Swift Preparation for Online Teaching During the Pandemic: Experience Sharing from Healthcare Teaching in Hong Kong

Shirley Ngai (Corresponding Author), Raymond Cheung, Shamay Ng, Alexander Woo, Pakey Chik, Hector Tsang

Research output: Chapter in book / Conference proceedingChapter in an edited book (as author)Teaching and learningpeer-review


Online education has been developing for many years now across the world, but is not without its challenges. Organizational, personal and attitudinal factors may deter some staff from making the transition to online teaching. When we consider healthcare education, the barriers to the adoption of online methods are specifically related to the nature of the curricula involved. Hands-on practical skills training is one essential component in healthcare education that is not easily addressed by simply going online. With the impact of the pandemic, teaching staff of our affiliated healthcare programmes at the Hong Kong Polytechnic University faced huge difficulties in redesigning their content for practical teaching in an online mode. Some of them adopted synchronous practical demonstrations, interspersed with discussion activities, while others used various teaching pedagogies to support active learning online. All of our staff aimed to strengthen the foundation of the students’ knowledge while supporting them to keep practising their hands-on skills so that they would be able to master practical tasks when face-to-face teaching resumed. Such a sudden and swift change from face-to-face teaching to an online delivery mode had a great impact on both teaching staff and students, forcing them to step out of their comfort zone to adopt new online learning methods. The change also challenged instructors to explore other teaching approaches and introduce tools specifically for online teaching and learning, adopting the Technology Pedagogical Content Knowledge (TPCK) framework (Mishra & Koehler, 2006) P, Koehler MJ, Teach Coll Rec 108(6):1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x, 2006). This chapter offers the opportunity to pause and reflect on the continuous professional learning and development (CPLD) challenges that our healthcare educators faced and how these challenges were addressed, drawing on the lessons learned from the COVID-19 context to support future planning of CPLD provision for our staff.

Original languageEnglish
Title of host publicationProfessional and Practice-based Learning
PublisherSpringer Science and Business Media B.V.
Number of pages19
Publication statusPublished - 24 Nov 2022

Publication series

NameProfessional and Practice-based Learning
ISSN (Print)2210-5549
ISSN (Electronic)2210-5557


  • Continuing professional learning and development
  • COVID-19
  • Healthcare education
  • Higher education
  • Online teaching
  • TPCK

ASJC Scopus subject areas

  • Business and International Management
  • Education


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