Chundu, Srikanth;
Morley, Natalie;
Jansson-Boyd, Cathrine V;
Parmar, Bhavisha;
(2025)
Pedagogical innovation and educator wellbeing in UK audiology teaching: cross-institutional insights from the COVID-19 experience.
Frontiers in Medicine
, 12
, Article 1597240. 10.3389/fmed.2025.1597240.
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Abstract
Background Academic teaching staff in higher education routinely balance multiple roles, including teaching, research, and pastoral student care. The onset of the COVID-19 pandemic, which forced the closure of university campuses, significantly intensified these demands. To maintain the continuity and quality of education, staff were required to swiftly adapt and implement new, robust teaching methods. This sudden shift placed additional pressure on an already stretched workforce. This study aims to investigate the impact of the COVID-19 pandemic on audiology education in the United Kingdom (UK), with a particular focus on the work-related wellbeing of academic teaching staff. Methods A qualitative study was conducted using semi-structured interviews with eleven teaching staff involved in audiology higher education across the UK. Results The following four themes were identified (1) initial institutional response to the pandemic, (2) adapting practical audiology training through teleaudiology and patient simulation, (3) supporting students whilst safeguarding staff wellbeing, and (4) pedagogical approaches for a unique, technology-driven audiology profession. Conclusion The detrimental impact of the pandemic on academic staff well-being was evident in the form of increased workloads and escalating institutional pressures, which frequently prioritized student well-being over that of staff. Audiology HEI educators acknowledged that while audiology training cannot be entirely conducted online due to the essential hands-on skills that must be practiced in person, a hybrid or blended learning approach could be beneficial.
| Type: | Article |
|---|---|
| Title: | Pedagogical innovation and educator wellbeing in UK audiology teaching: cross-institutional insights from the COVID-19 experience |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.3389/fmed.2025.1597240 |
| Publisher version: | https://doi.org/10.3389/fmed.2025.1597240 |
| Language: | English |
| Additional information: | Copyright © 2025 Chundu, Morley, Jansson-Boyd and Parmar. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
| Keywords: | pedagogy, audiology, teaching, higher education, health education |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > The Ear Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10216237 |
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