| Challenges faced by universities during the pandemic |
Rapid assimilation of new teaching methods and platforms by both staff and students to facilitate e-learning and transition away from traditional face-to-face approaches. Concerns with issues of digital literacy with the different technologies and platforms among both staff and students, as well as infrastructure concerns within universities to deal with online/virtual learning. In addition, shortages of the basic essential resources to deal with online/ virtual learning both at the institutional and individual (lecture and student) level, especially for disadvantaged students. The rapid transformation of face-to-face teaching to online which needed to take into account key issues, including diversity in terms of race, cultural identities, language, and socioeconomic backgrounds, as well as challenges with conducting problem-based learning online. Concerns with access to reliable Internet facilities (coverage, cost and reliability) for both staff and students, as well as concerns with the effectiveness of mobile technologies with regard to issues of Internet access and costs. Challenges with conducting practicals and electives for medical and pharmacy students and sourcing materials. This included providing the necessary PPE and ensuring social distancing for any sessions conducted in universities after the initial lockdown. Educational challenges due to a shortening of the academic year following the initial wave of the pandemic. In addition, challenges faced by staff and students in their own home environments coping with competing demands. Difficulty with data collection for any primary research as part of assessments for graduation Barriers and challenges with developing new methods to maintain the quality and integrity of student assessments through virtual platforms. Coping with the disruption of staff/student exchange programmes as well as visiting lecturers. Mental health and performance concerns of students and staff as a result of the pandemic and its uncertainties, including extended teaching hours of staff members.
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| Responses by health science institutions to the pandemic |
Webinars and training sessions have been conducted to enhance the skills of both staff and students towards e-learning/online learning platforms as part of the transition from face-to-face learning to virtual online approaches. This included the provision of “Internet buddies” in some universities. Researching the potential for hybrid teaching sessions as lockdown measures eased and some students wanted to return to campus. Continually re-assessing the quality of teaching to address misconceptions/concerns with current approaches. This included the potential for increased flexibility with regards to particular modules to allow for different home circumstances. Introduction of formative assessments online undertaken through appropriate platforms to ensure robustness/integrity. Developing innovative approaches, including videos, dividing students into small groups, demonstrating practicals online (via YouTube and other approaches), and using problem-based learning approaches. Videoconferencing software offered the possibility of dividing students into different “breakout” sessions. As lockdown measures eased, practical sessions and clinical students in wards were staggered with fewer students at a time and with students provided with full protective equipment. Changing of primary research modules as part of courses into secondary research including systematic reviews. Working with Internet access providers to address concerns with the purchasing of data bundles by staff and students, as well as seeking innovative approaches to make laptops and other equipment readily available to students, especially disadvantaged students. Providing PPE to students and staff when on campus and encouraging regular hand washing/hand sanitisation.
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| How support was harnessed to help mitigate against the pandemic |
Turning existing university electronic media into learning management systems, enhancing lecturer and student interaction, alongside transforming lectures online. Forming COVID-19 groups within universities tasked with introducing new learning approaches as well as assessing the appropriateness of current approaches/refinements where necessary. This also included suggestions for capacity building of IT infrastructure within universities/additional support for staff and students to address barriers to the use of new platforms/approaches, as well as the instigation of Internet buddies in some universities. Providing flexibility to students who were struggling, especially those struggling from any negative effects arising from the switch to online learning in the home environment. Ensuring as far as possible that online assessments were robust to maintain the quality of degree graduates and conducting graduation ceremonies online. Harnessing support from governments and Internet providers to assist with the cost of access to the Internet. Similarly, seeking ways to provide ICT devices to students, including computers, where finances were an issue, e.g., disadvantaged students. Giving assistance to staff and students to support online learning as well as generally to address mental health and other issues arising from the pandemic.
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| Lessons learnt and ways forward |
Theoretical teaching can be taught virtually, provided that staff and students have access to suitable platforms, devices and reliable Internet facilities. However, this requires appropriate inputs initially to build up skilled-based learning approaches in new electronic media, including capacity building in a number of institutions. The move to remote learning/blended learning provided the opportunity for universities to re-think the syllabi and future approaches away from principally traditional face-to-face teaching approaches. This though, may require universities to invest in appropriate infrastructures/media technologies and re-think how to appropriately conduct practicals and clinical teaching sessions in the future, as well as ensure clear communication and expectations of all involved. Online teaching and learning opened up possibilities for greater collaboration between academic institutions locally and abroad, as well as sharing expertise and involving international experts in teaching programmes, which was not always possible before. The pandemic and its implications also highlighted the need for university staff to continually re-evaluate their teaching approaches as well as examination approaches to ensure expectations are met and graduates are up to agreed standards, especially given the increasing complexity of patients in Africa. Alongside this, it is important to re-think the organisation of clinical rotations and placements, to reduce the number of students in one clinical setting at a time, while still maintaining quality of learning. Universities need to ensure students and staff have access to appropriate ICT devices and Internet bundles—especially disadvantaged students, as this was a problem initially among many medical and pharmacy students across Africa. This could include encouraging more corporate responsibility among companies and individuals as well as working with governments and other support systems. Universities also need to ensure the well-being of staff and students going forward with changes in workloads and locations, e.g., home environments. Overall, the re-thinking of teaching approaches, coupled with other innovations seen across Africa as a result of the pandemic [43], provides considerable opportunities for African universities to showcase their skills to attract future investments; in other words, COVID-19 could be the catalyst for the next revolution with its implications for the future of higher education across Africa and the wider world.
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