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Navigating the “COVID hangover” in physiology courses

Authors
  • Schaefer, Jennifer E.
Type
Published Article
Journal
AJP Advances in Physiology Education
Publisher
American Physiological Society
Publication Date
Dec 09, 2021
Volume
46
Issue
1
Pages
158–161
Identifiers
DOI: 10.1152/advan.00170.2021
PMID: 34882485
PMCID: PMC8759955
Source
PubMed Central
Keywords
Disciplines
  • A Personal View
License
Unknown

Abstract

Undergraduate educators and students must navigate lingering aftereffects of the COVID pandemic on education in the 2021–2022 academic year even as COVID continues to impact delivery of undergraduate science education. This article describes ongoing difficulties for undergraduate science, technology, engineering, and mathematics (STEM) students and educators and suggests strategies and easy-to-use resources that may help educators navigate the “COVID hangover” and ongoing COVID-related disruptions.

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