Allied health educators’ reflections on ICT-focused pedagogical training in a low-resource setting: A video-based qualitative study.
DOI:
https://doi.org/10.51168/sjhrafrica.v7i3.2315Keywords:
faculty development, ICT integration, allied health education, experiential learning theory, video-based evaluation, digital competence, low-resource setting, UgandaAbstract
Background:
Strengthening digital and pedagogical competence among allied health educators is critical, especially in low-resource settings where digital literacy gaps persist. While faculty development initiatives increasingly explore ICT-enabled teaching, limited research has examined educators’ immediate reflections using video-based methods. Such video-based approaches can capture authentic and spontaneous insights following training.
Method:
A qualitative descriptive design was used. Reflections from nine educators were captured through a single video-recorded testimonial session after a three-day ICT-focused pedagogical training. These reflections were transcribed and analysed thematically using Braun and Clarke’s reflexive approach.
Result:
Four themes emerged: 1) enhanced digital competence, 2) first-time exposure and professional growth, 3) application of ICT skills to teaching and supervision, and 4) the need for continued training and adaptation of the use of ICT in teaching and learning. Participants highlighted transferable practical skills and recognised gaps requiring ongoing support.
Conclusion:
Short-term, contextually relevant training demonstrated transformative potential in building educators’ digital and pedagogical capacity. Video-based evaluation proved effective in capturing authentic reflections, scalability, and informing tailored programme design. Findings are context-specific and not statistically generalizable, but they provide transferable insights for similar low-resource educational settings. However, confidentiality presents a significant challenge in video-based data collection, and appropriate ethical safeguards are necessary to protect participant identity.
Recommendation:
Institutions should prioritise ongoing ICT-focused faculty development, and future studies should examine sustained impacts on teaching practices and learning outcomes.
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