Hosted by the Assessment SIG.
The escalating coronavirus disease 2019 (COVID-19) pandemic rapidly pushed traditional face-to-face instruction within schools of pharmacy into a fully remote learning environment in which Doctor of Pharmacy (PharmD) students found themselves learning new technology, facing new personal challenges such as caregiving or parenting while attending to their studies, being unable to engage in patient-care activities if immunocompromised, loss of income due to sudden unemployment, and mental health effects from additional stress, fears, and concerns. Thirteen research-intensive institutions across the United States administered questionnaires to PharmD students to solicit data about the impact of COVID-19 on their educational and personal experiences. Using a framework of transition theory and analyzing the voices of students, the presenters offer questions that pharmacy school faculty, administrators, and preceptors should consider as they reorient their students, faculty, and staff to a new learning and working environment this fall.
Objectives:
- Describe the Four S’s of Schlossberg’s Transition Theory
- Discuss how students coped with the acute transition to remote learning during Spring 2020 through a Schlossberg framework lens
- Provide questions to consider as schools make plans to re-orient students to a new learning environment in the Fall
- Facilitate discussion through chats to capture questions, concerns, and ideas from participants
Moderator:
Michael Fulford
Director of Assessment and Interim Lead for Faculty Affairs
The University of Georgia
Presenters:
Mary Ray
Associate Dean for Academic Affairs
University of Iowa
Brianna Henson
Director of Curriculum Development
University of Kentucky
Jason Wallace
Educational Research Professional
University of Georgia