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Review
. 2020 Dec;51(4):518-527.
doi: 10.1016/j.jmir.2020.09.002. Epub 2020 Sep 17.

COVID-19 impact on undergraduate teaching: Medical radiation science teaching team experience

Geoffrey Currie  1 , Johnathan Hewis  2 , Tarni Nelson  2 , Amanda Chandler  2 , Caroline Nabasenja  2 , Kelly Spuur  3 , Kym Barry  2 , Nigel Frame  3 , Andrew Kilgour  3
Affiliations
Review

COVID-19 impact on undergraduate teaching: Medical radiation science teaching team experience

Geoffrey Currie et al. J Med Imaging Radiat Sci. 2020 Dec.

Abstract
in English, French

The COVID-19 crisis has caused a number of significant challenges to the higher education sector. Universities worldwide have been forced to rapidly transition to online delivery, working at home, and disruption to research while concurrently facing the longer-term impacts in institution financial reform. Here, the impact of COVID-19 on academic staff in the medical radiation science (MRS) teaching team at Charles Sturt University are explored. While COVID-19 imposes potentially the greatest challenge many of us will experience in our personal and professional lifetimes, it also affords the opportunity to objectively re-evaluate and, where appropriate, re-design learning and teaching in higher education. Technology has allowed rapid assimilation to online learning environments with additional benefits that allow flexible, mobile, agile, sustainable, culturally safe and equitable learning focussed educational environments in the post-COVID-19 "new normal".

La crise de la COVID-19 a entraîné un certain nombre de défis importants pour le secteur de l'enseignement supérieur. Les universités à travers le monde ont dû rapidement faire la transition vers la prestation distancielle des cours, le travail à la maison et les perturbations de la recherche, tout en faisant face aux conséquences à long terme de la réforme des finances institutionnelles. Dans cet article, les auteurs examinent l'impact de la COVID-19 sur le personnel de l’équipe d'enseignement en sciences de la radiation médicale (SRM) à l’Université Charles. Bien que la COVID-19 représente probablement le plus grand défi auquel plusieurs d'entre nous devront faire face dans notre vie personnelle et professionnelle, elle offre également une occasion de réévaluer de façon objective et, s'il y a lieu, de revoir la conception de l'apprentissage et de l'enseignement dans les études supérieures. La technologie a permis une assimilation rapide des environnements d'apprentissage en ligne, avec des avantages supplémentaires qui favorisent un environnement éducatif souple, mobile, agile, durable, culturellement sécuritaire et centré sur l'apprentissage dans la « nouvelle normalité » post- COVID-19.

Keywords: COVID19; Higher education; Medical radiation science; University teaching.

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Figures

Fig. 1
Fig. 1
Screen captures from a live Zoom meeting among the authors of this article with family, pets and backgrounds not only providing a glimpse into one another's lives but also making communication more personal.
Fig. 2
Fig. 2
The organising committee representing Australia, Canada and the United Kingdom meeting via Teams.
Fig. 3
Fig. 3
Screen captures from video recording of an academic using Zoom and a green screen to interact with the background image in the format of a television weather reporter to explain visual relationships. The top left is an overview of nuclear medicine department design, top right interactions with a gamma camera (note the green screen image was rotated and mirrored deliberately to move left to right through the system with the labels being redundant), bottom left patient positioning for PET/CT, and bottom right radiopharmacy design.
Fig. 4
Fig. 4
Schematic representation of the merits of the post-COVID19 “new normal” higher education strategies in MRS, and the interplay/connectedness between strategies and outcomes.
See this image and copyright information in PMC

References

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