The emergence of the pandemic, which saw the worldwide spread of the COVID-19 virus, temporarily disrupted teaching with traditional education models changing the way Health Science instruction and training are presented. Secondary and postsecondary schools were unprepared to follow health mandates that restricted group gatherings and person-to-person contact while enforcing social distancing that involved suspending in-person learning. Academic institutions were forced to quickly invent a feasible learning model amidst pandemic restrictions to allow continued training of allied health professionals. Stoppage of training programs would not only fail to meet the need for healthcare workers during a critical time but also have a long-lasting economic impact. The immediate need to shift to online learning via both synchronous and asynchronous instruction models presented institutions at all levels with the need for rapid problem-solving, such as maintaining the academic integrity of programs while implementing both types of remote instruction. A second concern was that learning exclusively through remote online classes had to effectively develop students' hands-on skills without the ability to gain real-world experience inside health facilities. These critical points, paired with the safety and ethical concerns associated with instructional time and training, highlight the training and competencies of newly trained health care workers at all levels of academia. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]