No abstract available.
Education, Distance*

Objective. The current paper aimed to discuss developing the online newborn hearing screening certification course and revisions made from pre-pandemic face-to-face strategies to the online implementation in response to COVID-19 limitations. Furthermore, it aimed to create recommendations for the refinement of the course.

Methods. The development of the adaptation consisted of document review, focus group discussions among program faculty before and after implementation, which covered the demand for the certification course, opportunities for adaptation, situational limitations, and online implementation advantages and concerns. In addition, a cost-benefit analysis of the online course was done.

Results. The certification course was developed within a month and retained the same learning objectives going into an online implementation. One significant change was the addition of a local experience module which allowed for the participation of regional newborn hearing screening coordinators. More resources were required from both instructors and learners to implement successfully. Due to the asynchronous nature of the online course, the evaluation scheme was adapted accordingly. However, teaching strategies were limited. The pricing of the course was also not optimal.

Conclusion. Although there were merits in adapting the certification course to the online learning platform, there were areas for refinement. These were the alignment of all course modules to learning objectives, the addition of varied teaching methods, and the revision of pricing for the course.

Objective: An adaptation of the newborn hearing screening personnel certification course to an online platform started development in June 2020. It was then implemented in July 2020. The current study aimed to evaluate the initial implementation of the online adaptation of the universal newborn hearing screening certification course among participants. Methods: Through a concurrent mixed-methods research design, the study triangulated program outcomes, course evaluation, and key informant interviews of participants from July to November 2020 to evaluate the initial implementation of the course. Results: The certification course participants had an overall positive experience with the initial implementation of the online adaptation. Only a minority of participants expressed their dissatisfaction with the course evaluation form. Moreover, the key informant interviews showed more detailed areas of improvement. Conclusion Despite the course's high ratings and administrative strengths, the use and features of Canvas as a learning management system were needed for participants to maximize the course. Furthermore, improvements in the presentation of the lectures and increasing the interactivity and engagement of the learning materials were recommendations in the refinement of the online course.
Education, Distance

ABSTRACT Educational landscape has changed drastically over the past decades with the integration of technology to support the role of educators. The objectives of this study were to examine the use of social media application among dental students and to investigate significant demographic variables with regard to social media use for academic purposes. All dental students across all academic years were invited to participate in a self-administered questionnaire (content validated, pre-tested) survey conducted online via Google Forms. Overall response rate was 67.8%. Of the 244 respondents, 99.1% owned smartphones, with a majority of them were iPhone and Android users. Notably, 91.4% of the respondents had access to internet data via a third generation (3G) mobile carrier and WiFi connection. A majority of the respondents (97.1%) used social media to communicate or connect with friends whereas 5.7% of them used it for business purposes. There was no significant association between gender, year of study and type of internet access with the mean of social media usage for academic purposes (p > 0.05). Most of the respondents preferred YouTube (74.6%) and Google (73.7%) for seeking information in their study. In conclusion, we found that majority of respondents had acknowledged the importance of social media in education. Our findings suggest the potential value of integrating social media in teaching and learning activities to enhance students’ learning experience.
Education, Dental ; Education, Distance

The application of distance learning in medical education has been a continuous challenge to approximate face-to-face clinical skill teaching. Nonetheless, online education has proven to be effective in addressing student satisfaction, engagement, motivation and excellent academic performance. How eLearning evolved in a medical setting through the years and the evolution of state-of-the-art teaching resources will be discussed accordingly.
Education, Distance ; Academic Performance

The shift to remote learning during the pandemic highlighted the importance of self-regulated learning (SRL). Education scholars posit that SRL promotes positive remote learning experiences in various student populations. Students cannot be expected to be self-regulated learners in a remote setup by exposing themselves to online courses alone. Thus, the Department of Occupational Therapy of the University of the Philippines Manila College of Allied Medical Professions created a webinar based on the constructs of SRL to aid students in transitioning to this setup. The webinar was organized for students to understand the concept of SRL and to identify SRL strategies they can use. Faculty shared practical tips, personal experiences, and contextualized examples on how students can use these strategies to thrive in the remote setup. Given the positive feedback, there is value found in similar activities to utilizing SRL dimensions to prepare students for remote learning. Recommendations for future studies about SRL are stated.
Self-Control ; Education, Distance

Objective. Assessment in distance education provides a safe evaluation environment during the COVID-19 pandemic. The purpose of this study is to explore the extent of knowledge available regarding the challenges of assessment in distance education of health professions during the 2020-2021 COVID-19 pandemic and to discuss a reflection in the Philippine setting.

Method. We conducted a rapid review through an electronic search in PubMed, Scopus, CINAHL, ERIC, Web of Science, and PsycINFO databases.

Results. Out of 1,519 articles, 9 were included for analysis. Philippine reflection was provided through an unsystematic search of literature. Challenges in assessment included resources, learners' issues, technical issues of the learning management system, and methodological assessment issues. Distance education allowed instructors to safely continue delivery of instruction and assessment during the pandemic.

Conclusion. The Philippine setting is relatable to the current international context of the challenges of assessment in distance education in health professions.

The shift to remote learning during the pandemic highlighted the importance of self-regulated learning (SRL). Education scholars posit that SRL promotes positive remote learning experiences in various student populations. Students cannot be expected to be self-regulated learners in a remote setup by exposing themselves to online courses alone. Thus, the Department of Occupational Therapy of the University of the Philippines Manila College of Allied Medical Professions created a webinar based on the constructs of SRL to aid students in transitioning to this setup. The webinar was organized for students to understand the concept of SRL and to identify SRL strategies they can use. Faculty shared practical tips, personal experiences, and contextualized examples on how students can use these strategies to thrive in the remote setup. Given the positive feedback, there is value found in similar activities to utilizing SRL dimensions to prepare students for remote learning. Recommendations for future studies about SRL are stated.
Self-Control ; Education, Distance

Objective: This study aimed to describe the perceived barriers to online learning encountered by Filipino occupational therapy students (OT) amid the COVID-19 pandemic and beyond. Methodology: An electronic survey comprising multiple-choice questions, Likert scale assessments, and open-ended questions was disseminated among OT students across the Philippines. Statistical analysis involved the Chi-Square test to evaluate associations among variables. Results: A total of 161 responses were gathered, highlighting barriers faced by OT students in online learning. These included challenges such as physical and mental health issues, difficulties adapting to online learning styles, household responsibilities, and limited conducive study space. Additionally, an association was observed between internet connectivity types and speeds, and the encountered barriers. Conclusion Findings underscore the significant hurdles experienced by OT students in online learning. As educational platforms increasingly adopt online modalities, there is a need to apply an occupational perspective in crafting strategies and interventions aimed at mitigating these barriers. However, considering the limitations identified, particularly regarding the development of practical skills and the importance of social interaction, a hybrid learning approach that merges the flexibility of online learning with the irreplaceable benefits of classroom-based instruction emerges as a promising solution. This study's insights provide valuable guidance for higher education institutions (HEIs) to develop and implement such hybrid models, ultimately enhancing support mechanisms for OT practice-based teaching and learning, particularly in the post-pandemic landscape.
Education, Distance ; COVID-19

Background: The pandemic has reshaped the lives of everyone, including the way learning is delivered. Online learning in Physical Education (OLPE) is a form of distance learning where fundamental concepts of physical fitness are conducted remotely through the aid of technology. Objectives: The study aimed to explore students' lived experiences in OLPE through the reflective narratives and photos generated from digital diary entries they made every other day for three weeks. The specific objective includes describing the students' feelings, processes, and realizations. Methodology: Eight health professions students participated in this hermeneutic phenomenological study. The reflective accounts were analyzed following the interpretive phenomenological analysis (IPA) approach and revealed super-ordinate themes clustered into three categories: feelings, processes, and realizations. Results: The first category is feelings evoked with super-ordinate themes, namely optimism with the course, appreciation of the teachers' attitude, empathy towards others, and desperation for a better set-up. The second category is processes experienced with super-ordinate themes, namely self-directed learning, awareness of the body, and dealing with heavy academic requirements. The third category is realizations with super-ordinate themes, namely experience of OLPE was a rollercoaster ride of successes and challenges, an experience that led to desires for improving self and the course, and finally, an opportunity for reflective learning. Conclusion Reflective accounts of feelings, processes, and realizations as students experience the sudden shift to OLPE are crucial in improving curricular policies and instructional designs for achieving quality outcomes.
Education, Distance ; Physical Education and Training