Experienced Faculty Research Articles

How Does the Novice Become the Expert? An Instrumental Case Study of Procedural Educators

Abstract Purpose The classic paradigm of procedural education in medical training has involved trainees learning and performing invasive bedside procedures and subsequently teaching these procedures to more junior trainees. Many existing resident-as-teacher curricula focus on cognitive domains; there has been a lack of literature examining the transition from learner to teacher in procedural education. This hypothesis-generating instrumental case study explored how expert procedural educators transitioned from novice procedural educators to experts. Method A constructivist approach with semistructured interviews was used to explore the individual narratives and experiences of faculty of the Hospitalist Procedure Service at the University of California San Francisco as they reflected on their journey from learners to teachers, focusing on the faculty of the hospitalist procedure team at the University of California San Francisco. All 12 Hospitalist Procedure Service faculty members received invitations to be interviewed, and 9 agreed to participate. Interviews were conducted between July and October 2023. Results The 9 interviews created a rich and complex picture of the individual experiences and perceptions of procedural teaching. The faculty members varied in experience, ranging from 2 years on the procedure service faculty to more than 15 years of experience. Four main themes emerged from the interviews: methods for building teaching skills, tools that facilitate further educator growth, essential behaviors of effective educators, and common challenges. Inductive thematic analysis revealed trial and error as a major means of building procedural pedagogy and the use of precise communication as a crucial skill to manage learner cognitive load and the emotional challenges associated with learning and teaching procedures. Conclusions The use of precise communication as a tool for both educator and learner to navigate the complexities of procedural teaching highlights the essential role of clear instruction and feedback in the learning process.

Race, Gender, and Faculty Retention in Academic Medicine.

Poor retention may be associated with lack of faculty diversity in academic medicine. To examine differences in faculty retention by gender, degree type, and race and ethnicity using data from US medical schools. This cohort study analyzed data from 155 medical schools for 1978 to 2021, which were obtained from the Association of American Medical Colleges. Retention rates were calculated by gender, race and ethnicity, and degree type. Time to attrition was estimated using Kaplan-Meier curves and adjusted Cox proportional hazards models were used to examine the differences in retention by gender and race. Data were analyzed from March 2021 to November 2022. The duration of continuous employment in academic medicine and variations in retention based on gender, race, ethnicity, and terminal degree. Among 390 766 faculty members (232 829 [59.6%] men; 1190 American Indian, Alaska Native, Native Hawaiian, or Pacific Islander [0.3%]; 72 490 Asian [18.6%]; 14 920 Black [3.8%]; 20 345 Hispanic, Latino, of Spanish origin, or multirace Hispanic [5.2%]; 251 670 non-Hispanic White [64.4%] participants; and 30 151 [7.7%] other race), 259 628 (66.4%) had MD or MD-equivalent terminal degrees. Women left academic medicine a median of 1 year earlier (median retention, 8.33 years; 95% CI, 8.18-8.41 years) than men (median retention, 9.35 years; 95% CI, 9.25-9.42 years). Compared with White faculty (median retention, 9.91 years; 95% CI, 9.83-9.92 years), multiracial and faculty of other races had the lowest retention (median retention, 5.42 years; 95% CI, 5.33-5.55 years), followed by Alaska Native, American Indian, Native Hawaiian, and Pacific Islander (median retention, 6.00 years; 95% CI, 5.62-6.62 years), Black (median retention, 7.78 years; 95% CI, 7.50-8.00 years), Asian (median retention, 8.00 years; 95% CI, 8.00-8.11 years) and Hispanic faculty (median retention, 9.00 years; 95% CI, 8.75-9.16 years). Women faculty in the 1970s were 20% more likely than men to leave academia, whereas women in the 2010s had no greater risk of leaving, mainly due to a decline in retention of men. Gender differences in faculty retention have decreased in the most recent decade; however, men had lower retention compared with earlier cohorts. In this study, faculty who were underrepresented in medicine left academic medicine a median of 1 to 4 years earlier than White faculty. Greater attrition among men and women for recent cohorts suggests that enhanced retention efforts are imperative to maintain an experienced and diverse faculty.

Family caregiving experiences of medical school faculty: high prevalence, high strain, and low resource awareness.

Adult caregiving can be demanding and stressful, especially when the caregiver is employed. As the age of the U.S. population and workforce increases, more adults are providing care to aging family members. To understand the prevalence and aspects of the caregiving experience and caregiving strain among department of medicine faculty members, and to gauge their awareness and utilization of caregiving resources. We used a cross-sectional survey design. A questionnaire survey was developed and launched in Redcap in October, 2022, and an invitation was emailed followed by two reminders to all full-time and part-time faculty members (N = 1053) in our department of medicine. Faculty demographics, caregiver status, caregiving details, degree of mental or emotional strain, and knowledge of and use of employer and external caregiver resources. Of the 1053 faculty members who received up to three email survey invitations, 209 (20%) responded of which 76 (36%) were current caregivers and 117 (56%) were non-caregivers. Among the 76 current caregivers, 53 (70%) reported providing care for parents or parent-in-laws and 9 (12%) reported caring for a spouse. One-third of current caregivers reported caring for individuals with Alzheimer's disease or dementia/memory problems. Ninety-five% of current caregivers reported some or a lot of caregiving strain. A wide variation in knowledge of and use of employer and external caregiver resources was reported. Department of medicine faculty who provide adult caregiving report a high prevalence of strain and wide variation in knowledge of and use of employer and external caregiver support services, suggesting opportunity to better understand where gaps exist in providing support for caregivers.

Prevalence of Online Learning: Adoption and Impact of Virtual Learning among Management Graduates in Nepalese Higher Education

This study investigates the prevalence and impact of online learning in Nepalese higher education institutions, focusing on the experiences of students and faculty from various perspectives, including student, faculty, technological, and overall effectiveness. Using a purposive sampling approach, respondents were selected to gain deeper insights into the realities of online learning. The research was conducted across four universities with more than ten years of experience and active management programs. The findings reveal that the rise of online education has significantly shifted the perceptions of both faculty and students regarding the platform's efficacy. However, it was also discovered that Nepalese students find online instruction to be less engaging and connected compared to traditional methods. The study highlights the positive aspect of the pandemic in opening doors to alternative educational methods, suggesting that this could be the beginning of a significant shift in educational practices. The effectiveness of online classes requires thoughtful design and preparation by all stakeholders involved in the education system.In these uncertain times, it is crucial to understand the strategies and plans of management institutions concerning online education. The insights provided by this study are valuable for stakeholders in formulating future strategies for online learning.

Faculty perspectives on the changing research and teaching career tracks of academics at private universities in Kazakhstan

ABSTRACT Since gaining academic and financial autonomy in 2018, a number of leading private universities in Kazakhstan have separated teaching and research into two distinct career tracks and implemented outcome-based faculty performance evaluation. This initiative aimed to increase the quality of both teaching and research, boost faculty’s research productivity, and improve the competitiveness of these universities in the local higher education market. However, despite being central to the development of universities, the restructuring of academic careers in Kazakhstan has received little scholarly attention. This study employs the framework of managerialism and collegiality to explore how faculty in research-track and teaching-track positions perceive and respond to the new career structures. Drawing upon the thematic analysis of 25 semi-structured interviews with faculty members working in the country’s top private universities, the study provides nuanced insights into the changing career structures in Kazakhstan by examining faculty experiences related to research and teaching, faculty evaluation and promotion, development of research culture, and work environment. By interpreting the study findings in light of the concepts of managerialism and collegiality, the study offers a fresh perspective on the neoliberal trends in university governance in the context where universities historically lacked autonomy from the state. The paper concludes by discussing the potential implications of the findings for improving the conditions of research-track and teaching-track faculty. The study may be of interest to policymakers, university administrators, and researchers concerned with changes in academic careers in transitional economies.

Rapid Transition to Virtual Learning in Postgraduate Medical Education during the COVID-19 Pandemic in Tanzania: A Qualitative Study.

The effect of the progressive utilization of virtual learning (VL) in postgraduate medical education (PGME) is contentious. During the COVID-19 pandemic, VL was up-scaled to bridge the education delivery gap. How this impacted learning experiences in PGME is an area that needs to be explored for the progressive context-specific application of VL. This phenomenological study aimed to explore the postgraduate medical faculty's and residents' experiences with the rapid shift to VL. Through an interpretivist paradigm, this study used in-depth individual semi-structured interviews and prompts to explore the full breadth of the participants' experiences. A purposive sampling method was used, and qualitative content analysis was employed in an iterative process until data saturation. Data was collected between January 2021 and July 2021. Member checking was done to ensure validity. The AKU-ERC granted ethical approval, with reference AKU/2020/098/fb. Ten participants were recruited for the study. Positive experiences were greater access to learning materials and improved learner confidence. In contrast, limited supervision, and lack of assurance of participants' engagement emerged as a negative VL experience. The components of critical thinking and problem-solving skills were unaffected by virtual case-based learning. However, the aspects of acquiring clinical and surgical skills emerged as a difficulty in accepting VL as a valid mode for attaining these competencies. To improve experiences of VL, participants' drive, engagement, technological inadequacies, and instructional design should be optimized.

Faculty experiences in publishing in Scopus-indexed journals: Challenges and strategies among higher education institutions in the Philippines

Research is a cornerstone of education, with publication output often used as a key metric for research performance. This study investigates the experiences of Philippine Higher Education Institution (HEI) faculty as they work to publish in Scopus-indexed journals. By exploring faculty members' challenges, strategies, and perspectives, this research aims to inform how HEIs can enhance support for faculty in contributing to global scholarship and advancing academic careers. Using Husserl’s descriptive phenomenology, 12 faculty members from HEIs in Eastern Visayas, Philippines, were purposively selected as participants, with theoretical saturation guiding the sample size. Data was gathered through in-depth interviews and analyzed using Colaizzi's method. The study reveals four primary themes regarding the publication journey: motivation for publishing, preparation and publication process, challenges faced, and support systems. Faculty perceptions of publishing centered around five themes: career advancement and promotion, increased visibility and credibility, personal and professional satisfaction, institutional expectations, and incentives. Key challenges included financial barriers, the rigorous peer review and revision process, submission and formatting requirements, and emotional strain. To address these, participants highlighted strategies involving financial and personal investment, mentorship and collegial support, institutional resources, continuous learning, strategic journal selection, and maintaining resilience. Findings indicate that publishing in Scopus-indexed journals requires a blend of motivation, planning, and resilience, as faculty strive to contribute to knowledge and further their careers. Yet, they face substantial barriers, especially high publication fees and stringent formatting standards. Institutional support—especially through funding, mentorship, and workshops—is vital to overcoming these obstacles. For greater faculty success, institutions should cultivate a supportive research culture that recognizes and addresses the logistical and emotional demands of academic publishing.

Retaining LGBTQQIA+ Faculty to Tenure and Beyond

In recent years, academia has attempted to be more open and accepting of diverse identities to better serve the campus community. To this end, there has been increased programming to focus on inclusiveness of marginalized identities such as LGBTQQIA+. However, much of this programming has centered on the student experience and neglected tenure-seeking faculty, who are generally used to carrying out such programming rather than benefiting from it. The purpose of this study was to examine the lived experiences of tenure-seeking counselor education faculty during their tenure-seeking process. Using consensual qualitative research (CQR) as an analytical framework, the authors found three core ideas: identity, vetting, and support.

Perceptions of Lactation Experience Among Neurology Faculty and Impact of Lactation Time on Academic Achievement at U.S. Academic Medical Centers.

Objective: To investigate the perceptions of lactation experiences of neurology faculty and the impact of lactation time on academic achievement. Materials and Methods: This was a cross-sectional study utilizing a survey administered across 19 academic neurology centers in the United States. Respondents self-identified as having children and answered questions about lactation at work. Demographic information; academic achievement including publications, guest speakerships, awards, leadership roles, and funding; and perception of lactation experience were analyzed. Results: Among 162 respondents, 83% took lactation time at work. Thirty-seven percent reported lack of employer support for lactation, 46% were dissatisfied with their lactation experience, 59% did not receive compensation for lactation time, 62% did not have blocked clinical time, 73% reported relative value units were not adjusted to accommodate lactation, and 43% reported lack of access to private lactation space. Women spent on average 9.5 months lactating per child and desired 2.4 further months of lactation. There was no difference in all measures of self-reported academic achievement between women who did and did not take lactation time when measured across all career stages. Conclusions: Although a majority of respondents took lactation time at work, perceptions of employer support for lactation were low, and expectations for work productivity were not adjusted to accommodate lactation time. Taking lactation time at work did not decrease self-reported academic achievement. System-level best practices designed to support lactating faculty should be developed to guide academic institutions.

Exploring Faculty Members’ Experiences with Virtual Classroom Platforms and Their Perceived Usability during the COVID-19

This two-phase mixed-method study examined faculty experiences with Virtual Communication Platforms (VCPs) and their usability in distance education during the COVID-19 epidemic. A stratified random sample of 913 faculty members from 167 universities was selected to participate in an online questionnaire that included the System Usability Scale, demographic information, and open-ended questions. Twenty-five of the faculty members who had completed the online questionnaire were then interviewed in semi-structured interviews. The quantitative analysis results indicate that Zoom was the most favored platform, obtaining a ‘Good’ usability score together with Google Meet and Adobe Connect. In contrast, Perculus and Microsoft Teams were evaluated as having ‘Poor’ usability. Results also revealed the significant effect of gender on Perculus, distance education experience on Zoom, and age and academic status on Zoom and Google Meet usability perceptions. Furthermore, the qualitative analysis results revealed usability challenges (e.g., technical challenges, functionality issues, usability concerns), positive aspects (e.g., usability and effectiveness, support and issue resolution, performance and accessibility), and suggestions for improvement (e.g., instruction and support, exploration and optimization, format and assessment enhancement). The study offers valuable insights for institutions to make informed decisions about adopting VCP, investing in targeted training programs, and ultimately fostering a more effective and inclusive distance education environment.

The Perceptions and Experiences of Medical Faculty on the Undergraduate Mentoring System

The Perceptions and Experiences of Medical Faculty on the Undergraduate Mentoring System

Informatization of Educational Management in Private Colleges of Guangdong Province: Challenges, Investments, and Infrastructure Improvements

This study explores the state of informatization in educational management within private colleges in Guangdong Province, using H College as a case study. Despite recent advancements, the informatization process faces significant challenges, including misconceptions about digital management, insufficient investment, a lack of digital sharing mechanisms, and suboptimal user experiences for both students and faculty. Through a comprehensive analysis of educational indicators, investment patterns, and the current status of digital resources, this paper highlights the critical need for a strategic approach to educational management informatization. The findings underscore the importance of fostering a service-oriented framework that prioritizes the needs of teachers and students while advocating for increased investment in infrastructure and digital platforms. Ultimately, the research aims to contribute to the ongoing efforts to modernize educational governance in private higher education institutions, ensuring they can effectively meet the demands of the evolving educational landscape.

Hear our Stories: A Call to Action for Indigenizing Information Educational Spaces

This panel will present a case study of the lived experiences of Native North American Indigenous (NNAI) students and faculty at the University of Washington’s Information School (UW iSchool). NNAI students, both a racialized and politicized group (Brayboy, 2005), are the most underrepresented and underserved within higher educational institutions (Fish & Syed, 2018; Shield, 2004), representing both faculty and students. Overall, less than 0.3% of Native Americans represent the field of information science (Poole et al., 2021). The numbers of NNAI Peoples in information science fields are the most underrepresented of any racialized group (Ball & Lar-Son, 2021; Kim, 2023). Currently, the UW iSchool supports a community of six NNAI PhD students and three NNAI faculty members. Through their personal narratives the UW iSchool Native students and faculty panel will share strengths, strategies, and resources for navigating the multifaceted challenges they have encountered during their academic journeys. The experiences of NNAI academics have revolved around the historical injustices and institutional biases which contribute to disproportionately higher dropout rates, lower graduation and retention rates, and limited access to culturally relevant resources (Braine & Segundo, (2015). Although it is imperative to identify and address these challenges to uphold principles of justice and promote equitable educational opportunities, this panel will take on a strength-based approach to highlight the successes of the NNAI students and faculty. Our panel session will be moderated by Dr. Miranda Belarde-Lewis and will start with an overview of our topic, an introduction to the panelists and a briefing on the UW iSchool. The iSchool is interdisciplinary in nature which is also reflected by the diversity of research specializations within our panel. Due to having a large number of presenters, each individual will have five minutes to share their story. First, two out of the three faculty members will share their pathway from being a former PhD student at the iSchool to a current faculty member today. These faculty witnessed and participated in the initial development of Indigenous research groups and initiatives at the iSchool which provided support, resources, and mentorship opportunities for the NNAI community. Examples of these will be showcased in the panel examples such as iNative, the Indigenous Information Research Group (IIRG) and the Native North American Indigenous Knowledge (NNAIK) Initiative which address the information challenges within NNAI communities in support of tribal sovereignty and Indigenous empowerment. These faculty members will discuss how they were supported and mentored during their PhD journeys and how they are passing the baton onto the next generation of future Native faculty and researchers. Second, four of the six students will share their journey of transitioning from a master’s student in one of the programs at the iSchool to becoming a PhD student. These individuals will share their personal experience of mentorship and support received from the faculty members. The students will discuss the challenges they had to overcome during their transition. Third, the last two students and one faculty member will discuss their experience coming from interdisciplinary backgrounds and how their experience has been supported within a field that incorporates other fields. Their experiences of being part of a Directed Research Knowledge Family will be discussed. At its core, the yearlong DRG Knowledge Family revolved around an Indigenous Health Equity research team. This group prioritized Indigenous research methodologies and approaches. This panel will provide a platform and space for NNAI academics to amplify their voices and perspectives to share strategies to promote equitable educational experiences for the NNAI experience in diverse areas of the field. Through the fostering of dialogue and sharing encouraging personal experiences and stories encountered at the UW iSchool, the aim is to develop solutions in order to create an inclusive and supportive space for NNAI academics to thrive. Cultural identity and tribal sovereignty are central to the academic success and well-being of NNAI academics (Isaacs et al., 2020). Therefore, the panel will discuss the importance of culturally relevant education and community engagement initiatives. Through the incorporation of authentic and relevant Indigenous perspectives into the curriculum, the fostering of mentorship opportunities and the support for cultural revitalization efforts, academic institutions can create more inclusive learning environments which accurately represent the cultural identities of NNAI students and embrace their sense of belonging. Through discussions using Dr. Littletree’s “kitchen table methodology, participants will share best practices, have networking opportunities, and give guidance for other information schools to develop action plans in order to help foster a supportive educational environment for Indigenous scholarship. By leveraging collective expertise, resources, and advocacy efforts, we can drive meaningful change and advance support for NNAI students in academia and beyond, in person and in virtual settings. Together, we attend to a critical call to justice and ensure that the NNAI community receives the respect, dignity, and opportunities they deserve in pursuit of their education.

Physiotherapy student’s perception of facilitators and barriers to their academic performance: An exploratory study

Abstract: INTRODUCTION: Academic performance is defined as the extent to which student accomplishes their educational goals as a result of exposure to learning. Identifying the facilitators and barriers influencing the performance of physiotherapy (PT) students will help in enhancing the learning experience of the learners. MATERIALS AND METHODS: A convenient sample of 1118 under-graduate PT students were recruited from PT colleges of a state health-science university. A semi-structured questionnaire consisting of four domains, namely institution, faculty, family/environment, and personal factors was developed after a thorough literature search and focused group discussion. The final validated questionnaire was administered to the participants. Descriptive statistics were summarized as frequencies and percentages. RESULTS: Out of 1800 students approached, 1118 participated in the study showing a response rate of 62.11%. The mean age of the participants was 20.87 ± 1.35 years. 83.81% (n = 937) participants were females and 16.19% (n = 181) were males. The most commonly reported facilitators were provision of study leaves for examinations (n = 1101, 98.48%), self-determination to become a skilled practitioner (n = 1100, 98.39%), good clinical exposure (n = 1098, 98.21%), availability of experienced faculty members (n = 1095, 97.94%), and positive atmosphere at home (n = 1089, 97.41%). Whereas personal/family health problems (n = 987, 88.28%), peer pressure (n = 944, 84.44%), exam-related anxiety (n = 891, 79.70%), and social commitments in family (n = 881, 78.80%) were the commonly reported barriers of academic performance. CONCLUSION: Our research concludes that PT students’ perceptions of their academic performance are multifaceted and influenced by both personal and environmental factors inclusive of support from academic institution and their family.

Community College Libraries and Professional Development

The inception of this research inquiry showcases the PI’s past academic library and current LIS faculty experiences, which focuses on the need to provide continuous learning opportunities for community college library employees. With that in mind, the PI will distribute an online invitation to various lists of community college library employees to participate in this study. In this mixed-methods study. The online survey will have two portions: Likert-scale questions and open-ended inquiries to assess participants' preferences and perceptions of professional development at their respective institutions. The platform used to obtain the respondents' data will be Qualtrics. Each research method will be assessed for commonalities and differences. Any data triangulation will be presented and disclosed in a future peer-reviewed publication. Gaining a better understanding of community college library employees concerning professional development can assist current leaders and provide additional research opportunities.

Team-based learning in health professions education: an umbrella review

BackgroundTeam-Based Learning (TBL) has garnered considerable attention in education research. To consolidate the existing evidence, we conducted an umbrella review with four objectives: (a) to identify TBL review characteristics, (b) to synthesize findings from previous reviews regarding TBL effectiveness and outcomes, (c) to determine which student groups benefit most, and (d) to identify the most and least researched elements.MethodsThe Joanna Briggs Institute (JBI) methodology was followed: [1] Search strategy and literature search [2] Screening and Study Selection [3] Assessment of methodological quality [4] Data collection, and [5] Data summary. We utilized Endnote, Excel, and MAXQDA for efficient project management and analyzing data.ResultsAnalyzing twenty-three reviews spanning from 2013 to 2024, we found a peak in TBL research in 2022 including more than 312 unique primary studies involving more than 63,987 participants. Notably, the United States and China accounted for over 61% of the total primary articles focused on students from medicine, nursing, pharmacy, and dentistry. Evidence supports the superiority of TBL in enhancing cognitive outcomes. However, findings related to retention are mixed. Insufficient evidence exists to draw robust conclusions when comparing TBL with other active learning methods. TBL demonstrates favorable outcomes in terms of clinical performance and engagement. Non-technical skills show mixed results. Notably, TBL positively impacts self-study, learning ability, decision-making, and emotional intelligence. Faculty experiences reveal an initial increase in workload, but generally hold positive attitude. Faculty development remain limited in duration and scope. Freshmen, academically weaker students, undergraduates, Chinese female students, and nursing students appear to benefit most from TBL. Team formation and size are the most frequently studied elements.ConclusionTBL holds promise for improving learning outcomes, but ongoing investigation is essential to maximize its impact in diverse educational contexts. This umbrella review underscores the need for further research in specific areas i.e. effective pre-class learning methods and faculty workload.

Navigating challenges and cultivating connections: Faculty experiences teaching RN-BSN students

BackgroundSuccess in completing an RN to BSN program largely depends on program quality, flexibility, and accessibility, as well as faculty ability to help students navigate several complex factors. Research specific to the RN-BSN student experience suggests that faculty teaching in RN-BSN programs must be respectful of diverse learners' needs, mindful to avoid bias and reduce stigma, and capable in creating equitable learning spaces. Faculty must also make content relevant to support immediate use by students in the workplace. Yet, little is known about faculty's actual experiences teaching RN-BSN students. PurposeThe study purpose was to describe nurse faculty experiences teaching RN-BSN students. MethodsA qualitative descriptive design, informed by naturalistic inquiry was used to address the study purpose. FindingsRN-BSN faculty (N = 15) from across the United States participated in semi-structured interviews. Faculty preparation to teach RN-BSN students varied widely. Three themes, one with two sub-themes, emerged from the participant data. ConclusionsFaculty teaching in RN-BSN programs needs adequate preparation and resources aimed at supporting student learning. Recommendations include suggested policies, practices, and resources to support faculty teaching RN-BSN students.

Online teaching experience of the healthcare faculty during the pandemic: A cross sectional analysis.

COVID-19 pandemic had disrupted the teaching in most of the educational institutes worldwide. It has tested the readiness of educational institutes in their ability to deal with crisis. This study aimed to determine the perception of health sciences faculty toward online education during the period of pandemic in Pakistan. This cross-sectional research determined the perception using online survey which had been taken from the study conducted by Almahasees et al. Questions related to faculty's perception regarding IT skills, online classes taking more effort than on-campus learning, online platforms having adequate tools to facilitate teaching. Data was analyzed using SPSS. Statistical tests comprised of descriptive statistics and Kruskal-Walli's test. From a total of 318 participants, there were 234 females and 84 males. A statistically significant association was identified between field of specialization and competency to teach online (p = 0.022). Faculty stated that more efforts were required to teach online (p < 0.001). Most of the tutors reported virtual sessions helped improved the interaction with their students (p < 0.001). Most of the time faculty had to prompt students to complete their assignments on time (p < 0.001). Many of the faculty members disagreed that delivering virtual sessions from home was quite ineffective (p = 0.221) and reported experiencing distractions (p < 0.001). This study showed that online learning proved less effective than face-to-face learning. The main drawback of distance learning was the lack of teacher-student interaction. Online learning promotes student-centered learning and could be applied in situations of crisis like the COVID-19 pandemic.

Navigating techno-stress: A qualitative exploration of university faculty's experiences and perspectives in the Peruvian context amidst the return to classes and the post-COVID-19 era

Background: Technology serves as a potent tool that enhances the quality of teaching and learning experiences. However, when educators lack proficiency in utilizing technology, it leads to obstacles in providing effective education, resulting in emotions of frustration, diminished self-assurance, and uncertainty regarding their teaching abilities. This study aims to investigate the experiences of university faculty members in relation to the impact of technology on their mental well-being. Methods: For this qualitative study, ten professionals engaged in university-level teaching, encompassing research domains, were selected for interviews. Inclusion criteria were based on teaching experience, tenure, specific courses or subjects taught, and active involvement during the research phase. The guiding question for the study was framed as follows: "What are the experiences and perceptions of university faculty members concerning techno-stress?" Additionally, the study identified four subcategories: work overload, social and emotional interaction, adaption to new technologies, and expectations and teaching quality. Results: Techno-stress is a composite of emotional and physical reactions triggered by the improper use of technology. Faculty members’ encounters with techno-stress have substantial implications for their quality of life. The subcategories shed light on different aspects of the faculty’s experiences, including the burden of excessive workload, the influence of social and emotional interactions, the process of adapting to evolving technologies, and the connection between expectations and the quality of their teaching. Conclusions: This research underscores the significance of technology in higher education, highlighting its potential to positively impact teaching and learning. Nevertheless, faculty members’ struggles with techno-stress indicate a pressing need for effective training and support. Establishing limits on connectivity with technology and others emerges as a crucial step in maintaining a healthy work-life balance. Ultimately, addressing techno-stress and providing appropriate guidance are essential for safeguarding the well-being of university faculty members and, consequently, enhancing the overall educational experience.

Disciplinary Differences and Scholarly Literature: Faculty Experiences with Discovery, Browsing, and Formats

Disciplinary Differences and Scholarly Literature: Faculty Experiences with Discovery, Browsing, and Formats