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Lessons Learned in Health Professions Education During the COVID-19 Pandemic, Part 2 Proceedings of a Workshop (2022) / Chapter Skim
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3 Challenges and Opportunities During the Pandemic
Pages 13-20

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From page 13...
... • There are opportunities for HPE schools to partner with com munities and researchers to promote well-being among faculty and staff, to further the evidence in this area, and to improve provision of services (Cross) • Community colleges serve as an important part of entry to higher education, particularly for students of color, those from lower socioeconomic backgrounds, and those from rural com munities (Erikson, Oyeyemi)
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From page 14...
... The presenters focused on discussing areas of opportunity for change that were uncovered during the pandemic, and whether and how these changes could be sustained into the future. Experiential Learning The pandemic, said Pamela Jeffries, The George Washington University School of Nursing, introduced opportunities to expand the use of clinical learning methods such as telehealth and simulations.
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From page 15...
... All of these changes are sustainable, said Jeffries, but only if "we do not simply revert to pre-COVID practices." Testing Senthil Kumar Rajasekaran, Wayne State University School of M ­ edicine, said the pandemic introduced several opportunities for improving highstakes testing and making HPE more flexible and responsive. First, remote testing can be expanded so students can take licensing exams at their own institutions.
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From page 16...
... Bushardt said these changes are sustainable, but it will require gathering evidence about what is and is not effective, retaining effective virtual and hybrid approaches, sustaining the "spirit of collaboration" across institutions, and empowering leadership to prioritize and integrate diversity, equity, and inclusion into institutional culture. DISCUSSION After the synopses of the previous day's reflections were presented, workshop participants discussed and reacted to these reflections through a structured discussion about the impact of the pandemic in different health professions.
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From page 17...
... In addition, ASCO partnered with the American Academy of Optometry to develop and distribute a series of clinical training videos; these videos were released over the course of 28 weeks and ultimately resulted in a library of more than 200 videos available to the optometric education community. Cross reported that at Howard University School of Social Work, social work educators were able to maintain agency-based experiential learning through a flexible approach.
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From page 18...
... , said Nunez, and because of the infrastructure of ETS, it was able to quickly modify processes to provide alternative administration of tests. For example, ETS offered limited in-person testing that followed health and safety protocols, and also arranged for students to be able to take tests on their own computer while being monitored by an online human proctor.
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From page 19...
... Cross concurred with both Erikson and Nunez, and said that moving forward, there is a need for schools to "start the semester off with self-care at the forefront," and to incorporate self-care and mental health awareness throughout the year. She also pointed out there are opportunities for HPE schools to part ner with communities and researchers to promote well-being among faculty and staff, to further the evidence in this area, and to improve provision of services.
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From page 20...
... The pandemic, said Erikson, presented an oppor­tunity to try out "a whole new host of things that a lot of people have been advocating for," for example, reducing the emphasis on testing results as a way to diversify the student body. However, moving forward there is a need for research on the long-term outcomes of these types of shifts.
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Key Terms

  • health professions
  • faculty development
  • moving forward
  • clinical skills
  • experiential learning

  • social work
  • learning models
  • academic programs
  • howard university
  • holistic admissions

  • licensing exams
  • safety protocols
  • frost asked
  • admissions process
  • national board

  • required hours
  • test scores
  • skills exams
  • clinical reasoning
  • modifying clinical

  • learning moving
  • clinical training
  • alternate testing
  • standardized test
  • traditional testing

  • pandemic shifted
  • health educators
  • learning strategies
  • cational testing
  • learning opportunities


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