Jyotsna Needamangalam Balaji Panimalar Medical College Hospital & Research Institute
Krishna Mohan Surapaneni, Panimalar Medical College Hospital & Research Institute
Purpose
The integration of digital technologies in health professions education has redefined traditional pedagogical approaches, offering new opportunities for teaching and learning. However, this transition has also introduced significant challenges for educators. This study aims to explore the lived experiences of health professions educators as they adapt to digital transformation, examining their perceptions of its impact on teaching practices, student outcomes, and professional development.
Methods
A qualitative phenomenological approach was employed to capture the lived experiences of health professions educators. A purposive sampling was done, and educators from medical and nursing professions were included. Data collection consisted of semi-structured interviews and focus group discussions, recorded and transcribed verbatim. Thematic analysis was conducted to identify recurring patterns and themes, using NVivo software for coding and organization.
Results
The analysis revealed four key themes:
- Adaptation to Digital Tools: Educators described a steep learning curve but acknowledged increased flexibility and accessibility for students.
- Impact on Pedagogy: Digital tools facilitated innovative teaching methods, such as flipped classrooms and virtual simulations, enhancing student engagement. However, concerns about reduced interpersonal interaction were prevalent.
- Challenges Faced: Common barriers included technical issues, lack of training, and resistance to change among both faculty and students. Limited institutional support was also a recurring issue.
- Future Vision: Educators expressed the need for ongoing professional development, better infrastructure, and collaborative platforms for sharing best practices.
Conclusion
Educators perceive digital transformation as both a challenge and an opportunity. While digital tools have enhanced pedagogical innovation and accessibility, barriers such as technical difficulties and insufficient support hinder their full potential. The findings underscore the importance of institutional investment in training, infrastructure, and faculty support to sustain the benefits of digital education. This study highlights actionable insights to guide the future integration of digital tools in health professions education.