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

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 r...

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Bibliographic Details
Published in:	Journal of medical imaging and radiation sciences Vol. 51; no. 4; pp. 518 - 527
Main Authors:	Currie, Geoffrey, Hewis, Johnathan, Nelson, Tarni, Chandler, Amanda, Nabasenja, Caroline, Spuur, Kelly, Barry, Kym, Frame, Nigel, Kilgour, Andrew
Format:	Journal Article
Language:	English
Published:	United States Elsevier Inc 01-12-2020 Published by Elsevier Inc. on behalf of Canadian Association of Medical Radiation Technologists
Subjects:	Australia COVID-19 - prevention & control COVID19 Education, Distance - methods Education, Medical, Undergraduate - methods Faculty Higher education Humans Medical radiation science Radiology - education University teaching Australia Medical radiation science COVID19 University teaching Higher education
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Summary:	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.
Bibliography:	ObjectType-Article-2 SourceType-Scholarly Journals-1 ObjectType-Feature-3 content type line 23 ObjectType-Review-1
ISSN:	1939-8654 1876-7982
DOI:	10.1016/j.jmir.2020.09.002