The global COVID-19 pandemic
In light of the global COVID-19 pandemic, managers of health professions curricula have been obliged to move
teaching and assessment online, where practical; and to find solutions to the reduced availability of clinical
placements and clinical assessments. For a health professions curriculum of your choice, and in relation to a
global crisis such as the COVID-19 pandemic,
(a) Critically discuss the resource issues occasioned by a move from classroom/campus-based teaching and assessment, to online teaching and assessment (50%)
(b) Critically discuss the extent to which policies of providers or regulators of the chosen health professions curriculum might place constraints on or, conversely, facilitate the move to online provision. (30%)
(c) Propose evidence-basedalternatives to the use of clinical placements and clinical assessments to deliver the chosen health professions curriculum (20%)
Sample Solution
COVID-19 and the resulting lockdown policies have far ranging effects of health profession education, with an impact in all its aspects, including curricula, teaching methods, student selection processes, health profession education research, and student welfare. Adaptations to the pandemic and lockdown measures have leaned heavily on technology. The effects may have differences across carious health professions particularly those with an emphasis on psychomotor skills. There may also be differences among populations of students, teachers and schools related to the availability, accessibility and cost of technology. The rapid, forced change in the paradigms of health professions education across the globe may persist as long as the threat of resurgence remains.
