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Developing, Validating, and Implementing a Tool for Measuring the Readiness of Medical Teachers for Online Teaching Post-COVID-19: A Multicenter Study
Advances in Medical Education and Practice Pub Date : 2021-07-13 , DOI: 10.2147/amep.s317029 Somaya Hosny 1 , Mona Ghaly 1 , Mona Hmoud AlSheikh 2 , Mohamed Hany Shehata 3, 4 , Abdel Halim Salem 1, 3 , Hani Atwa 1, 3
Advances in Medical Education and Practice Pub Date : 2021-07-13 , DOI: 10.2147/amep.s317029 Somaya Hosny 1 , Mona Ghaly 1 , Mona Hmoud AlSheikh 2 , Mohamed Hany Shehata 3, 4 , Abdel Halim Salem 1, 3 , Hani Atwa 1, 3
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Background: While online education is by no means a new concept, it was recently thrust into the spotlight after school campuses all over the world were forced to close because of the COVID-19 pandemic. The sudden need to shift revealed emerging challenges to online teaching, both logistic and personal. One important challenge is the ability to assess the readiness of educators for online teaching, so that appropriate and specific feedback/training can be offered to those in need. This study aims at developing, validating, and implementing a tool to measure the teachers’ readiness for online teaching in three medical schools from three different countries.
Methods: This was a multi-center, cross-sectional study that involved developing a survey through review of literature and previous studies, item development and revision, and pilot testing. The survey was then distributed electronically to a convenient sample of 217 teaching faculty members of different academic ranks from three medical schools in Egypt, Saudi Arabia, and Bahrain. Exploratory factor analysis and reliability study were performed. Descriptive statistics were applied, and the statistical significance level was set at 0.05.
Results: Factor analysis produced the following five factors: “Online Teaching and Course Design Skills”, “Digital Communication”, “Basic Computer Skills”, “Advanced Computer Skills” and “Using Learning Management Systems”. The tool showed high reliability (alpha = 0.94). Survey results showed highest mean scores for Basic Computer Skills with lower scores for Online Teaching and Course Design Skills and Using Learning Management Systems. ANOVA revealed statistically significant differences between the three studied schools regarding Digital Communication (F=5.13; p=0.007) and Basic Computer Skills (F=4.47; p=0.012) factors.
Conclusion: The tool proved to be reliable and valid. Results indicated an overall acceptable readiness in the three involved schools, with a need for improvement in “Online Teaching and Course Design” and Using Learning Management Systems.
中文翻译:
开发、验证和实施用于衡量医学教师在 COVID-19 后在线教学准备情况的工具:一项多中心研究
背景:虽然在线教育绝不是一个新概念,但在全球各地的学校校园因 COVID-19 大流行而被迫关闭后,它最近成为人们关注的焦点。突然的转变需求揭示了在线教学面临的新挑战,包括后勤和个人。一项重要挑战是评估教育工作者在线教学准备情况的能力,以便为有需要的人提供适当和具体的反馈/培训。本研究旨在开发、验证和实施一种工具,以衡量来自三个不同国家的三所医学院的教师在线教学准备情况。
方法:这是一项多中心、横断面研究,涉及通过回顾文献和以前的研究、项目开发和修订以及试点测试来开展调查。然后,该调查以电子方式分发给来自埃及、沙特阿拉伯和巴林三所医学院的 217 名不同学术级别的教学教师的方便样本。进行了探索性因素分析和可靠性研究。应用描述性统计,统计显着性水平设定为0.05。
结果:因素分析产生以下五个因素:“在线教学和课程设计技能”、“数字交流”、“基本计算机技能”、“高级计算机技能”和“使用学习管理系统”。该工具显示出高可靠性(α = 0.94)。调查结果显示,基本计算机技能的平均得分最高,而在线教学和课程设计技能以及使用学习管理系统的得分较低。ANOVA 揭示了三所研究学校在数字通信(F=5.13;p=0.007)和基本计算机技能(F=4.47;p=0.012)因素方面存在统计学显着差异。
结论:该工具被证明是可靠和有效的。结果表明,三所相关学校的总体准备情况可以接受,需要改进“在线教学和课程设计”以及使用学习管理系统。
更新日期:2021-07-13
Methods: This was a multi-center, cross-sectional study that involved developing a survey through review of literature and previous studies, item development and revision, and pilot testing. The survey was then distributed electronically to a convenient sample of 217 teaching faculty members of different academic ranks from three medical schools in Egypt, Saudi Arabia, and Bahrain. Exploratory factor analysis and reliability study were performed. Descriptive statistics were applied, and the statistical significance level was set at 0.05.
Results: Factor analysis produced the following five factors: “Online Teaching and Course Design Skills”, “Digital Communication”, “Basic Computer Skills”, “Advanced Computer Skills” and “Using Learning Management Systems”. The tool showed high reliability (alpha = 0.94). Survey results showed highest mean scores for Basic Computer Skills with lower scores for Online Teaching and Course Design Skills and Using Learning Management Systems. ANOVA revealed statistically significant differences between the three studied schools regarding Digital Communication (F=5.13; p=0.007) and Basic Computer Skills (F=4.47; p=0.012) factors.
Conclusion: The tool proved to be reliable and valid. Results indicated an overall acceptable readiness in the three involved schools, with a need for improvement in “Online Teaching and Course Design” and Using Learning Management Systems.
中文翻译:
开发、验证和实施用于衡量医学教师在 COVID-19 后在线教学准备情况的工具:一项多中心研究
背景:虽然在线教育绝不是一个新概念,但在全球各地的学校校园因 COVID-19 大流行而被迫关闭后,它最近成为人们关注的焦点。突然的转变需求揭示了在线教学面临的新挑战,包括后勤和个人。一项重要挑战是评估教育工作者在线教学准备情况的能力,以便为有需要的人提供适当和具体的反馈/培训。本研究旨在开发、验证和实施一种工具,以衡量来自三个不同国家的三所医学院的教师在线教学准备情况。
方法:这是一项多中心、横断面研究,涉及通过回顾文献和以前的研究、项目开发和修订以及试点测试来开展调查。然后,该调查以电子方式分发给来自埃及、沙特阿拉伯和巴林三所医学院的 217 名不同学术级别的教学教师的方便样本。进行了探索性因素分析和可靠性研究。应用描述性统计,统计显着性水平设定为0.05。
结果:因素分析产生以下五个因素:“在线教学和课程设计技能”、“数字交流”、“基本计算机技能”、“高级计算机技能”和“使用学习管理系统”。该工具显示出高可靠性(α = 0.94)。调查结果显示,基本计算机技能的平均得分最高,而在线教学和课程设计技能以及使用学习管理系统的得分较低。ANOVA 揭示了三所研究学校在数字通信(F=5.13;p=0.007)和基本计算机技能(F=4.47;p=0.012)因素方面存在统计学显着差异。
结论:该工具被证明是可靠和有效的。结果表明,三所相关学校的总体准备情况可以接受,需要改进“在线教学和课程设计”以及使用学习管理系统。