Challenges and Innovations Brought about by the COVID-19 Pandemic Regarding Medical and Pharmacy Education Especially in Africa and Implications for the Future.
Journal: Healthcare (Basel, Switzerland)
Volume: 9
Issue: 12
Year of Publication:
Affiliated Institutions:
Department of Medical Laboratory Sciences, Faculty of Health Sciences, Eswatini Medical Christian University, P.O. Box A, Swazi Plaza, Mbabane H, Eswatini.
Department of Pharmacy, Faculty of Health Sciences, Eswatini Medical Christian University, P.O. Box A, Swazi Plaza, Mbabane H, Eswatini.
Unit of Pharmacology, Faculty of Medicine and Defence Health, Universiti Pertahanan Nasional Malaysia (National Defence University of Malaysia), Kem Perdana Sungai, Besi, Kuala Lumpur , Malaysia.
Department of Pharmacology, Faculty of Health Sciences, Basic Medical Sciences Building, Prinshof Campus, University of Pretoria, Arcadia , South Africa.
Strathclyde Institute of Pharmacy and Biomedical Sciences, University of Strathclyde, Glasgow G RE, UK.
Department of Pharmacy Practice, College of Pharmacy, Qassim University, Buraidah, Qassim , Saudi Arabia.
Department of Internal Medicine, Faculty of Medicine, University of Botswana, Gaborone, Botswana.
Department of Medicine, Sir Ketumile Masire Teaching Hospital, Gaborone, Botswana.
Effective Basic Services (eBASE) Africa, Ndamukong Street, Bamenda, Cameroon.
Department of Psychology, Faculty of Applied Social Sciences, Eswatini Medical Christian University, P.O. Box A, Swazi Plaza, Mbabane H, Eswatini.
Department of Social Work, Faculty of Applied Social Sciences, Eswatini Medical Christian University, P.O. Box A, Swazi Plaza, Mbabane H, Eswatini.
Pharmacy Directorate, Cape Coast Teaching Hospital (CCTH), Cape Coast, Ghana.
Pharmacy Practice Department of Pharmacy Practice, School of Pharmacy, University of Health and Allied Sciences, Volta Region, Ghana.
Department of Pharmacology & Pharmacognosy, School of Pharmacy, University of Nairobi, P.O. Box - KNH, Nairobi , Kenya.
Department of Pharmaceutics and Pharmacy Practice, School of Pharmacy, University of Nairobi, P.O. Box - KNH, Nairobi , Kenya.
Pharmacy Department, Kamuzu University of Health Sciences (KUHeS), Blantyre, Malawi.
Department of Pharmacy Practice and Policy, Faculty of Health Sciences and Veterinary Medicine, University of Namibia, Windhoek , Namibia.
Department of Pharmacology and Therapeutics, Ekiti State University, Ado-Ekiti , Nigeria.
Department of Pharmacology, Therapeutics and Toxicology, College of Medicine, Lagos State University, Ikeja, Lagos , Nigeria.
Faculty of Pharmacy, The University of Lahore, Lahore , Pakistan.
Discipline of Pharmaceutical Sciences, School of Health Sciences, University of KwaZulu-Natal, Durban , South Africa.
Division of Public Health Pharmacy and Management, School of Pharmacy, Sefako Makgatho Health Sciences University, Garankuwa, Pretoria , South Africa.
Pharmaceutical Industry, Pretoria , South Africa.
Hurbert Kairuki Memorial University, Chwaku Road Mikocheni, Dar Es Salaam, Tanzania.
Department of Child Health and Paediatrics, Egerton University, Nakuru, Kenya.
Department of Pharmacy, School of Health Sciences, University of Zambia, Lusaka, Zambia.
Department of Biomedical Sciences, University of Zambia, Lusaka, Zambia.
Department of Medical Education Development, University of Zambia, Lusaka, Zambia.
Department of Medicine, University of Zimbabwe College of Health Sciences, Harare, Zimbabwe.
Centre for Primary Care and Health Services Research, School of Health Sciences, University of Manchester, Manchester M PL, UK.
Abstract summary
Multiple measures introduced early to restrict COVID-19 have dramatically impacted the teaching of medical and pharmacy students, exacerbated by the lack of infrastructure and experience with e-learning at the start of the pandemic. In addition, the costs and reliability of the Internet across Africa pose challenges alongside undertaking clinical teaching and practical programmes. Consequently, there is a need to understand the many challenges and how these were addressed, given increasingly complex patients, to provide future direction.An exploratory study was conducted among senior-level medical and pharmacy educators across Africa, addressing four key questions, including the challenges resulting from the pandemic and how these were dealt with.Staff and student members faced multiple challenges initially, including adapting to online learning. In addition, concerns with the lack of equipment (especially among disadvantaged students), the costs of Internet bundles, and how to conduct practicals and clinical teaching. Multiple activities were undertaken to address these challenges. These included training sessions, developing innovative approaches to teaching, and seeking ways to reduce Internet costs. Robust approaches to practicals, clinical teaching, and assessments have been developed.Appreciable difficulties to teaching arising from the pandemic are being addressed across Africa. Research is ongoing to improve education and assessments.
Authors & Co-authors:
Etando
Amu
Haque
Schellack
Kurdi
Alrasheedy
Timoney
Mwita
Rwegerera
Patrick
Niba
Boahen-Boaten
Tabi
Amu
Acolatse
Incoom
Sefah
Guantai
Opanga
Chikowe
Khuluza
Kibuule
Kalemeera
Hango
Lates
Fadare
Ogunleye
Saleem
Oosthuizen
Cordier
Matlala
Meyer
Schellack
Massele
Malande
Kalungia
Sichone
Banda
Zaranyika
Campbell
Godman
Study Outcome
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