Almost overnight, COVID-19 changed our normal and ordinary into a very different and sometimes challenging “new normal.” Elementary and secondary schools switched to online instruction, as did post-secondary institutions. Many face-to-face mortuary science education programs had to convert to online instruction almost overnight; some had been slowly transferring classes to an online format while other programs had not planned to transfer classes online. Either way, for most, the learning curve has been steep in getting everything up and running on a different instructional delivery platform.
The transition to online learning was an exciting yet challenging experience for students and faculty, who had to quickly transfer everything. Many students felt the transition went smoothly, while others experienced more anxiety and stress about such a huge change in such a short period of time. Fortunately, the transition went well and programs continued with minimal disruption.
To address students’ anxiety directly, one director with whom we spoke contacted every student in the program by phone to find out what worries they were experiencing and to offer help and options. For example, students were given the option to stop their program and continue when face-to-face classes were again available – at no extra cost to students.
This direct communication seemed to ease student fear and anxiety, and all students from this program stayed enrolled during online instruction. This personal attention to students and faculty seems to be more the norm than the exception.
Though this short-term transfer to a different learning platform seems to have gone well, if the pandemic prevents programs from returning to face-to-face instruction for several more months, there are several areas mortuary science programs may want to consider as they move forward.
During a pandemic, programs may want to consider delaying labs until it is safer for classes to meet in person. One suggestion given that may be helpful when teaching embalming and restorative art is to create videos modeling different skills so students can practice at home. They may need to practice restorative art skills by using wood to simulate drilling and wiring bone together or practice suturing by using thread and foam. Instructors will have to be creative in delivering content so that the learning remains active and engaging.
If labs cannot be postponed, deliberate and strict safety measures must be taken. Perhaps programs might consider having low-enrollment lab classes in which students can remain at least six feet apart. A video system could be used to project one student completing a hands-on learning demonstration while other students observe. We know that having students teach one another assists with the mastering of content.
Additionally, instructors and programs will need to consider implementing even more instruction on the use of technology for interacting with families and continue educating and assisting students in thinking about and planning inclusive and personalized ceremonies for the families they serve. This personalization will continue to go beyond having videos and picture boards. For example, programs may need to focus even more on what funeral directors can do to create a memorable ceremony when a limit is placed on those able to attend. Students need to continue to think outside the box by envisioning how to conduct virtual funerals, drive-in visitations and balloon messages in place of close friends and relatives.
Finally, mortuary science instructors must continue to stress the importance of personal safety procedures. Though safety has always been taught as a high priority, these procedures are more important now than ever before, not only to protect funeral professionals but also their families, friends and community.
Situations in the world have changed, the needs of families have changed and mortuary science programs will change, as they have in the past, to meet these new challenges.
Mark Markell teaches at St. Cloud State University in the School of Education and at Worsham College of Mortuary Science. He earned his Ph.D. in educational psychology at the University of Minnesota, is a certified thanatologist and is certified in death and grief studies.