Impact of Online Teaching on State and Sleep Assessments after COVID-19

Abstract

Abstract Online teaching might not assist Occupational Therapy Students (OTS) after Covid-19. This study identified strong predictors of sleep quality, sleep hygiene, and emotional states in two academic years of Thai OTS. A total of 42 samples were stratified and a longitudinal following-up was conducted. State and sleep variables were assessed using Thai version of the Pittsburgh Sleep quality Index (T-PSQI), Sleep Hygiene Index (SHI), and Depression Anxiety Stress Scales (DASS-21). Poor sleep hygiene and quality were not significantly changed for nine months, but anxiety, depression, and stress scores significantly increased. An overloaded online schedule of nine months can be a factor in poor scores on state and sleep assessments. Emotional states seemed to gain more than one predictor in longer period of online teaching included a high expectation while the OTS were facing with a transitional environment between academic classroom and clinical practice after the COVID-19 crisis. Therefore, online teaching may be combined with emotional support and case conference toward interprofessional collaboration. Overloaded online schedule can be a factor in poor state and sleep management in the OTS. Both academic and fieldwork educators should provide positive learning environments which enhance interpersonal communication with social relaxation.