ISRRT_COVID-19_book

knowledge in the class. This strategy was cascaded to all teaching faculty members so that
the content of the learning plans and modules, that is, topic outline, learning outcomes,
teaching-learning activities, and assessments are constructively aligned. Furthermore, the
approach enforced and strengthened the
implemented.
Outcomes-Based education framework
The journey to the adaption of our approach came about when the teaching faculty members
brainstormed for a more appropriate way of delivering the instruction using technology and
flexible learning approaches that could be applied to the radiologic technology courses. One
example of this is how the ‘radiographic ‘positioning course’ will be administered. This course
requires skills development in the different radiographic projections and their associated
methods on how to properly image different body parts. In the in-campus setting, we can
easily teach the theoretical foundation of the course and the assessment of positioning skills
through the simulation and demonstration inside the X-ray laboratory and evaluate this
through Objective Structured Comprehensive Examination (OSCE).
In an online setup, students need to read the modules first, then submit performance tasks
equivalent to laboratory activities that act as an alternative way of achieving the skills-based
learning outcomes. Some of these tasks are positioning video simulations, checklist making,
and problem-based cases. Other activities include a creative return demonstration where
students must devise their make-shift imaging accessories and devices to simulate some of
the radiographic positioning procedures. The students were also made aware of the nature
of the instructional design so that they understand what outputs and level of attainment they
need to achieve, according to the expected learning outcomes to be accomplished.
Rightsizing the learning outcomes
The radiography school instigated an instructional design to serve as a foundation in
developing the contents of the learning plan. We also reviewed, recalibrated, and streamlined
the learning outcomes to be achieved by the students throughout the school year to respond
to the challenges and limitations in the online teaching-learning. Rightsizing of the learning
outcomes means choosing the most appropriate learning outcomes that are achievable
through the online-flexible learning strategy. This was also performed to devise the most
appropriate authentic assessments and learning activities in the setup. The idea behind this
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