the preparedness for remote teaching and learning to influence efforts related to web-based teaching and learning, which is envisaged to become the new normal in the future. Conclusions: This study has not received any funding, and any costs involved were borne by individual consortium members at the various institutions. Ethics approval from the institutional review board was obtained at various times across the participating sites, which were free to commence data collection as soon as approval was obtained. Data collection was scheduled to begin on October 1, 2020, and end on February 28, 2021. As of this submission, data collection has been completed, and a total of 1099 participants have been enrolled. Data analysis has not yet commenced. International Registered Report Identifier (irrid): DERR1-10.2196/28905. (©Mike Nantamu Kagawa, Shalote Chipamaunga, Detlef Prozesky, Elliot Kafumukache, Rudo Gwini, Gwendoline Kandawasvika, Patricia Katowa-Mukwato, Rangarirai Masanganise, Louise Pretorius, Quenton Wessels, Kefalotse S Dithole, Clemence Marimo, Aloysius Gonzaga Mubuuke, Scovia Nalugo Mbalinda, Lynette van der Merwe, Champion N Nyoni. Originally published in JMIR Research Protocols (https://www.researchprotocols.org), 28.07.2021.)
Databáze:	MEDLINE
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