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Handbook of Research on Updating and Innovating Health Professions Education: Post-Pandemic Perspectives

Handbook of Research on Updating and Innovating Health Professions Education: Post-Pandemic Perspectives
Author(s)/Editor(s): Channing R. Ford (Jacksonville State University, USA) and Kimberly B. Garza (Auburn University, USA)
Copyright: ©2022
DOI: 10.4018/978-1-7998-7623-6
ISBN13: 9781799876236
ISBN10: 1799876233
EISBN13: 9781799876243


View Handbook of Research on Updating and Innovating Health Professions Education: Post-Pandemic Perspectives on the publisher's website for pricing and purchasing information.


The outbreak of the Coronavirus in early 2020 resulted in unprecedented changes to health professions education. The pervasive stay-at-home orders resulted in faculty, who were trained for preparing the next generation of health professionals in a traditional learning environment, throwing out their lesson plans and starting anew. New approaches to teaching and learning were created quickly, and without the typical extensive planning, which introduced several challenges. However, lessons learned from these approaches have also resulted in increased technology adoption, innovative assessment strategies, and increased creativity in the learning environment.

The Handbook of Research on Updating and Innovating Health Professions Education: Post-Pandemic Perspectives explores the various teaching and learning strategies utilized during the pandemic and the innovative approaches implemented to evaluate student learning outcomes and best practices in non-traditional academic situations and environments. The chapters focus specifically on lessons learned and best practices in health professions education and the innovative and exciting changes that occurred particularly with the adoption and implementation of technology. It provides resources and strategies that can be implemented into the current educational environments and into the future. This book is ideal for inservice and preservice teachers, administrators, teacher educators, practitioners, medical trainers, medical professionals, researchers, academicians, and students interested in curriculum, course design, development of policies and procedures within academic programs, and the identification of best practices in health professions education.

Table of Contents


Author's/Editor's Biography

Channing Ford (Ed.)

Channing R. Ford, PhD, MPA, MA, is Dean of Graduate Studies at Jacksonville State University (JSU), in Jacksonville, Alabama. Dr. Ford has over 15 years experience working in higher education, working within the School of Medicine at the University of Alabama at Birmingham (UAB) and the Harrison School of Pharmacy at Auburn University prior to joining JSU. Her expertise extends to teaching best practices and academic assessment. Her research interests include master teaching, performance-based assessments, professional identity formation, and curriculum design approaches. She earned her doctorate from Auburn University in Administration of Higher Education, and holds a master of arts degree in communication management and a master of public administration both from UAB.

Kimberly Garza (Ed.)

Kimberly Garza, PharmD, MBA, PhD, is an Associate Professor and Graduate Program Officer in the Department of Health Outcomes Research and Policy at Auburn University’s Harrison School of Pharmacy. Dr. Garza's research involves application of behavioral economic theory to study cardioprotective health behaviors. Specifically, she studies incentive systems that help individuals overcome present-biased preferences in order to engage in and maintain preventive health behaviors. She teaches in both the PharmD and graduate programs at the Harrison School of Pharmacy and has played an instrumental role in curricular redesign for the Practice Ready Curriculum, receiving a Curriculum Star Award in 2016. Dr. Garza has a passion for graduate education and student mentoring. She is the immediate past chair of the American Association of Colleges of Pharmacy (AACP) Graduate Education SIG and the chair of the AACP Research and Graduate Affairs Committee. She was recognized by Auburn University’s Harrison School of Pharmacy as the Dr. Lucinda Maine Pharmacy Education Fellow in 2018 and by Auburn University’s Graduate Student Council as an Outstanding Graduate Mentor that same year.


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