Abstract:

The COVID-19 pandemic prompted a swift transformation in the teaching and learning methods within medical imaging technologist education, necessitating a shift toward internet-based approaches. This transition brought about several challenges, particularly in the realm of delivering case-based coaching and hands-on practical training. Notably, the impact was felt more profoundly in rural regions of China, where a shortage of educational resources and manpower resulted in significant educational disparities. In response to these challenges, a Small Private Online Course (SPOC) was introduced to uphold the standards of professionalism and healthcare education, with a particular focus on addressing these disparities in rural China.

This longitudinal study spanned four years, covering the entirety of medical imaging technologists' education and extending to the outcomes of the national examination for clinical practice registration in China. A total of 180 medical imaging technologist students, including 90 students in their second and third years, actively participated in this study. It aims to assess various facets of their educational journey, including their academic performance, clinical aptitude, examination results, self-directed learning capacities, and adaptability to novel technologies essential for managing complex clinical scenarios.

With the outbreak of the pandemic, students promptly adapted by transitioning their clinical training to a simulated, SPOC-based environment. This transition was facilitated through online learning platforms that effectively delivered educational content, such as photos and videos encapsulating clinical case-based simulations. Furthermore, the students engaged in three weekly one-hour tutorials via video conferencing. These sessions were thoughtfully designed to evaluate predefined learning objectives and enhance students' clinical competencies. Alongside these initiatives, weekly quizzes, mid-semester assessments, and final examinations were instituted. Additionally, course and tutorial evaluations were conducted during the mid-semester to fine-tune the course content and teaching methodologies.

The outcomes resulting from the implementation of SPOC were marked by substantial improvements observed in the second semester following the pandemic. The simulation-based tutorials exposed more than half of the clinical cases typically encountered in real-world clinical settings. The results from post-tutorial tests reflected students' proficiency in problem-solving and clinical skills vital for their future workplaces. Encouragingly, these initiatives led to a notable enhancement in the outcomes of practical examinations, reflected in a significantly improved passing rate.

While this study focuses on the abilities of the students and the related examination outcomes, the avenue for future research is broad. Subsequent investigations should delve into the effectiveness of teaching practices and should incorporate surveys to assess the acceptance of medical imaging technologist education using SPOC.

In conclusion, the adoption of SPOC holds tremendous potential in augmenting teaching efficacy in the field of medical imaging technology and in surmounting the technical challenges encountered within clinical practices. These positive outcomes are notably associated with the results obtained from practical examinations conducted using SPOC, particularly within the unique context of the pandemic.

Keywords:

SPOC, Medical Imaging Technologist Education, Pandemic, Rural China.