TY - JOUR
AU - Etando, Ayukafangha
AU - Amu, Adefolarin A.
AU - Haque, Mainul
AU - Schellack, Natalie
AU - Kurdi, Amanj
AU - Alrasheedy, Alian A.
AU - Timoney, Angela
AU - Mwita, Julius C.
AU - Rwegerera, Godfrey Mutashambara
AU - Patrick, Okwen
AU - Lum Niba, Loveline
AU - Boahen-Boaten, Baffour
AU - Tabi, Felicity Besong
AU - Amu, Olufunke Y
AU - Acolatse, Joseph
AU - Incoom, Robert
AU - Sefah, Israel Abebrese
AU - Guantai, Anastasia N.
AU - Opanga, Sylvia A.
AU - Chikowe, Ibrahim
AU - Khuluza, Felix
AU - Kibuule, Dan
AU - Kalemeera, Francis
AU - Hango, Ester
AU - Lates, Jennie
AU - Fadare, Joseph
AU - Ogunleye, Olayinka O.
AU - Saleem, Zikria
AU - Oosthuizen, Frasia
AU - Cordier, Werner
AU - Matlala, Moliehi
AU - Meyer, Johanna C.
AU - Schellack, Gustav
AU - Massele, Amos
AU - Malande, Oliver O.
AU - Kalungia, Aubrey C.
AU - Sichone, James
AU - Banda, Sekelani S.
AU - Zaranyika, Trust
AU - Campbell, Stephen
AU - Godman, Brian
PY - 2021
DA - December
TI - Challenges and innovations brought about by the Covid-19 pandemic regarding medical and pharmacy education especially in Africa and implications for the future
JO - Healthcare
VL - 9
IS - 12
DO - https://doi.org/10.3390/healthcare9121722
AB - Background: Multiple measures introduced early to restrict COVID-19 have dramatically impacted the teaching of medical and pharmacy students, exacerbated by the lack of infrastructure and experience with e-learning at the start of the pandemic. In addition, the costs and reliability of the Internet across Africa pose challenges alongside undertaking clinical teaching and practical programmes. Consequently, there is a need to understand the many challenges and how these were addressed, given increasingly complex patients, to provide future direction. Method: An exploratory study was conducted among senior-level medical and pharmacy educators across Africa, addressing four key questions, including the challenges resulting from the pandemic and how these were dealt with. Results: Staff and student members faced multiple challenges initially, including adapting to online learning. In addition, concerns with the lack of equipment (especially among disadvantaged students), the costs of Internet bundles, and how to conduct practicals and clinical teaching. Multiple activities were undertaken to address these challenges. These included training sessions, developing innovative approaches to teaching, and seeking ways to reduce Internet costs. Robust approaches to practicals, clinical teaching, and assessments have been developed. Conclusions: Appreciable difficulties to teaching arising from the pandemic are being addressed across Africa. Research is ongoing to improve education and assessments.
PB - MDPI
UR - https://strathprints.strath.ac.uk/78826/
KW - Education
KW - Coronavirus (COVID-19)
ER