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

Authors
  • Currie, Geoffrey1
  • Hewis, Johnathan2
  • Nelson, Tarni2
  • Chandler, Amanda2
  • Nabasenja, Caroline2
  • Spuur, Kelly1
  • Barry, Kym2
  • Frame, Nigel1
  • Kilgour, Andrew1
  • 1 Charles Sturt University, Wagga Wagga, NSW, Australia
  • 2 Charles Sturt University, Port Macquarie, NSW, Australia
Type
Published Article
Journal
Journal of Medical Imaging and Radiation Sciences
Publisher
Published by Elsevier Inc. on behalf of Canadian Association of Medical Radiation Technologists.
Publication Date
Sep 17, 2020
Identifiers
DOI: 10.1016/j.jmir.2020.09.002
PMID: 32981889
PMCID: PMC7498235
Source
PubMed Central
Keywords
License
Unknown

Abstract

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”.

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