The coronavirus disease 2019 (COVID-19) pandemic has changed the landscape of higher education. As academic institutions across the world continue to deal with the global health crisis, there is a need to examine different instructional approaches including online, hybrid, and blended learning methods. This descriptive study provide an in-depth review of the history of blended learning, evolution of hybrid model of instruction, preparedness of faculty with minimal or no experience in online teaching, and lessons learned as faculty worked on navigating COVID-19 situation since early 2020. A fish-bone analysis, a visual and structured approach to identify possible causes of problem, has been used to present the problems faced by faculty during the pandemic. A detailed Strength–Weakness–Opportunities–Threat analysis of blended/hybrid learning has been presented. An evidence-based approach on how instructors can combine the best of both traditional and online instruction to offer engaging learning experiences for students has been described. This research provides valuable insights to faculty and administrators who are preparing to teach during a pandemic and making efforts to academically survive it.

This exploratory study builds upon the expertise of a panel of faculty, administrators, students, and instructional designers (IDs) who lived through the pandemic and dealt with the associated challenges firsthand. These participants provided insight on how to establish systems that would create successful online teaching and learning opportunities in the post-vaccine and post-pandemic world. Four major themes emerged: (a) integrating technology to facilitate and enhance education; (b) structural support and resources needed to build sound processes for effective online education; (c) establishing faculty presence to facilitate learning; and (d) joint ownership and responsibility of learning—everyone must play a part. These themes have been described in light of theoretical frameworks, such as the Technological Pedagogical and Content Knowledge (TPACK) model, Community of Inquiry (COI), and Continuous Quality Improvement (CQI). Finally, evidence-based tips will allow academic institutions to successfully emerge out of the pandemic while still making plans to adjust and adapt in the post-vaccine world.

The COVID-19 pandemic has allowed instructors, academicians, and administrators working at institutions of higher education to re-evaluate and re-envision teaching and learning processes. While literature surrounding issues associated with transition to online learning and students’ satisfaction with online courses has started to emerge, there is paucity of work that addresses the gap in research—importance of faculty presence in online classes and how to build strong presence to create meaningful learning experiences for students especially as we continue to adapt to new normal and prepare for post-COVID world. With the primary focus on faculty presence in online classes, this article provides a comprehensive analysis of the effect of the pandemic on teaching and learning and how it influenced academic institutions worldwide. The importance of social, cognitive and teaching presence in online learning and how instructors can work towards building presence in online classes have been presented. The community of inquiry (COI) framework and how instructors can integrate this framework to build faculty presence in online classes has been described. Furthermore, research/evidence-based tips to engage learners and provide optimal learning experiences is presented. These findings may help faculty in applying COI to teaching and learning practices in the post-COVID educational world. This work is of value to faculty, administrators, and instructional designers who are preparing to teach and facilitate academic processes during the pandemic, post-vaccine stage and in the post-pandemic world.

With the COVID-19 crisis and rapid increase in cases, the need for interprofessional education (IPE) and collaborative practice is more important than ever. Instructors and health professionals are exploring innovative methods to deliver IPE programs in online education This paper presents a mixed methods study where an interprofessional education program was delivered/taught using online instruction. Using a survey/questionnaire adapted from the Readiness for Interprofessional Learning Scale (RIPLS) and qualitative discussions, students’ readiness towards online IPE program and the importance of such preparation was examined. Out of two hundred fifteen students who completed the IPE program, one hundred eighty five students from clinical and non-clinical health disciplines responded to the questionnaire (86.04% response rate). Additional qualitative content analysis was conducted on a total of seven hundred and thirty six online discussions. Data analysis across all the four subscales of RIPLS suggests that students felt positively about teamwork and collaboration, and valued opportunities for shared learning with other healthcare students. Qualitative data analysis demonstrated that IPE increases awareness of team members’ roles, enhances communication and collaboration and can lead to better care for COVID-19 patients.

Background and Objective: Artificial intelligence (AI) has been one of the most significant advancements in recent times and holds the potential to change the landscape of current healthcare environment/practices. This technology has an impact on both clinical and administrative practices in healthcare organizations. By incorporating AI in day-to-day practices, healthcare systems can become more efficient and provide care to millions of people worldwide. With the focus on historical evolution and current application of AI in healthcare, this manuscript also presents a change management approach that can facilitate adoption of AI in healthcare which in turn can result in better decision making in clinical and non-clinical healthcare practice. Methods: This descriptive study provides a comprehensive review of published literature on the history and evolution of AI and chatbots including ChatGPT, and how these tools can be applied to healthcare settings. Databases such as PubMed, Scopus, and Google Scholar were searched with key words. We limited our search to all the manuscripts published in English between the time period January, 2012–September, 2023. Key Content and Findings: In addition to the history and evolution of AI and chatbot, this study presents a detailed Strengths, Weaknesses, Opportunities, Threats (SWOT) analysis of the use of AI and AI enabled tools. A change management approach utilizing Kotter’s 8-Step process provides recommendations on how healthcare organizations can facilitate adoption of AI enabled tools in clinical and administrative processes have been described. The utilization of AI tools could support assessment, diagnosis, and treatment planning, as well as administrative workflow changes. Conclusions: Leaders should utilize systematic change management processes like Kotter’s 8-Step Change process in leading operational and cultural changes to enhance patient outcomes resulting in more effective and cost-efficient healthcare. This research can be of value to healthcare leaders, clinicians, researchers, and other individuals who are working towards widespread adoption and usage of AI in different healthcare processes to enhance quality and efficiency of healthcare services and improve patient outcomes.

Telemedicine’s underutilization ended when the COVID-19 pandemic caused people to isolate and kept them from seeking healthcare services at their local hospitals and clinics. With the aid of the CARES Act of March 2020, healthcare providers quickly implemented telemedicine services to meet the various needs of their patients. During the pandemic, healthcare systems saw a significant increase in telemedicine visits. Essential industries turned to healthcare providers for assistance in keeping their workers healthy and to maintain production in the country’s critical infrastructure. Telemedicine services could quickly address health concerns, help address industry needs, and combat workforce shortages. As quickly as telemedicine services grew, telemedicine service utilization waned as people started to move closer to a pre-pandemic lifestyle. This descriptive study builds on an in-depth literature review by utilizing a fishbone diagram and SWOT analysis examining the potential factors related to telemedicine underutilization. To promote telemedicine utilization, application of Rogers’ Diffusion of Innovation theory outlines how to gain support for the benefits of telemedicine and build on opportunities brought out by the COVID-19 pandemic. Implication for practice could include establishing virtual clinics for industries plagued with workforce shortages.