Transitioning the Knuston Diabetes Counselling and Empowerment Skills Course to an online format: an exploration of the experiences of educators
Bibliographic record
Abstract
Introduction: Since the coronavirus pandemic, the amount of healthcare education provided online has increased enormously. Research has generally focused on the effectiveness of online courses. Little attention has been given to the lived experiences of educators transitioning their courses to an online format. This paper explores the thoughts and feelings of a team of educators who recently experienced such a transition. Methods: In this qualitative study, a team of healthcare educators participated in a focus group or individual interview to explore what they learned from transitioning a four-day residential course teaching counselling skills and empowerment philosophy to healthcare professionals to an online format. A reflexive thematic analysis was employed to identify the themes that emerged from the data. Results: Six key themes emerged: 1) impact of COVID-19; 2) initial perspectives; 3) support; 4) disintegration to reintegration; 5) understanding the relationship between the old and the new; and 6) future planning. Conclusions: Transitioning an educational course from an in-person to an online format can initially be difficult but, with appropriate support, it is achievable and worthwhile. The process of transitioning a much-cherished course online was both an intellectual and an emotional process. Practice implications: It is hoped that this paper will help to guide those transitioning a course traditionally taught in-person to an online format.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".