Lecturers’ Preparedness and Technology Use in Post-COVID-19 Online Teaching and Learning in Clinical Medicine Programs at KMTC in Kenya

Abstract

The outbreak of the Covid-19 pandemic significantly impacted the education sector which subsequently adopted online learning programs for continuity. In the post-pandemic era, institutions like the Kenya Medical Training College (KMTC) transitioned to hybrid models, making the integration of technology a permanent pedagogical fixture. Despite this digital shift, a visible disconnect exists between the deployment of ICT tools and the actual delivery of clinical medicine coursework. Concerns persist regarding whether lecturers are institutionally and personally prepared to facilitate virtual classrooms effectively without compromising the quality of healthcare training. Therefore, this study evaluated lecturers’ preparedness and technology use in Post-COVID-19 Online Teaching and Learning in Clinical Medicine Programs at KMTC in Kenya.  The study was grounded in the Theory of Organizational Readiness for Change (TORC) and the Technology Acceptance Model (TAM). A mixed-methods research design was adopted, integrating both quantitative and qualitative approaches. The target population comprised all 43 KMTC campuses offering clinical medicine courses, while the study population included 20% (9 campuses: Nairobi, Embu, Nyeri, Nakuru, Mombasa, Machakos, Eldoret, Kisumu, and Kakamega). Participants included 36 lecturers and 359 final-year diploma clinical medicine students. A census approach was used to include all lecturers, while a sample of 189 students was selected using proportionate and systematic random sampling. Data were collected using structured 5-point Likert scale questionnaires, interview schedules for lecturers, and focus group discussion. A pilot study was conducted at KMTC Mosoriot Campus to refine the instruments. Content validity was established through expert review by university supervisors to ensure item relevance and clarity. Internal consistency was measured using Cronbach’s Alpha, yielding coefficient of 0.878 exceeding the 0.70 threshold. Quantitative data were analyzed using SPSS version 25.0 through descriptive statistics (means, standard deviations) and inferential statistics (Pearson Correlation and Multiple Regression). Qualitative data were analyzed thematically using NVivo version 14. Findings indicated a positive but weak correlation (r = 0.19, p > 0.05) between technology modes and lecturer preparedness. Regression analysis revealed that Modes of Technology had a stronger significant influence on teaching effectiveness (β=0.407, p<0.05) than Lecturer Preparedness (β=0.116, p<0.05). Qualitative data highlighted challenges such as internet instability, a preference for mobile devices over laptops, and a lack of specialized training for senior faculty. The study concludes that while lecturer readiness is essential, the availability and suitability of technological infrastructure are the primary determinants of successful online clinical training at KMTC. For practice, KMTC should implement peer-mentorship programs to support senior staff; for policy, the college should institutionalize mandatory continuous digital pedagogy training and prioritize high-speed campus internet.