Paper | Review foci | Number of articles reviewed | Range of publication date | Highlights of findings |
---|---|---|---|---|
Bond et al. (2021) | To map the higher education literature conducted on ERT in the early stages of the pandemic outbreak | 282 | Up to the first week of December 2020 | Most studies on ERT focused largely on the perceptions of undergraduate students of teaching and learning in STEMM-related fields |
Dedeilia et al. (2020) | To identify COVID-induced challenges and propose innovations of medical and surgical education | 61 | Up to 18 April 2020 | Concerns such as shortage of protective gear and overwhelming stress on medical students are reported. Mitigations including telemedicine and attending to trainee’s mental health are discussed |
Gordon et al. (2020) | To describe and evaluate the developments in medical education in response to COVID-19 | 49 | From 1 December 2019 to 24 May 2020 | Developments in remote medical education were rapidly deployed as alternatives to clinical placements to support learning during the initial outbreaks of COVID |
Na and Jung (2021) | To identify the challenges university instructors faced when teaching online during COVID-19 | 8 | From 1 January 2020 to 30 April 2021 | Seven different categories of teachers’ challenges are identified; design opportunities and support needed to overcome these challenges are proposed |
Talib et al. (2021) | To evaluate the impact of transitioning to teaching and learning online in the context of COVID-19 on teachers, students, and education as a whole | 47 | Later than 2019 | Numerous opportunities and challenges of teaching and learning during the times of COVID are reported and discussed from the perspectives of various stakeholders |