{"id":3251,"date":"2021-05-24T18:49:37","date_gmt":"2021-05-25T00:49:37","guid":{"rendered":"https:\/\/www.crpa-acrp-bulletin.ca\/?p=3251"},"modified":"2021-05-24T18:49:37","modified_gmt":"2021-05-25T00:49:37","slug":"effets-de-la-pandemie-de-covid-19-sur-les-programmes-deducation-en-radioprotection","status":"publish","type":"post","link":"https:\/\/www.crpa-acrp-bulletin.ca\/fr\/2021\/05\/24\/effets-de-la-pandemie-de-covid-19-sur-les-programmes-deducation-en-radioprotection\/","title":{"rendered":"Effets de la pand\u00e9mie de COVID-19 sur les programmes d\u2019\u00e9ducation en radioprotection"},"content":{"rendered":"

<\/a><\/p>\n

\"A<\/p>\n

The COVID-19 pandemic has certainly changed the way the world is functioning right now, and, of course, this extends into university education and research in radiation protection programs. Here are two perspectives on the impact the pandemic has had on teaching and learning.<\/p>\n

Ed Waller<\/strong>, a professor at Ontario Tech University and a past president of CRPA, provides his point of view as a professor and Marta Kocemba<\/strong>, a PhD student and teaching assistant at Ontario Tech University, provides insight from the student\u2019s viewpoint.<\/p>\n

How Ontario Tech\u2019s Radiation Science Programs Were Affected by the Pandemic<\/h2>\n

By Ed Waller, <\/em>professor, Ontario Tech University, and CRPA past president<\/em><\/strong><\/p>\n

At Ontario Tech University we offer undergraduate, master\u2019s, and doctorate programs in health physics, radiation science, and nuclear engineering. Since March 2020, Ontario Tech has been effectively locked down\u2014teaching moved to primarily online, and, for the better part of a year, we\u2019ve had limited access to our research laboratories. That being said, we still need to function as a university and, therefore, have had to adapt to the new ways of life in Canada.<\/p>\n

At Ontario Tech we\u2019ve developed strict screening, masking, distancing, sanitizing, and occupancy protocols designed to keep our community safe. The question I am going to try to answer here is, How were our radiation science programs affected?<\/p>\n

Teaching Perspective<\/h3>\n

First, I will address teaching. When we went into lockdown, we needed to immediately shift to online delivery, which happened at almost the same time that we adopted a new learning management system, so the timing was not ideal.<\/p>\n

We needed to finish our winter semester courses remotely, including exams. Everyone stepped up, and, to my amazement, the transition was remarkably smooth. We turned our cameras and microphones on and plowed ahead. Luckily, at this point in the semester, laboratories were almost finished, as were classes, so the impact to students was minimal.<\/p>\n

I was surprised at how much better people\u2019s internet connections got overnight . . . almost like they had been throttled somehow and someone, somewhere, flicked a switch to make them better. Class sizes of 50, 100, and even 200 students were almost immediately accommodated online; prior to lockdown, this would have been extremely difficult.<\/p>\n

As instructors, however, we did have a lot of challenges. We\u2019ve been conditioned to teaching in person. Personally, I get a rush out of actively interacting with students, and teaching in a virtual format took that away. Also, you don\u2019t get the same level of student feedback or questioning when teaching online, which impacts both the instructor and the student experience. You\u2019re essentially \u201ctalking to yourself,\u201d and you have to be creative with engagement\u2014for example, creating polls and forcing conversation.<\/p>\n

Other challenges include online testing; we have had to rethink how this is best accomplished. Much of this has to do with reducing stress and anxiety for students. Changing to smaller quizzes spaced throughout the semester and open-book or take-home exam formats has been successful. It does, in some cases, involve a paradigm shift\u2014the goal is to deliver the same material and achieve the learning outcomes in modified ways.<\/p>\n

On the positive side, we have been able to set up our teaching spaces however we desire, and we haven\u2019t been tethered to what the university supplies. This allows us to be more creative.<\/p>\n

Online teaching made it easier for me to demonstrate state-of-the-art radiation protection computer codes (IMBA, MicroShield, MCNP, Fortran compilers, etc.). The feedback I received from students was that they learned more this way. You may ask, Why is this easier at home? I use a multiple monitor set-up, and it is quick and easy to put different codes, tools, etc. on different screens before I teach and drag them back and forth into my teaching space. Likewise with videos or any other multimedia I want to use.<\/p>\n

Simply put, when you are surrounded by your technical references and tools of the trade, it\u2019s easier to teach with them. Need to show a radiation detector? I pull one out of my secret stash! Just remembered some picture you want to show them? Just grab it from one of the backup drives connected to my system. Doing all this is very hard when you have to go to some other building to teach.<\/p>\n

Online teaching means I never have to worry about some high-usage connector not working or my projector resolution not being good enough (although you\u2019re still at the mercy of the internet connection).<\/p>\n

I do miss being able to turn to the whiteboard and just write or draw\u2014I use an online whiteboard at times, but I find it clunky. I\u2019m not much of an artist anyway, and using the tablet touch screen or a drawing tablet is even worse.<\/p>\n

I\u2019ve found that students love having recorded lectures, and this is very easily accomplished through whichever video-meeting tool you use.<\/p>\n

From the instructor\u2019s perspective, one of the largest challenges we have is delivering laboratories. Radiation protection is a very hands-on field, and students simply do not get the same experience watching a lab being demonstrated as they do when they\u2019re actively participating. Fortunately, we have very dedicated laboratory specialists and teaching assistants who\u2019ve done the best possible job of recording laboratories with commentary and providing interactive tools for students to get the most out of this situation. Students still \u201ccome to the lab,\u201d but virtually. The laboratory instructor is with them live in the lab (following COVID-19 protocols) and can interact with the students virtually. It is the best we can do at the moment.<\/p>\n

The truth of the matter is that much of this will become legacy content to supplement teaching in the future.<\/p>\n

Research Perspective<\/h3>\n

From the research side (which impacts graduate students), COVID-19 has been tough. Everyone doing experimental research related to radiation protection has been immeasurably impacted. If you cannot get to your equipment, you cannot do the research.<\/p>\n

The Natural Sciences and Engineering Research Council of Canada (NSERC) determined that students\u2019 abilities to complete their degrees on time would be impacted, and they wisely extended funding to cover this.<\/p>\n

Another research-related problem that is often overlooked is the fact that I\u2019ve been waiting for delivery of a costly piece of research equipment for more than six months . . . it\u2019s sitting with a vendor in Georgia waiting to be sent up and installed by a technician who cannot get into Canada because of quarantine protocols. Such is life.<\/p>\n

Summary<\/h3>\n

To summarize, if you asked me if I like teaching online, I would have to answer both yes and no. Some aspects are brilliant and some are horrendous. When we get back to normal, there will be lessons learned from online delivery that we can hopefully port into a sort of hybrid model.<\/p>\n

If you asked me whether I like what the pandemic has done to our research agendas, I would say it has been terrible. A bigger elephant in the room is that other countries that have not taken the pandemic quite so seriously have still forged ahead with both their teaching and research agendas while we sit and watch (and lose ground).<\/p>\n

However all of the problems we have teaching radiation protection pale in comparison to the problems faced by front-line and essential workers in hospitals, positions of public safety, grocery stores, and the like. Our problems also pale compared with challenges faced by business owners and staff who\u2019ve been almost insurmountably impacted. And, of course, anyone who has been directly and indirectly impacted by the virus has our heartfelt sympathy. Our support needs to go out to all of these people. Here\u2019s hoping that we all get vaccinated sooner rather than later!<\/p>\n

A Graduate Student\u2019s Perspective<\/h2>\n

By Marta Kocemba, PhD student and teaching assistant, Ontario Tech University<\/em><\/strong><\/p>\n

As a graduate student at Ontario Tech University, I have the opportunity to be a student in advanced radiation science courses, as well as to be the instructor for undergraduate laboratories in a variety of radiation protection\u2013related topics.<\/p>\n

Ontario Tech (like other post-graduate institutions) sent students and instructors home in favour of virtual learning in March 2020 when it became clear COVID-19 was becoming a significant public health concern. One year later, many universities are still using an online-only teaching and learning environment, so students enrolled in the Health Physics and Radiation Science program and the Nuclear Engineering program at Ontario Tech are learning from home.<\/p>\n

Learning in a virtual environment has brought significant changes for students\u2014some helpful, others detrimental.<\/p>\n

For those of us who are long-distance commuters or who hold part-time jobs, travelling to and from campus takes valuable time out of the day that can now be put toward study. Having lectures recorded and posted on learning management systems is helpful for students who find value in being able to review lectures.<\/p>\n

On the other hand, having a private, quiet, and comfortable workspace at home is a privilege for many students who generally rely on libraries and other on-campus workspaces. (This was certainly my experience in my undergraduate years, and in many ways this has continued into my time in graduate school.) In-person learning isn\u2019t just about sitting in a classroom for lectures and going to a laboratory for practical exercises\u2014it allows students to use on-campus space and resources to give themselves an environment conducive to learning.<\/p>\n

As a student, my impression of virtual learning is that some courses may be well suited to it, but that depends a lot on the course content. I had a good time learning about various dosimetry considerations, simulation codes, and case studies in dosimetry applications in graduate courses delivered virtually. There was plenty of practical work assigned, but it was generally based on performing computer simulations and dosimetry calculations.<\/p>\n

The experience is very different when learning how to use a radiation detector for the first time or becoming familiar with applying ALARA (as low as reasonably achievable) principles when using radioactive sources in a laboratory exercise, or even walking around the radiation facilities that our faculty building is home to. In fact, new Ontario Tech students are often teased about the facility by their more seasoned peers and instructors: \u201cJust wait until you get to see the bunker!\u201d<\/p>\n

In general, undergraduate students who are missing out on these experiences truly are missing out. Part of my work involves teaching undergraduate radiation protection laboratories, and, while the students are learning the material virtually, there is no substitute for performing the work themselves. This is true for both students enrolled in their very first radiation detection course and upper years enrolled in more specialized radiation science courses.<\/p>\n

These days, participating in a laboratory exercise means logging into an online live-stream to watch your laboratory instructor perform the experiment and provide you with the resulting data. Post-laboratory analysis and report writing are much the same as they have always been, but students are missing the fundamental experience that come from doing the exercises themselves\u2014experiences that are specifically designed to help students learn hands-on radiation protection skills.<\/p>\n

Students (myself included) can\u2019t wait to get back to an in-person university setting\u2014this is something I have heard from undergraduate and graduate students alike. This goes for being able to physically participate in laboratories, but also for being able to use campus space for collaborating with peers, finding quiet study space, and such basic things as having access to printers and whiteboards.<\/p>\n

Education isn\u2019t solely through the delivery of lectures\u2014if this were the case, we would probably find it much easier to be on a virtual platform. Students benefit from having a common space where they can share and interact with peers and instructors. This is particularly important in a field like ours where everyone seems to know everyone else. Students benefit from being able to interact with their professors. While some of this does come through in virtual instruction, it\u2019s safe to say that none of us\u2014students or instructors\u2014would consider an online-only format to be an adequate replacement for traditional learning.<\/p>\n

As we join the rest of the world in wondering when we will reach the ever-elusive \u201cback to normal,\u201d it\u2019s important to remember that virtual learning is helping give society a better chance to emerge from this pandemic quickly.<\/p>\n

The sacrifices we\u2019re making as students and instructors do not compare to the unrelenting battle being fought by our front-line workers. In many ways, we\u2019re lucky to be able to continue our teaching and learning through this pandemic, despite finding certain aspects lacking compared to traditional education.<\/p>\n

As we wait through the vaccine rollout and we continue to limit the spread of COVID-19, we\u2019re also continuing to learn virtually and starting to think about what aspects of online teaching might actually be better than in-person delivery. We will be able to implement some of these things after we get back to in-person learning, and hopefully we will come out of this with stronger educational strategies. In the meantime, let\u2019s all continue to make the sacrifices we can make in order to give our front-line workers the support they so truly deserve.<\/p>\n

\n

R\u00e9sum\u00e9 : Effets de la pand\u00e9mie de COVID-19 sur les programmes d\u2019\u00e9ducation en radioprotection<\/h4>\n

La pand\u00e9mie de COVID-19 a certainement transform\u00e9 le monde et cela n\u2019\u00e9pargne pas la formation et la recherche universitaires dans les programmes de radioprotection. Vous trouverez ci-dessous deux points de vue des r\u00e9percussions de la pand\u00e9mie sur l\u2019enseignement et l\u2019apprentissage.<\/p>\n

Ed Waller, professeur \u00e0 l\u2019Institut universitaire de technologie de l\u2019Ontario et pr\u00e9sident sortant de l\u2019ACRP, nous donne son point de vue. Marta Kocemba, doctorante et adjointe \u00e0 l\u2019enseignement \u00e0 l\u2019Institut universitaire de technologie de l\u2019Ontario, nous partage ses r\u00e9flexions.<\/p>\n<\/div>\n

 <\/p>\n

\n

\"EdEd Waller<\/h2>\n

Ed Waller est professeur titulaire \u00e0 la Faculty of Energy Systems and Nuclear Science de l\u2019Institut universitaire de technologie de l\u2019Ontario. Auparavant, il a travaill\u00e9 pendant 15 ans dans l\u2019industrie, principalement en tant que fournisseur du gouvernement. Tout au long de sa carri\u00e8re, il a \u00e9t\u00e9 impliqu\u00e9 dans la recherche, le d\u00e9veloppement et l\u2019analyse \u00e0 l\u2019int\u00e9rieur du champ g\u00e9n\u00e9ral de la science du rayonnement et du g\u00e9nie, avec une forte emphase sur la radioprotection (la science de la s\u00fbret\u00e9 et de la protection des travailleurs et du public qui pourraient \u00eatre expos\u00e9s aux rayonnements).<\/p>\n

\"MartaMarta Kocemba<\/h2>\n

Marta Kocemba est doctorante \u00e0 l\u2019Institut universitaire de technologie de l\u2019Ontario et \u00e9tudie les effets du rayonnement sur le biote non humain en mesurant les changements induits par rayonnements au cristallin des yeux de truites arc-en-ciel. Elle travaille aussi comme adjointe \u00e0 l\u2019enseignement et comme monitrice de laboratoire pour une vari\u00e9t\u00e9 de cours en science des rayonnements conduisant \u00e0 un premier dipl\u00f4me.<\/p>\n<\/div>\n

 <\/p>\n

\n

Vous voulez lire d\u2019autres articles comme celui-ci ?<\/h2>\n

Le\u00a0Bulletin<\/em>\u00a0de l\u2019Association canadienne de la radioprotection (ACRP) est une publication essentielle \u00e0 tout professionnel de la radioprotection du Canada. Son contenu \u00e9ditorial procure aux professionnels de la radioprotection les enseignements, l\u2019information, les conseils et les solutions utiles, tous n\u00e9cessaires pour demeurer \u00e0 l\u2019avant-garde de la profession.<\/p>\n

Abonnez-vous aujourd\u2019hui pour que nous vous envoyions un courriel chaque fois qu\u2019un nouveau num\u00e9ro est mis en ligne. Revisitez souvent le site entre chaque num\u00e9ro pour obtenir les mises \u00e0 jour et consulter de nouveaux articles.<\/p>\n

Ne ratez aucun num\u00e9ro. Abonnez-vous d\u00e8s aujourd\u2019hui !<\/p>\nAbonnez-vous<\/span><\/a>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

La pand\u00e9mie de COVID-19 a certainement transform\u00e9 le monde et cela n\u2019\u00e9pargne pas la formation et la recherche universitaires dans les programmes de radioprotection. 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