About this Research Topic
The pandemic had a significant impact on the clinical exposure of students. Clinical teachings were canceled or postponed, and students got less opportunities for hands-on learning in real clinical settings. In the post-pandemic era, face-to-face education has been restored. To meet such unprecedented challenges, researchers need to explore alternative teaching modes without compromising on the quality of education.
The pandemic has taught us to think out of the box in order to improve the health science curriculum and to focus on innovations in teaching and assessment. This Research Topic welcomes manuscripts highlighting scientific research and advances on innovation in healthcare professions education. Manuscripts should address the needs of teachers managing training programs and the evaluation of students from healthcare professions, specifically in the post pandemic era.
Under this section, we welcome manuscripts on innovations in teaching, learning and evaluation in healthcare professions education under the themes:
• Online learning,
• ICT and Problem Based learning,
• Blended learning
• Synchronous vs Asynchronous learning,
• Flipped learning,
• ICT and Clinical Teaching
• Online assessment including OSCE
• Healthcare simulation and online learning
Articles will be published under the following categories:
Original Research: Quantitative and Qualitative research, It can be experimental or survey research
Review: Systematic and critical reviews of the literature and data sources (Word Limit: As per the journals standards)
Keywords: Online Education, COVID-19, Healthcare Professions Education, Synchronous and Asynchronous Learning, Blended Learning, Flipped Learning, OSCE, Teaching innovation, clinical teaching, Virtual learning, placement
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.