Grazyna Nowak, Olivia Speed, Jasna Vuk
Microlearning activities improve student comprehension of difficult concepts and performance in a biochemistry course
Currents in pharmacy teaching & learning
given various novel educational approaches online interactions following pandemic timely identify lessons learned postpandemic student teacher relationships within new normal teaching learning processes study aims explore dynamics extent disruption influences studentteacher relationships teaching learning process following covid19 pandemic qualitative descriptive approach employed explore individual reflections perspectives 28 medical teachers 35 medical students different institutions participated 10 focus groups data analyzed thematically using steps coding theorization scat approach emerging themes analyzed regrouped relationshipcentered leadership framework based emotional intelligence identified themes described three elements representing studentteacher relationships teaching learning processes self center diagram consists coexisting role self teachers students extent related personal professional development motivation struggles maintain worklife balance middle layer represents dynamic studentteacher relationship showed despite increased number teaching opportunities trust among teachers students compromised changes self dynamic relationship occurred broader complex medical education system pictured outer layer thorough curriculum improvements contents new skills emphasized findings emphasized need recalibrate studentteacher relationships taking account intrapersonal interpersonal system factors pandemic reemphasized aim teachers roles nurture students competencies also nurture meaningful interpersonal reciprocal relationships responding towards teachers students needs well supporting personal professional development