| Abstrakt: |
The COVID-19 pandemic has led to an unprecedented shift in how health science education is delivered (Sandars et al., 2020). With face-to-face learning, such as lab and classroom interactions, largely unavailable during the pandemic, institutions have been required to quickly shift the learning environment to a fully virtual format. While in-person clinical training for students effectively came to a halt, the University of Saint Augustine for Health Sciences (USAHS) leveraged its technology infrastructure, clinical simulation resources and expertise, digital learning resources, and innovative culture to implement a continuity plan for both faculty and students. Due to federal and local regulations related to social distancing during the COVID-19 pandemic, programs in the medical and rehabilitative sciences have been faced with the unique challenge of converting hands-on laboratory activities to an online format. This conversion has been complicated by rapidly evolving standards regarding activities acceptable to meet accrediting body guidelines for fieldwork and/or clinical education. However, most accrediting bodies have sanctioned the use of virtual labs to maintain continuity of instruction by preparing and in some cases substituting virtual for hands-on learning activities. This paper will provide an overview of the strategic learning framework that is being employed by the University in response to the COVID-19 pandemic and share practical case examples of how faculty have used university resources and support to not only maintain academic continuity, but to deliver excellence during virtual instruction. [ABSTRACT FROM AUTHOR] |
