The clinical teacher · 2026
Postgraduate Students of Health Professions' Education in Irish Universities' Views of Online Learning: A Qualitative Study.
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Daly Tessa, Bennett Deirdre
Аннотация
INTRODUCTION: Healthcare education was traditionally delivered in a face-to-face format. Technological advances gradually integrated online components, with the COVID-19 pandemic accelerating this shift. There is a dearth in the literature postpandemic examining student's views since universities have adjusted and refined online provision. Previous research examines the views of medical and nursing students; postgraduate students of Health Professions' Education combining clinical roles with advanced study on healthcare education theory could hold valuable insights into the current experience of online learning.
METHODOLOGY AND METHODS: This was a qualitative study with an interpretivist paradigm. One-on-one semi-structured remote interviews were conducted with 15 postgraduate students of Health Professions' Education across six higher education institutes. Transcripts were analysed using Braun and Clarke's six-phase approach to reflexive thematic analysis.
RESULTS: Four themes were identified. Convenience and flexibility enabled participants to integrate study into demanding clinical schedules. Social interaction and peer connection were reduced compared to in-person learning though the perceived importance of this varied based on stage of education. Engagement and participation challenges included difficulties sustaining attention online balanced with a positive experience of interactive teaching strategies. Finally, participants discussed their experiences of online assessments with some appreciating the convenience of remote exams, but concerns remained surrounding validity and technological stressors.
DISCUSSION: Online education can provide a crucial adaptation particularly for postgraduate students. Sustaining engagement, fostering connection and ensuring reliable assessment depend on thoughtful pedagogical design and institutional support. As institutions continue to develop virtual programmes, learner-centred designs are critical to maximising educational outcomes.
METHODOLOGY AND METHODS: This was a qualitative study with an interpretivist paradigm. One-on-one semi-structured remote interviews were conducted with 15 postgraduate students of Health Professions' Education across six higher education institutes. Transcripts were analysed using Braun and Clarke's six-phase approach to reflexive thematic analysis.
RESULTS: Four themes were identified. Convenience and flexibility enabled participants to integrate study into demanding clinical schedules. Social interaction and peer connection were reduced compared to in-person learning though the perceived importance of this varied based on stage of education. Engagement and participation challenges included difficulties sustaining attention online balanced with a positive experience of interactive teaching strategies. Finally, participants discussed their experiences of online assessments with some appreciating the convenience of remote exams, but concerns remained surrounding validity and technological stressors.
DISCUSSION: Online education can provide a crucial adaptation particularly for postgraduate students. Sustaining engagement, fostering connection and ensuring reliable assessment depend on thoughtful pedagogical design and institutional support. As institutions continue to develop virtual programmes, learner-centred designs are critical to maximising educational outcomes.