The Leadership Challenge: Distance Learning & Online Teaching at Medical & Dental Colleges of DUHS 

1. The Leadership Challenge
Distance Learning & Online Teaching at
Medical & Dental Colleges of DUHS
Jinnah Group (B)
Aqsa Naseer, Hameed Ullah, Jibran Mohsin, Saman Isa, Yahya Noori
Advanced Level Course on Leadership in Health Professions Education (ALC-LHPE)
Department of Educational Development (DED)
The Aga Khan University (AKU)

2. Dow University of Health Sciences (DUHS)
● Dow University of Health Sciences (DUHS) is a premier institute offering MBBS and
BDS undergraduate education, with a strong emphasis in the medical, biomedical
sciences, public health, allied health sciences and business management programs.
● Vision: To be a pre-eminent academic institution committed to changing and saving
lives.
● Mission: Providing outstanding patient centered education, training and clinical
care informed by cutting edge research and innovation generating and disseminating
new knowledge.

3. Introduction
● Digital learning is important in terms of inclusivity, active & student-centered learning and superior
learning experience.
● While overcoming the challenges, online medical education teaches self-discipline and responsibility
and is proved to be at least as effective as traditional teaching.
● Despite multiple challenges, COVID Pandemic provided the opportunity to prove the effectiveness of
online medical education especially blended amongst the faculty and students both.
● We need to prepare medical education system to be ready for COVID Pandemic – like situation in
future for smooth transition.
● Currently, Medical & Dental Colleges affiliated with DUHS are teaching the curriculum through the
traditional means, with minimum utilization of digital platforms and resources.

4. Literature Search (International)

5. Literature Search (Pakistan)

6. Dr Yahya has recently been appointed as Additional Director Distance Learning and
Online Teaching. The University leadership wants to maximize the utilization of these
resources.
His leadership challenge is to digitally enhance the curriculum of Medical & Dental
Colleges at DUHS by overcoming the barriers to its implementation. This will ensure
inclusive learning through multimodal methodology, and readiness to respond to situations
where delivery of curriculum through digital means becomes important as happened
during COVID Pandemic.
Leadership Challenge

7. Problem Statement
To develop an all-inclusive learning environment by realizing the potential of digital
technologies to enhance teaching, learning and assessment experience of the students in
medical and dental colleges affiliated with DUHS in order to avail maximum benefit of
multimodal teaching and allow smooth transition to digital teaching in future if required.

8. Vision
To inspire the health-force of the future to reach their true potential by
digital enhancement of curriculum and inclusive learning environment through the use
of emerging technologies, further creating readiness to respond in challenging times by
complete digitalization.

9. Mission
To develop an inclusive learning environment by realizing the potential of digital
technologies to enhance teaching, learning and assessment experience of our students in
medical and dental colleges affiliated with Dow University of Health Sciences. To
prepare the University to develop capacity of shifting to complete online means of
education in an hour of need.

10. Values
Creativity
Trust
Diversity Quality Ethics
Communication Empowerment Innovation
Integrity
Curiosity

11. SWOC Analysis (Internal)
Organizational
Frames
Strengths Weaknesses
Structural • Established department of Distance Learning and
Online Teaching.
• DIHPE support
• Availability of digital lab
• Availability of LMS
• Developed IT infrastructure
• Weak Interdepartmental collaboration.
• Internet connectivity and digital platform
• Lack of dedicated IT support.
Human Resource • Availability of IT personnel
• Students are familiar with modern technology
and gadgets.
• Resistance and lack of motivation by most
departments and faculty
• Lack of awareness about digital learning
• Student engagement.
• Lack of technologically competent faculty
Political • Support / motivation by leadership (institutional,
some departments and faculty)
Symbolic • Well recognized university – nationally and
internationally.
• Some of faculty members believe in "Old is
gold"
• Technophobia

12. SWOC Analysis (External)
Organizational
Frames
Opportunities Challenges
Structural • Grant from HEC
• Financial support from DUHS
• Government Laptop scheme and Bank Financing
• Technological support (servers, etc).
• Potential collaboration
• Acceptability by regulatory bodies.
• Maintenance of hardware / equipment.
Human Resource • IT consultants • Cost of external IT consultancy.
Political • Financial support from Govt. of Sindh • Discussion among Faculty across institutions
can have a negative impact.
• Social Acceptability
Symbolic • Publications of DUHS
• Recognition of stakeholders
• Presentation at (inter)national meetings
• Culture of traditional teaching

13. FORCE FIELD ANALYSIS
Digitally
Enhanced
Medical
Education
(DUHS)
DRIVING FORCES (10) OPPOSING FORCES (14)
4 3 2 1 0
0 1 2 3 4
Support / Motivation
by leadership
Infrastructure
for digital
learning
DIHPE
Availability of
funding
Lack of motivation of
faculty / students
Technical
issues (connectivity)
Weak Collabo
ration
Opportunities for
collaboration
Dedicated IT support /
maintenance
Acceptability (society, accrediting bodies)

14. Department Organogram
Vice Chancellor
Director
Deputy Director
Departmental Manager
Support Staff
Additional Director
The involvement of other
stakeholders would be in a
collaborative manner

15. Change
Ch = D x M x P > C
Where Ch = Change
D = Dissatisfaction with the status quo (Why)
M = A new model for managing or organizing (What)
P = A planned process for managing change (How to)
C = Cost of change to individuals and groups (Why Not)
VISION
The "What"
PROCESS
The "How To"
DISCOMFORT
The "Why"
COST or RESISTANCE
The "Why Not"
Digitally Enhanced
Curriculum at DUHS
• Awareness
• Faculty development
• Revised Curriculum
• Three department (Pilot project)
• IT integration
• Reward / Recognition
• Multimodal teaching
• Inclusive learning
• Readiness for future
• Faculty engagement /
motivation
• Funding
• IT support / connectivity

16. Change
● Primarily, Transformational Change (overlap of developmental and transitional)
Primary
Motivation
Degree of
pain felt
Degree of
threat to
Survival
Gap b/w
needs and
operations
Clarity of
Outcome
Focus of
Change
Orientation How change
occurs
• Pursue new
opportunities
(digitalization)
• Inclusiveness
• Survival in ch
allenging time
Moderate to
High
high Moderate to
high
Emerge or
create through
course
correction
• Culture,
Behavior,
• System,
• Structure
Process
oriented
(shift of
mindset,
behavior.
Culture)
Emergent
process
(conscious
process design
and facilitation)

17. Leadership Approaches
Trait Skills Behavioral
Situational Transformational

18. Transformational Leadership Approach
" The Process whereby a person engages with others and creates a connection that raises
the level of motivation and morality in both the leader and the follower"
RATIONALE
Leader • Leader as role modelling, effective at working with stakeholders, and social architect
Process • Creation of vision
• Cooperation between Distant learning department and its stakeholders.
• Students, faculty and other stakeholders needs/values taken into consideration
• Process and interplay between distant learning department and stakeholders are main focuses through
transformational change
• Initiation, development and carrying out significant change in organization for digital enhancement of
medical education
Follower • Empowerment of followers (stakeholders) and nurture them in change
Outcome • Inclusive and digitally enhanced Medical Education with readiness for challenging times.

19. Transformational Leadership Approach
Transformational Leadership Approach (4 I's)
Idealized Influence Renowned in medical education with high standards of morale and ethical
conduct (respected by followers)
Inspirational Motivation Inspiration to get maximum benefit from multimodal teaching modalities
Intellectual Stimulation Awareness to faculty, administration and other stakeholders
Individualized Consideration Digital learning ensures individual student capabilities (not time bound, can
learn at own pace at convenience)

20. Strategic Goals
1. To digitally enhance the curricula across medical and dental colleges of DUHS.
2. To develop the capability to switch from traditional curriculum to digital in case of need.
(So that in case of another pandemic (a lesson learned from Covid) or any unforeseen circumstances, where
traditional teaching is affected, a smooth transition can be achieved)
3. To overcome the resistance by the faculty.
( Faculty contribution is mostly self-directed and uncoordinated and hence a major resistance in using
digital technologies to enhance the curriculum)
4. To create an inclusive learning environment, where no one feels left behind.

21. Strategic Goals
5. To become a catalyst of change and center of excellence for Digital Learning and Online Teaching on a National
Level.
6. To utilize the best available online teaching and learning tools to help the students maximize their learning
potential.
7. To become a hub of authentic healthcare information for the common people to help them set and achieve health
related goals.
8. To build strong national and international collaboration in the areas of Digital Learning and Online Teaching to
foster efficient utilization of available resources and capitalize on our esteemed alumni present across the globe.

22. OBJECTIVES
GOAL 1: To digitally enhance the curricula across medical and dental colleges of DUHS.
STRUCTURAL OBJECTIVES
1. To identify areas of curriculum from different courses,
which can be shifted to digital and transform at least three
courses which will serve as examples for other
departments.
2. To develop faculty and redistribute their time and
commitment to digitalize their course.
HUMAN RESOURCE OBJECTIVES
1. To identify and take on board faculty members
and Medical Educationists, who are willing to contribute
to this digital transformation.
2. To build and empower at least three teams do develop
strategies for digital transformation of their curriculum.
3. To collaborate with institutions having digital learning.
POLITICAL OBJECTIVES
1. To arrange frequent meeting of Faculty with
leadership (department and institution) to
enhance the motivation of the team.
2. To incorporation in promotion criteria.
SYMBOLIC OBJECTIVES
1. To arrange awareness sessions for Faculty highlighting
the importance and usefulness of digital transformation.
2. To motivate to use digital platform
3. To retreat to celebrate successful transformation of
a course.

23. OBJECTIVES
GOAL 2: To develop the capability to switch from traditional curriculum to digital in case of need.
STRUCTURAL OBJECTIVES
1. To obtain improved bandwidth across the
campus, especially in Digital Labs.
2. To increase storage capacity and server support
for storage and back-up of teaching and learning media.
HUMAN RESOURCE OBJECTIVES
1. To get dedicated IT staff members for the department
to support digital learning.
POLITICAL OBJECTIVES
1. To create awareness in the faculty by
arranging meetups with different institutes
and identify faculty members, who can be taken on
board in the early phases.
2. To obtain regular feedback from
the different stakeholders.
SYMBOLIC OBJECTIVES
1. Organize a poster competition highlighting
Digital Learning

24. OBJECTIVES
GOAL 3: To overcome the resistance by the faculty.
STRUCTURAL OBJECTIVES
1. To offer training opportunities in emerging
teaching and learning technologies for free or
nominal costs.
2. To provide recorded training videos for required LMS
functioning.
HUMAN RESOURCE OBJECTIVES
1. To take willing faculty members on board
2. To develop teams with the help of
Medical Educationists to start the process.
POLITICAL OBJECTIVES
1. To develop at least three examples, to exhibit what
the change can offer.
SYMBOLIC OBJECTIVES
1. To reward the successes in the process (all stakeholders).

25. OBJECTIVES
GOAL 4: To create an inclusive learning environment, where no one feels left behind.
STRUCTURAL OBJECTIVES
1. To provide training videos about the use of LMS.
2. To facilitate any deserving students in
acquiring laptops/smart phones through
Govt. laptop schemes or Bank Financing.
HUMAN RESOURCE OBJECTIVES
1. To ensure availability of DL support Staff
for troubleshooting and student help at least during the
working hours.
POLITICAL OBJECTIVES
• To take ownership of any connectivity issues on
the campus.
• To gather regular student feedback about the issues, they
are facing related to this change.
• To provide a means to facilitate every student to
reach their potential, including those, who do not
benefit much from the traditional teaching methodologies.
SYMBOLIC OBJECTIVES
1. To create awareness among the relevant students
about the digital transformation through
seminars / awareness sessions.

26. Problems & Solutions (Strategy plan)
Structural Human Resource Political Symbolic
Problems • Weak Interdepartmental collaboration.
• Internet connectivity and
digital platform
• Lack of dedicated IT support.
• Acceptability by regulatory bodies
• Maintenance of hardware / equipment.
• Resistance and lack of
motivation by
most departments
and faculty
• Lack of
awareness about
digital learning
• Student engagement.
• Lack of technologically
competent faculty
• Cost of external IT
consultancy.
• Discussion among
Faculty across
institutions can have a
negative impact.
• Social Acceptability
• Some of faculty members
believe in "Old is gold"
• Technophobia
• Culture of traditional
teaching
Solutions • Interdepartmental Meetings
• IT contract and funding
• Meeting with regulatory authorities
• Awareness sessions
• Visit to digital labs
• Departmental meetings
with admin
• Departmental
presentation
• Funding
• Peer pressure
• Faculty development
• Awareness sessions
• Posters / short videos on
social media.
• Give Badges
• Arrange activities /
celebrations / publications

27. Mission Based Budgeting
TIME & MONEY
Already Available • Grant by HEC (20 million) and DUHS (committed by VC).
• Utilization of current Faculty and support staff – additional responsibilities - interest.
• Space / building
• IT infrastructure
• Faculty development sessions – 200000.
• Student awareness sessions – 100000.
• Publicity – departmental, institutional, across campuses, medical universities, media –
half million.
• Software (videos recording, course writing etc.) - 1 million.
Working towards • Digital devices for students at campus – maintenance.
• Applying for grants related to digital learning, nationally and internationally.

28. FORCE FIELD ANALYSIS (Expected)
Digitally
Enhanced
Medical
Education
(DUHS)
DRIVING FORCES (13) OPPOSING FORCES (08)
4 3 2 1 0
0 1 2 3 4
Support / Motivation by leadership
Infrastructure for digital
learning
DIHPE
Opportunities
for
collaboration
Availability of
funding
Weak Collabor
ation
Acceptability (society,
accrediting bodies)
Dedicated IT support / maintenance
Technical issues (connectivity)
Motivation of faculty / students

29. THANK YOU