The COVID-19 pandemic forced institutions of higher education into an emergency remote teaching practice. In this study, the researchers utilized a convergent triangulation mixed-methods study design to investigate the technological challenges and growth that faculty experienced in seven schools at the University of Mississippi Medical Center as a result of the transition to emergency remote teaching during the COVID-19 pandemic. Quantitative data were collected through an anonymous online survey that asked faculty to rate their competency in each of the 14 technology-related tasks twice—once for the pre-pandemic period and once for the current period. Qualitative data were collected through semi-structured interviews conducted virtually or in person. One hundred faculty participated in the quantitative survey. A significant difference between faculty self-rated competency levels in the pre-pandemic period and the current period was observed, suggesting technology knowledge growth from the forced transition. Qualitative interviews of 19 faculty revealed five overarching themes: inconsistency in instructional support, pandemic-induced technological growth, power of togetherness, maintaining continuity through flexibility, and resilience against adversity. This study provided faculty with the experience to perform effective self-reflection and gain insights into their pedagogical practices. Future research should focus on professional development that can help faculty remain up-to-date on technology utilization and establish a contingency plan to better prepare for the unknown.

The COVID-19 pandemic impacted the learning environments of 1.3 billion students worldwide, particularly as many traditional, in-person classes moved to virtual learning. This mixed-methods study surveyed and interviewed faculty within a US academic medical center to determine whether the pandemic stimulated technological knowledge growth. While the study collected both quantitative and qualitative data, priority was given to qualitative interview data to control for a small sample size and to gather in-depth insights. Data collection began approximately 18 months after the onset of the pandemic that occurred in spring 2020. Qualitative results garnered five major themes: collective decision-making and individual autonomy, flexible learning in the new normal, challenges with student engagement in the long-distance relationship, faculty well-being in the age of COVID-19, and opportunities evolved from challenges. Quantitative results indicated that significant differences existed between faculty self-rated competency levels of performing technology-related tasks in the pre-pandemic period and in the current period, suggesting technology knowledge gains from the forced transition to online teaching. Future research is needed to survey a broader audience and to determine whether faculty will continue to utilize technological resources learned during this pandemic to supplement in-person teaching as well as to establish a future contingency plan.

The COVID-19 pandemic had an immense effect on the well-being of healthcare professionals. In this study, researchers utilized a quantitative cross-sectional study design to investigate the degree of compassion satisfaction and fatigue amongst respiratory therapists in the state of Mississippi as a result of providing care to patients during the COVID-19 pandemic. Quantitative data were collected using an anonymous online survey that assessed the well-being and satisfaction of licensed respiratory therapists in the state of Mississippi. More specially, survey responses (n = 326) were quantitatively evaluated to measure the association between demographic variables and compassion satisfaction (CS), burnout (BO), and secondary traumatic stress (STS). Ninety-seven percent of participants reported a medium to high CS level, while 74% indicated having a medium to high level of BO, and 69% reported a medium to high level of STS. Neither age nor gender had a significant difference in CS (p = 0.504; p = 0.405), BO (p = 0.161; p = 0.285), or STS (p = 0.145; p = 0.252). Those working for more than 10 years at their current employer had higher CS (M = 38.7) and lower BO (M = 24.9) and STS (M = 24.8) scores. The number of hours worked, specifically overtime, had a significant impact on BO (β = 0.09, p = 0.028) and STS (β = 0.0.11, p = 0.019), but not CS (β = 0.02, p = 0.655). These findings suggest that the number of years employed in the field impacts the level of compassion satisfaction and contributes to lower levels of burnout and secondary traumatic stress. The age of a patient may also affect levels of compassion and burnout. The results of this study highlight the importance of developing incentive plans in an effort to retain employees.