Future Problem-Solving Practiced During COVID-19: Implications for Health Management Students' E-Health Literacy Identity.

Dorit Alt,Adaya Meirovich,Lior Naamati-Schneider

doi:10.3389/fpsyg.2022.829243

Dorit Alt, Adaya Meirovich + Show 1 more

Open Access

https://doi.org/10.3389/fpsyg.2022.829243

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Abstract

The current study describes the implementation of an online Future Problem Solving (FPS) program in the field of Health education and set out to explore its contribution to students' eHealth Literacy identity, by using two levels of teacher guidance: minimal vs. frequent. FPS was employed in two groups of Health students. In the research group, frequent weekly guidance was provided to the students centered on the enhancement of eHealth Literacy skills, whereas in the control group minimal guidance was offered by the lecturer. Data for the analysis were gathered from 113 Israeli undergraduate students of a Management of Health Service Organizations program, of whom 62 comprised the research group. Data were gathered twice, pre- and post-program implementation from both groups. Findings showed significant differences between the tests only for the research group, with increased levels of eHealth Literacy skills detected between the tests. The perception of the FPS program as meaningful contributed to students' perceived eHealth Literacy skills only in the research group whereas non-significant results were shown for the control group. This study mainly shows that the enhancement of skills in online educational environments requires frequent and personalized guidance. Faculty must recognize the role of the instructor as a facilitator of learning and design successful scaffolding strategies to nurture students' lifelong learning skills during distance learning.

Highlights

Coping with the wide array of urgent needs raised by the COVID-19 pandemic outbreak requires staff in the healthcare system to demonstrate diverse adaptive capabilities
It was postulated that participants who received frequent assistance from the teacher would report attaining higher levels of eHealth Literacy skills, following implementation of Future Problem Solving (FPS) compared to the onset of the program, than the control group
This research provides a useful constructivist pedagogical tool of FPS accompanied by effective guidance and illustrates how this method might be utilized online to advance students’ eHealth Literacy skills

Summary

Introduction

Coping with the wide array of urgent needs raised by the COVID-19 pandemic outbreak requires staff in the healthcare system to demonstrate diverse adaptive capabilities These include skills such as solving ill-structured problems and digital literacy. FPS allows students to think creatively and imaginatively to address contemporary challenges that might get worsen in the future (Treffinger et al, 2012). This technique includes identifying and researching a future underlying problem, E-Health Literacy Identity raising possible solutions to the problem, evaluating them according to different criteria, making an informed choice of solution, developing an action plan, and demonstrating how the solution found will work to solve the underlying problem (Cramond, 2009)

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