Online Education in the Allied Health Professions: Challenges and Adaptive Strategies Among Educators in a Philippine University System

The COVID-19 pandemic necessitated an abrupt transition to online learning in higher education institutions worldwide, including the Philippines. This shift presented unprecedented challenges for educators, particularly those in allied health programs where skills development traditionally required face-to-face laboratory sessions. This mixed-method study examined the challenges to online education and adaptive strategies among allied health educators across four campuses of Lyceum of the Philippines University. Sixty-two allied health educators with at least one semester of online teaching experience completed a validated survey questionnaire (Cronbach's α = 0.942) and focus group discussions were conducted to validate and elaborate on quantitative findings. Results indicated that classroom management (weighted mean [WM] = 3.72), use of technology tools (WM = 3.57), and preparation for online classes (WM = 3.53) were the least challenging areas. In contrast, mental health (WM = 3.12), assessment of student performance (WM = 3.21), and communication (WM = 3.40) emerged as more significant challenges. Thematic analysis revealed complying with teaching requirements (e.g., grades, examinations, module preparation) as the most frequently cited challenge, followed by difficulty engaging students in online interactions. Significant differences in classroom management challenges were found across year of birth (p = 0.036), years of teaching (p = 0.019), and academic program (p = 0.010), with Generation X educators, those teaching more than eight years, and Nursing faculty reporting greater challenges. Adaptive strategies showed significant positive correlations with all challenge domains except mental health. Findings underscore the need for institutional support addressing educator well-being, assessment practices, and student engagement in online allied health education.