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Self-reported adaptability among postgraduate dental learners and their instructors: accelerated change induced by COVID-19

Farah Otaki, Fatemeh Amir-Rad, Manal Al-Halabi1, Zaid H. Baqain, Nabil Zary1 •
University of Medicine and Health Sciences1
07 Jun 2021-medRxiv (Cold Spring Harbor Laboratory Press)-
TL;DR: In this paper, a study was conducted to assess the self-reported adaptability of postgraduate dental learners and their instructors in the context of abrupt transition to distance learning induced by the pandemic.
Abstract: It is forecasted that the skills and competencies necessary for post-pandemic success in higher education need to be founded upon adaptability, coping, and Self-regulated Learning (SRL). It is worth investigating how stakeholders perceived their adaptability and coping with the accelerated change accompanying COVID-19. Accordingly, the purpose of this study was to assess the self-reported adaptability of postgraduate dental learners and their instructors in the context of abrupt transition to distance learning induced by the pandemic. This study utilized a convergent mixed methods study design. The qualitative and quantitative data were concurrently collected from instructors and learners. The datasets were analyzed independently, and the generated information was integrated using a joint model analysis. The percentage of average of self-reported adaptability of both groups was 81.15%. The instructors, with a mean of satisfaction of 17.94 ({+/-}1.76), rated their adaptability significantly higher than the learners, with a mean of satisfaction of 15.66 ({+/-}2.77) (p=0.002). The thematic analysis resulted in two interrelated themes: Self and Environment. Within the Self theme, three subthemes surfaced: Cognitions, Emotions, Behaviors. As for the Environment theme, it encapsulated two subthemes: Enablers and Impediments. The stakeholders perceived themselves to have adapted well to the transition, and SRL appeared as a cornerstone in the adaptation to the accelerated change (accompanying COVID-19). There appeared to be an interplay between the cognitions, emotions, and behaviors on the level of the self as part of the adaptation process. Also, building upon existent models of SRL, this study uncovered that the stakeholders considered the environment to play a crucial role in their adaptation process. This highlights the importance of developing a climate that remains, despite external pressures, conducive to attaining learning and teaching goals. It is also crucial for university-level mental health promotion activities to proactively foster, among learners and instructors, adaptability, building academic resilience.

Summary (4 min read)

Jump to: [Introduction] – [Transitioning to distance learning] – [MBRU Faculty Development and Information Technology (IT) support teams conducted] – [Research design] – [Data collection] – [Quantitative analysis] – [Qualitative analysis] – [Mixed Methods Integration] – [Qualitative Data] – [Oneself (including meta-cognitions)] – [Other people] – [Context of experience] – [Emotions] – [Negative] – [Behaviors] – [Constructive] – [Theme 2: ENVIRONMENT] – [Enablers] and [Impediments]

Introduction

  • The COVID-19 pandemic made characterizing today's world as Volatile, Uncertain, Complex and Ambiguous (VUCA) more relevant than ever before (1) (2) (3) .
  • The need to "go remote" at the onset of the pandemic accelerated innovation in telecommunication.
  • Systemically leveraging the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning becomes more important as the external environment becomes more challenging.

Transitioning to distance learning

  • Two digital platforms were utilized to deliver distance learning, the Learning Management System (LMS) and Microsoft Teams.
  • These platforms enabled real-time class presentations, research dissertation-related communications, and clinical case-based discussions (CBD).
  • In addition, some instructors pre-recorded their lectures for learners to access and 'consume' the content at their convenience.

MBRU Faculty Development and Information Technology (IT) support teams conducted

  • Training sessions and designated technical support personnel to assist the faculty throughout the transition.
  • Although a previously set schedule for the delivery of all didactic courses was All rights reserved.
  • (which was not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity.
  • To partially compensate for the lack of clinical learning due to the suspension of clinics, CBD was delivered on MS Teams across two four-hour sessions per week.
  • Adequate training and support were provided to both learners and instructors on using the additional exam security requirements mentioned.

Research design

  • The study's ethical approval was granted by the MBRU, Institutional Review Board (Reference # MBRU-IRB-2020-032).
  • As part of a multi-phased research project, this convergent mixed methods study design (24) was adopted to develop a thorough understanding of the extent of adaptability of the learners and their instructors during the rapid transition to distance learning due to COVID-19.
  • The quantitative datasets were analyzed independently from the qualitative datasets.
  • Then, the generated information was integrated relying on joint model analysis (25, 26) .
  • (which was not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity.

Data collection

  • The data was collected using a survey that was designed specifically for this research project.
  • The first segment constitutes four components measured against a Likert-type scale of five points (1: Strongly Disagree, 2: Disagree, 3: Neutral, 4: Agree, and 5: Strongly Agree).
  • (which was not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity.
  • The Strategy and Institutional Excellence team at MBRU (i.e., the unit handling the Quality Assurance and Institutional Effectiveness portfolio) sent an email, with the survey link, to all participants on May 1 st .

Quantitative analysis

  • The quantitative data was descriptively analyzed using SPSS for Windows version 27.
  • For each of the four quantitative components, the mean and standard deviation were generated.
  • (which was not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity.
  • To select the appropriate inferential analysis test, a test of normality was conducted for each of the four components and for the score of adaptability.
  • Accordingly, the Mann-Whitney test was used to compare the overall score of adaptability, and each component independently, between both groups of stakeholders (learners and instructors).

Qualitative analysis

  • The qualitative data analysis started after the completion of the data collection phase.
  • The process of analysis followed Braun and Clarke (2006) (27) six-step framework, which is a recommended approach for thematic analysis in health professions' education (28) .
  • The data collected from each of the two groups of stakeholders was handled separately.
  • (which was not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity.
  • The generated themes and sub-themes were then reviewed as part of stage four to ensure that the data within each compartment (i.e., theme or subtheme) are sufficiently common and coherent, also the compartments are adequately distinct from each other.

Mixed Methods Integration

  • After completing the independent quantitative and qualitative analyses, the outputs were systematically integrated via joint display analysis.
  • (which was not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity.
  • The copyright holder for this preprint this version posted June 7, 2021.
  • The PIP joint display visually conveys the inferences of the quantitative and qualitative analyses and meta-inferences generated by merging the outputs of both analyses.
  • Relevantly, the quantitative analysis also revealed that the instructors perceive themselves to be adaptable significantly more than how adaptable the learners perceive themselves to be.

Qualitative Data

  • The thematic analysis resulted in two interrelated themes: Self and Environment, as illustrated in this study's conceptual framework (Fig 2 ).
  • Within the Self theme, three interrelated subthemes surfaced: Cognitions, Emotions, Behaviors.
  • As for the Environment theme, it encapsulated two subthemes: Enablers and Impediments.

Oneself (including meta-cognitions)

  • The stakeholders appeared to be judging themselves.
  • They have somehow developed an opinion about how well they adapted to the situation.
  • L-9: "…I adapted and performed much better than I expected…" I-19: "…I believed in myself; I was confident about my abilities to successfully transition to distance learning…." (which was not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity.

Other people

  • The study participants reflected upon their own thoughts and opinions about others.
  • L-5: "…not sure if other students were paying attention during the lectures…" I-11: "…at the beginning, I was doubting the students' engagement…" I-12: "…I think the authors became more interactive, over time.
  • Eventually, the authors comprehended what a virtual classroom is…".

Context of experience

  • The participants also discussed their views around aspects related to their environment and the context of the experience.
  • (which was not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity.
  • I was intentional about adapting to the reality of the situation.

Emotions

  • This theme sheds light on the emotions that the participating learners and instructors experienced in adjusting to the distance learning and teaching.
  • Some emotions were positive, and others were negative.

Negative

  • Besides worrying, the learners also expressed anger, frustration, and changes in energy levels.
  • Between caretaking, housework, kids' homeschooling, and learning, some found personal and professional time blended.

Behaviors

  • This theme encapsulates all the different actions that the stakeholders partook to adapt to the change.
  • It also included all the skills needed to exercise to keep up with the challenges inherent in the transition.
  • The stakeholders differentiated between the behavioral changes that turned out to be conducive and those that appeared to them not to add any value to their experiences.

Constructive

  • Among the actions that were deployed, some turned out to be to the advantage of the learners and instructors.
  • Some learners proactively developed opportunities to connect with peers; their engagement in virtual study groups added value to their learning strategies during the transition to distance learning.
  • (which was not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity.
  • They adopted techniques to foster meaningfulness in their connection with the learners and overcome physical and emotional isolation.
  • L-22: "…I arrange a studying set-up at home… I made the effort to change this set-up from time to time…" I-11: "…allocating a working space at home was also very helpful.

Theme 2: ENVIRONMENT

  • This theme refers to external factors that the stakeholders perceived to have affected the learning and teaching experience positively or negatively.
  • (which was not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity.

Enablers

  • Among those external variables that the stakeholders shed light on were ones that inspired, enabled, and/ or empowered the learners and their instructors.
  • The role of close family members appeared to be quite helpful in facilitating the individual-level adjustments that needed to take place.
  • This included how the institution led the transition and provided all different kinds of support at various institutional levels to both learners and instructors.
  • (which was not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity.
  • "…transition was a lot easier than I expected; thanks to Information Technology team support…", also known as I-15.

Impediments

  • The stakeholders also identified external variables that they felt held them back, discouraged them, and/ or slowed them down.
  • (which was not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity.
  • The copyright holder for this preprint this version posted June 7, 2021.
  • Some of the learners mentioned the loss of connection with others due to isolation.
  • "…the changes to my routine and increasing responsibilities were accompanied with lack of sleep, also known as L-2.

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1
Self-reported adaptability among postgraduate dental
1
learners and their instructors: accelerated change induced
2
by COVID-19
3
Short title: Self-reported adaptability of learners and instructors during COVID-19
4
Farah Otaki
1¶
, Fatemeh Amir-Rad
2,3¶
, Manal Al-Halabi
2*
, Zaid Baqain
2,4
, Nabil Zary
5
5
1
Strategy and Institutional Excellence, Mohammed Bin Rashid University of Medicine and
6
Health Sciences, Dubai, United Arab Emirates.
7
2
Hamdan Bin Mohammed College of Dental Medicine, Mohammed Bin Rashid University of
8
Medicine and Health Sciences, Dubai, United Arab Emirates.
9
3
Masters in Medical Education Programme, Centre for Medical Education, School of
10
Medicine, University of Dundee, Nethergate, Dundee, United Kingdom.
11
4
School of Dentistry, University of Jordan, Amman, Jordan.
12
5
Institute for Excellence in Health Professions Education, Mohammed Bin Rashid University
13
of Medicine and Health Sciences, Dubai, United Arab Emirates.
14
15
16
17
*Corresponding Author:
18
All rights reserved. No reuse allowed without permission.
(which was not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity.
The copyright holder for this preprintthis version posted June 7, 2021. ; https://doi.org/10.1101/2021.06.05.21258401doi: medRxiv preprint
NOTE: This preprint reports new research that has not been certified by peer review and should not be used to guide clinical practice.
2
Manal Al-Halabi
19
Email: manal.halabi@mbru.ac.ae
20
21
These authors contributed equally to this work.
22
23
24
All rights reserved. No reuse allowed without permission.
(which was not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity.
The copyright holder for this preprintthis version posted June 7, 2021. ; https://doi.org/10.1101/2021.06.05.21258401doi: medRxiv preprint
3
Abstract
25
It is forecasted that the skills and competencies necessary for post-pandemic success in
26
higher education need to be founded upon adaptability, coping, and Self-regulated Learning
27
(SRL). It is worth investigating how stakeholders perceived their adaptability and coping
28
with the accelerated change accompanying COVID-19. Accordingly, the purpose of this
29
study was to assess the self-reported adaptability of postgraduate dental learners and their
30
instructors in the context of abrupt transition to distance learning induced by the pandemic.
31
This study utilized a convergent mixed methods study design. The qualitative and
32
quantitative data were concurrently collected from instructors and learners. The datasets were
33
analyzed independently, and the generated information was integrated using a joint model
34
analysis.
35
The percentage of average of self-reported adaptability of both groups was 81.15%. The
36
instructors, with a mean of satisfaction of 17.94 (±1.76), rated their adaptability significantly
37
higher than the learners, with a mean of satisfaction of 15.66 (±2.77) (p=0.002). The thematic
38
analysis resulted in two interrelated themes: Self and Environment. Within the Self theme,
39
three subthemes surfaced: Cognitions, Emotions, Behaviors. As for the Environment theme,
40
it encapsulated two subthemes: Enablers and Impediments.
41
The stakeholders perceived themselves to have adapted well to the transition, and SRL
42
appeared as a cornerstone in the adaptation to the accelerated change (accompanying
43
COVID-19). There appeared to be an interplay between the cognitions, emotions, and
44
behaviors on the level of the self as part of the adaptation process. Also, building upon
45
existent models of SRL, this study uncovered that the stakeholders considered the
46
environment to play a crucial role in their adaptation process. This highlights the importance
47
All rights reserved. No reuse allowed without permission.
(which was not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity.
The copyright holder for this preprintthis version posted June 7, 2021. ; https://doi.org/10.1101/2021.06.05.21258401doi: medRxiv preprint
4
of developing a climate that remains, despite external pressures, conducive to attaining
48
learning and teaching goals. It is also crucial for university-level mental health promotion
49
activities to proactively foster, among learners and instructors, adaptability, building
50
‘academic resilience’.
51
Keywords:
52
Postgraduate; Dental Education; Distance Learning; COVID-19 Pandemic; Change
53
Management; Accelerated Change; Adaptability; Self-regulated Learning.
54
All rights reserved. No reuse allowed without permission.
(which was not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity.
The copyright holder for this preprintthis version posted June 7, 2021. ; https://doi.org/10.1101/2021.06.05.21258401doi: medRxiv preprint
5
Introduction
55
The COVID-19 pandemic made characterizing today’s world as Volatile, Uncertain,
56
Complex and Ambiguous (VUCA) more relevant than ever before (1-3). This pandemic
57
brought about an accelerated change where remote interaction became the only plausible
58
solution at a point in time. The need to “go remote” at the onset of the pandemic accelerated
59
innovation in telecommunication. It brought to the forefront the previously underused
60
internet-based services and products, such as telehealth (4), e-commerce (5), and distance
61
learning (6).
62
This accelerated change was evident in higher education (6), where learning and teaching all
63
around the world had to switch to the online environment abruptly (7). The volatility of the
64
environment got heightened due to the continuous changes that this sector is having to keep
65
up with (8). This is associated with uncertainty. Although a lot of research and investigations
66
are taking place to enable foresight (9), no one knows with any great certainty the current and
67
long-term effect of the pandemic on learning and teaching. The situation has been novel and
68
seemingly uncontrollable and remains unresolved (10). The introduced complexity has been
69
evident on all socioecological levels of higher education, where stakeholders need to deal
70
with diverse stressors (including but not limited to: safety concerns, sense of isolation and
71
loneliness, and complete disruption of daily routines), along with mental health difficulties
72
such as isolation and loneliness (10), and depression and anxiety (11). Since these times are
73
unprecedented, there is a substantial amount of ambiguity that all the higher education
74
stakeholders need to deal with (11); everyone appears to be resorting to trial-and-error
75
techniques to adapt (12).
76
All rights reserved. No reuse allowed without permission.
(which was not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity.
The copyright holder for this preprintthis version posted June 7, 2021. ; https://doi.org/10.1101/2021.06.05.21258401doi: medRxiv preprint
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Bruce W. Smith1, Jeanne Dalen1, Kathryn T. Wiggins1, Erin M. Tooley1, Paulette J. Christopher1, Jennifer F. Bernard1 •
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Q1. What are the contributions in this paper?

Otaki et al. this paper reported self-reported adaptability of learners and instructors during COVID-19.