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JRCERT Update

Best Practices for Virtual Education

Mahsa Dehghanpour, EdD, CMD

n response to COVID-19, many allied health pro- clinical education from the perspective of clinical men-
grams began offering virtual didactic and clinical tors. Most medical dosimetry students were engaged
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education. Dehghanpour and Baker conducted with a variety of patients, problems, and clinical expe-
Iresearch to explore the effectiveness of virtual edu- riences, and completed a sufficient number of direct
cation in the discipline of medical dosimetry. Although patient observations during hybrid or virtual clinical
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the pandemic certainly created many challenges, there education. Mentors recommended that students be
were some positive apsects. Some of the constructive proactive, reduce distractions during virtual clinics,
aspects of remote didactic education included time flex- and communicate effectively and frequently with men-
ibility, recorded lectures, communication with peers tors. Mentors also suggested techniques to improve the
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and mentors, and reduced commutes, while some nega- quality of virtual clinical education, including effective
tive aspects included connectivity issues, reduced per- communication, student engagement, timely feedback,
sonal motivation and participation, and the inability to and replication of in-person experiences. 2
ask questions in person. Virtual clinical education had
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similar positive aspects, such as remote access to soft- Strategies for Didactic Education
ware and working at one’s own pace, but negative Effective virtual didactic education requires a
aspects included lack of patient interaction, less clinical thoughtful and strategic approach to ensure that learn-
time, and the inability to perform certain activities. ers can acquire knowledge, skills, and competencies
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To improve students’ learning outcomes, programs through digital learning platforms. In virtual didactic
should incorporate engaging teaching strategies into education, presenting content in a structured and well-
their remote teaching practices, such as synchronous lec- organized manner is crucial for effective learning. This
tures, virtual office hours, small group discussions, and structure can assist learners in understanding the flow of
recorded presentations. Small group discussions using the material and increases retention of the information.
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virtual breakout rooms engage students in their own Interactive learning also is important, allowing learners
learning, improve motivation, and increase retention of to engage with the material, ask questions, and partici-
information. Virtual office hours offer opportunities for pate in discussions. Using webcams during synchronous
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students to ask questions and clarify misconceptions. virtual classes can help establish a better connection
For clinical education, programs should provide remote between the instructor and students. Technology-based
access to software and mentors, schedule introductory tools, such as virtual whiteboards, online quizzes, and
meetings for students to understand expectations, edu- simulations, can enhance the learning experience by
cate mentors on communication tools, and use screen making it more engaging, motivating, and interactive.
sharing and virtual meetings to review cases and provide Fostering social interaction among learners through
feedback. Exposure to face-to-face clinical education also collaborative activities can create a sense of community
is important for procedures that require physical pres- and provide opportunities for peer-to-peer learning and
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ence and interaction with the radiation oncology team. 1 feedback. Regular assessment through online quizzes,
A research study conducted by Baker and assignments, or other tools is crucial. Software such as
Dehghanpour explored the effectiveness of virtual the LockDown Browser (Respondus, Inc) can be used

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Reprinted with permission from the American Society of Radiologic Technologists for educational purposes. ©2023. All rights reserved.