Effect of Rapid Digitalization on Medical Faculty - A Qualitative Study

Area of Science:

• Medical Education
• Digital Health
• Higher Education

Background:

• The COVID-19 pandemic necessitated a rapid shift to online learning in medical schools.
• This transition significantly impacted medical faculty, altering traditional teaching methods reliant on in-person interaction.
• The study focuses on the St. Luke's Medical Center College of Medicine-William H. Quasha Memorial (SLMCCM) in the Philippines.

Purpose of the Study:

• To describe the effects of rapid digitalization on medical faculty during the pandemic.
• To explore faculty experiences concerning content, pedagogy, technology, and mindset in an online learning environment.

Main Methods:

• Focus group discussions (FGDs) were conducted with medical faculty members.
• Thematic analysis was applied to FGD responses to identify patterns and common themes.
• Discussions covered four key frames: content, pedagogy, technology, and mindset.

Main Results:

• Faculty feedback revealed diverse responses to online teaching, including challenges and benefits.
• Concerns were raised regarding adapting content delivery, pedagogical strategies, and technology utilization.
• Faculty also reported psychological impacts, ranging from apprehension to increased confidence.

Conclusions:

• Faculty recognition of digitalization's necessity is crucial for evolving medical education models.
• Despite challenges, faculty adaptability offers opportunities for institutional growth and innovation.
• Continued investment in educational technology can enhance medical curricula and prepare physicians for digital healthcare.