Abstract
This article was migrated. The article was marked as recommended. The COVID-19 pandemic has caused educational institutions around the world to close their doors and move their teaching and learning into the online space. For many medical educators, who usually rely on face-to-face and blended instruction, this presents a challenge. By rethinking learning design, medical educators can ensure a smooth transition of their subjects into the online space. However, because of the immersive nature of medical education, not all teaching and learning activities can be delivered online. This paper outlines twelve tips using evidence-based educational practices and a student-centred approach. The twelve tips presented and discussed in this paper can help medical educators to transition to online learning and maintain the integrity of their subjects. They can also promote student self-regulation, help develop graduate attributes, and generally enhance learning experiences during pandemic social distancing. Finally, these tips can be used to rethink medical education in the post-pandemic era.
Highlights
The COVID-19 pandemic has pushed the world into quarantine and moved work, learning, socialising, and leisure to the online space
Converting face-to-face lectures into online delivery is not about just recreating and recording them to put them onto the Learning Management System (LMS)
The twelve tips presented and discussed in this paper can be used by medical educators to enhance online learning, and to improve teaching practices
Summary
The COVID-19 pandemic has pushed the world into quarantine and moved work, learning, socialising, and leisure to the online space. The field of learning design has been growing in the last decade with the support of digital technologies (Dalziel, 2015) Educational concepts such as constructive alignment (Biggs and Tang, 2011), outcome-based education (Sideris et al, 2020), active learning strategies (Reyna, 2015a), authentic assessments providing students with meaningful feedback (Tepper, Bishop & Forrest, 2020), students as partners (Reeves, Kiteley, Spall & Flint, 2019), mobile learning (Lall et al, 2019), and transition pedagogies (Atwa, O'Connor & Hegazi, 2019) are some examples of an evidence-based approach to medical education. This article provides the medical education community with evidence-based practices to redesign learning, taking advantage of digital technologies widely available to educators. The twelve tips are organised in a logical progression from a learning design perspective and take a student-centred approach, from engaging students as partners in the learning process to creating effective teacher presence, using online modules, visual design and aesthetics, flipped learning, webinar delivery, rethinking assessment and feedback, and modelling student self-regulation
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