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Honoring Thyself in the Transition to Online Teaching.

Lauren A Maggio1, Barbara J Daley, Daniel D Pratt

  • 1L.A. Maggio is associate professor of medicine and associate director of distributed learning and technology, Graduate Programs in Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland; ORCID: https://orcid.org/0000-0002-2997-6133. B.J. Daley is professor of adult and continuing education, Department of Administrative Leadership, School of Education, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin: ORCID: https://orcid.org/0000-0002-3054-4071. D.D. Pratt is senior scholar, Centre for Health Education Scholarship, and professor emeritus of education, University of British Columbia, Vancouver, British Columbia, Canada. D.M. Torre is associate professor of medicine and associate director of evaluation and long-term outcomes, Graduate Programs in Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland.

Academic Medicine : Journal of the Association of American Medical Colleges
|May 10, 2018
PubMed
Summary

Health professions education faculty can use Pratt's five teaching perspectives to manage identity dissonance during the transition to online teaching. This framework helps maintain teaching identity and improve faculty satisfaction and student learning experiences.

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