Purpose: In response to the coronavirus (COVID-19) pandemic, most educational institutions transitioned to online delivery because of the urgent need to avoid spreading the virus. For this study, the emergency transformation to 100% online education in a diagnostic radiology department was evaluated based on student experience and performance.
Methods: One hundred and thirty four radiology students participated in this study. Reflecting on the department's shift to online education, students rated their experience: their general opinions about courses, preferences for online education, their evaluation of the procedures of the implemented plans, and their evaluation of academic components such as exams, lectures, assignments, teamwork, interaction, and compensating for the loss of practical learning.
Results: The results indicate that the students appreciated the online emergency plan. Overall, they preferred online education compared to traditional classes, especially with regard to lectures, exams, teamwork, and interaction. Students agreed that some courses can be delivered online effectively, such as physics and research courses, while others should not. In general, this study demonstrates that radiology courses can be effectively delivered using online distance methods, and this should be a compulsory part of instruction in the future.
Conclusion: This study describes the effects of moving to online education in the field of radiology on both practical and theoretical learning outcomes.
Keywords: COVID-19; Distance learning; Online education; Radiology education.
© 2023 Association for Radiologic & Imaging Nursing. Published by Elsevier Inc. All rights reserved.