Abstract

The COVID-19 pandemic uncovered instructional changes within higher education. Accommodations for continued instruction included a transition to remote learning. However, little research exists regarding the experiences of medical residents during this transition in their education while combating the COVID-19 pandemic. This qualitative study, phenomenological in nature, aimed to explore the lived experiences of internal medicine medical residents at one medical college in Central Florida regarding the transition from face-to-face instruction to remote learning due to the COVID-19 pandemic. Eleven participating medical residents underwent semi-structured interviews via Zoom. Garrison's Community of Inquiry conceptual model and Hall and Hord's Concerns-Based Adoption Model theoretical framework were used. The researcher utilized Colaizzi's phenomenological analysis method to analyze the interview transcripts and Saldaña's coding method to code the data. Dedoose software was used in the analysis process. Participants were found to have shared and non-shared experiences and encountered both benefits and challenges from remote learning. Shared experiences included travel difficulties due to border closures and family challenges. Benefits included the presence of national guest speakers in lectures, attending lectures from the convenience and comfort of home, and the addition of interactive learning methods such as Kahoot and Jeopardy. Challenges experienced during the transition included curricular disorganization, distractions such as watching movies, a lack of interest in attending lectures, and a lack of interaction, with colleagues and by the instructor. Further research recommendations are discussed regarding emergency preparedness in higher education and graduate medical education, in addition to instructor perspectives.

Notes

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Graduation Date

2022

Semester

Summer

Advisor

Bartee, RoSusan

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Higher Education Track

Identifier

CFE0009247; DP0026851

URL

https://purls.library.ucf.edu/go/DP0026851

Language

English

Release Date

August 2022

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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