Lost in the pandemic: COVID‐19's impact on health professions educators

Abstract

AbstractBackgroundMinimal research has explored the pandemic's impact on health professions educators (HPEs). Given that health professions educator academies provide centralised support and professional development to HPEs through communities of practice and promoting education at their institutions, it is important to examine how academies met HPEs' needs during the pandemic. This study investigates the COVID‐19 pandemic's effects on HPEs and examines how academies supported HPEs' educational roles during the pandemic.MethodsUsing a mixed‐methods approach, the authors surveyed United States educator academy members on changes in HPEs' activities, emphasising clinical and educational tasks and work–life integration. Participants shared their academies' innovations and support responses. Data were analysed using chi‐square and content analyses.FindingsTwenty percent of 2784 recipients (n = 559) completed the survey. Most respondents indicated the pandemic caused them to spend more time on clinical and education leadership/administration than before the pandemic. HPEs integrated innovative instructional strategies, yet many shifted away from teaching, mentoring and scholarship. Over half were dissatisfied with work–life integration during the pandemic. Females, especially, reported that professional work was compromised by personal caregiving. Academies increased their range of member services; however, they did not fully meet their members' needs, including providing expanded professional development and advocating on HPE's behalf for increased protected time dedicated to educator responsibilities.DiscussionHPEs faced unprecedented challenges in their personal and professional lives during the COVID‐19 pandemic. Neglecting the needs of HPEs amidst global crises poses a substantial threat to the quality of education for upcoming generations of health care professionals.