Perception of Teachers in the Department of Morphological Sciences Regarding the Change from Classroom-Based Teaching to Remote Modality, in the Context of the Crisis Due to the COVID-19 Pandemic
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Apr 2, 2021
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Abstract
The present article explores teachers´ perceptions of the adjustments required in the teaching – learning processes, due to the abrupt challenges imposed by the COVID-19 pandemic, resulting in the need to impart all academic activities remotely. This descriptive, cross sectional study was conducted by means of a survey, directed at the members of the Department of Morphological Sciences, at the medical school of the Universidad Javeriana in Bogotá, Colombia. Despite the results demonstrated difficulties by the teachers to adapt to this new model of teaching through the use of alternative channels of communication and learning, thanks to this challenge all teachers increased their command in information and communication technologies, where Blackboard was the platform of choice. On the other hand, teachers valued the fact that the academic activities were able to stay on course, enriched by new technologies that have now become an integral component of the teaching-learning environment, since they present opportunities of innovation.
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References
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2. Saverino D. Teaching anatomy at the time of COVID‐19. Clinical Anatomy.
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Pandemic. Indian Pediatr. 2020 Jul 15;57(7):652-657.
4. Li HO, Bailey A. Medical Education Amid the COVID-19 Pandemic: New
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students during coronavirus disease 2019 pandemic: A simple videoconference
solution. Clinical Anatomy. 2020 Sep;33(6):927-928.
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Medical Education. JAMA.2020;324(11):1033-1034.
7. Iwanaga J, Loukas M, Dumont A., Shane Tubbs R. A review of anatomy
education during and after the COVID‐19 pandemic: Revisiting traditional and
modern methods to achieve future innovation. Clinical Anatomy. 2020;1-7
8. Dobson H, Pearl R, Orsay C, et al. Virtual reality: new method of teaching
anorectal and pelvic floor anatomy. Dis Colon Rectum. 2003;46(3):349-52.
9. Hidebrandt S. Lessons to be learned from the history of anatomical
teaching in the United States: The example of the University of Michigan.
Anatomical Sciences Education. 2010; 3:202–212.
10. Parker E, Reder N, Glasser D, et al. NDER: A Novel Web Application for
Teaching Histology to Medical Students. Acad Pathol. 2017 Feb 10.
11. Kazzazi F, Barlett J. Condensing embryology teaching for medical
students: can it be taught in 2 hours? Adv Med Educ Pract. 2017;
11(8):797-806.
12. Alvarez S, Cuellar C, López B, et al. Actitudes de los profesores ante la
integración de las TIC en la práctica Docente: estudio de un grupo de la
Universidad de Valladolid. Edutec: Revista electrónica de tecnología
educativa. 2011;35.
13. Valencia T, Serna A, Ochoa S, et al. Competencias y estándares TIC desde
la dimensión pedagógica: Una perspectiva desde los niveles de
apropiación de las TICs en la práctica educativa docente.2016. Pontificia
Universidad Javeriana – Cali.
14. Taquez H, Rengifo D, Medía D. Diseño de un instrumento para evaluar el
nivel de uso y apropiación de las TIC en una institución de educación
superior. Portal Educativo de las Américas, Organización de los Estados
Americanos.2017.
15. Langfield T, Colthorpe K, Ainscough L. Online instructional anatomy
videos: Student usage, self‐efficacy, and performance in upper limb regional
anatomy assessment. Anatomical Sciences Education. 2018;11:461–470.
16. Ammar A, Brach M, Trabelsi K, et al. Effects of COVID-19 Home
Confinement on Eating Behaviour and Physical Activity: Results of the
ECLB-COVID19 International Online Survey. Nutrients. 2020; 28,12(6):1583
17. Klassen R, Durksen T. Weekly self-efficacy and work stress
during the teaching practicum: A mixed methods study. Learning and
Instruction. 2014; 33:158-169.
18. Caena F, Redecker C. Alineación de los marcos de competencia del
profesorado con los desafíos del siglo XXI: El caso del Marco Europeo de
Competencia Digital para Educadores (Digcompedu). Diario Europeo de
Educación. 2019; 54(3):356–369.
19. König J, Jäger-Biela D, Glutsch N. Adapting to online teaching during
COVID-19 school closure: teacher education and teacher competence
effects among early career teachers in Germany. European Journal of
Teacher Education. 2020; 43(4): 608-622.
20. Schmidt S, Tschida C, Hodge D. How faculty learn to teach online: What
administrators need to know. Online J Dist Learn Admin. 2016;19:1– 10.
21. Bandura A. Self-efficacy: Toward a unifying theory of behavioral change.
Psychological Review. 1977;84(2):191–215.
22. Lauermann F, König J. Teachers’ Professional Competence and Wellbeing:
Understanding the Links between General Pedagogical Knowledge, Self-
efficacy and Burnout. Learning and Instruction. 2016;45:9–19.
23. Tschannen-Moran, Hoy A. Teacher Efficacy: Capturing an Elusive
Construct. Teaching and Teacher Education. 2001;17(7):783–805.
for medical education continuity during COVID-19 outbreak. Ann Biol Clin
(Paris). 2020 Aug 1;78(4):446-448.
2. Saverino D. Teaching anatomy at the time of COVID‐19. Clinical Anatomy.
2020;1:1.
3. Sahi PK, Mishra D, Singh T. Medical Education Amid the COVID-19
Pandemic. Indian Pediatr. 2020 Jul 15;57(7):652-657.
4. Li HO, Bailey A. Medical Education Amid the COVID-19 Pandemic: New
Perspectives for the Future. Academic Medicine. 2020 Jul.
5. Moszkowicz D, Duboc H, Dubertret C, et al. Daily medical education for confined
students during coronavirus disease 2019 pandemic: A simple videoconference
solution. Clinical Anatomy. 2020 Sep;33(6):927-928.
6. Lucey C, Johnston S. The Transformational Effects of COVID-19 on
Medical Education. JAMA.2020;324(11):1033-1034.
7. Iwanaga J, Loukas M, Dumont A., Shane Tubbs R. A review of anatomy
education during and after the COVID‐19 pandemic: Revisiting traditional and
modern methods to achieve future innovation. Clinical Anatomy. 2020;1-7
8. Dobson H, Pearl R, Orsay C, et al. Virtual reality: new method of teaching
anorectal and pelvic floor anatomy. Dis Colon Rectum. 2003;46(3):349-52.
9. Hidebrandt S. Lessons to be learned from the history of anatomical
teaching in the United States: The example of the University of Michigan.
Anatomical Sciences Education. 2010; 3:202–212.
10. Parker E, Reder N, Glasser D, et al. NDER: A Novel Web Application for
Teaching Histology to Medical Students. Acad Pathol. 2017 Feb 10.
11. Kazzazi F, Barlett J. Condensing embryology teaching for medical
students: can it be taught in 2 hours? Adv Med Educ Pract. 2017;
11(8):797-806.
12. Alvarez S, Cuellar C, López B, et al. Actitudes de los profesores ante la
integración de las TIC en la práctica Docente: estudio de un grupo de la
Universidad de Valladolid. Edutec: Revista electrónica de tecnología
educativa. 2011;35.
13. Valencia T, Serna A, Ochoa S, et al. Competencias y estándares TIC desde
la dimensión pedagógica: Una perspectiva desde los niveles de
apropiación de las TICs en la práctica educativa docente.2016. Pontificia
Universidad Javeriana – Cali.
14. Taquez H, Rengifo D, Medía D. Diseño de un instrumento para evaluar el
nivel de uso y apropiación de las TIC en una institución de educación
superior. Portal Educativo de las Américas, Organización de los Estados
Americanos.2017.
15. Langfield T, Colthorpe K, Ainscough L. Online instructional anatomy
videos: Student usage, self‐efficacy, and performance in upper limb regional
anatomy assessment. Anatomical Sciences Education. 2018;11:461–470.
16. Ammar A, Brach M, Trabelsi K, et al. Effects of COVID-19 Home
Confinement on Eating Behaviour and Physical Activity: Results of the
ECLB-COVID19 International Online Survey. Nutrients. 2020; 28,12(6):1583
17. Klassen R, Durksen T. Weekly self-efficacy and work stress
during the teaching practicum: A mixed methods study. Learning and
Instruction. 2014; 33:158-169.
18. Caena F, Redecker C. Alineación de los marcos de competencia del
profesorado con los desafíos del siglo XXI: El caso del Marco Europeo de
Competencia Digital para Educadores (Digcompedu). Diario Europeo de
Educación. 2019; 54(3):356–369.
19. König J, Jäger-Biela D, Glutsch N. Adapting to online teaching during
COVID-19 school closure: teacher education and teacher competence
effects among early career teachers in Germany. European Journal of
Teacher Education. 2020; 43(4): 608-622.
20. Schmidt S, Tschida C, Hodge D. How faculty learn to teach online: What
administrators need to know. Online J Dist Learn Admin. 2016;19:1– 10.
21. Bandura A. Self-efficacy: Toward a unifying theory of behavioral change.
Psychological Review. 1977;84(2):191–215.
22. Lauermann F, König J. Teachers’ Professional Competence and Wellbeing:
Understanding the Links between General Pedagogical Knowledge, Self-
efficacy and Burnout. Learning and Instruction. 2016;45:9–19.
23. Tschannen-Moran, Hoy A. Teacher Efficacy: Capturing an Elusive
Construct. Teaching and Teacher Education. 2001;17(7):783–805.
How to Cite
Gutiérrez Gómez, M. L., Cortes Barré, M., Kuhlmann Lüdeke, , A., Guillén Olaya, J. F. ., Alvarado Valencia, P. E. ., Sánchez Zúñiga, M. C. ., García Cardona, A., Mera Laso, C. A. ., González López, L. F. ., & Franco Zuluaga, J. A. . (2021). Perception of Teachers in the Department of Morphological Sciences Regarding the Change from Classroom-Based Teaching to Remote Modality, in the Context of the Crisis Due to the COVID-19 Pandemic. Universitas Medica, 62(2). https://doi.org/10.11144/Javeriana.umed62-2.ppdm
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