ISRRT_COVID-19_book

across Ontario. When the first wave of the pandemic (COVID-19) arrived, it was the beginning
of the many changes to the curriculum; the way we taught and engaged learners in radiation
therapy and the way we interacted as a Program.
Each wave brought their own unique challenges due mainly to different restrictions enacted
within the different waves. At the time of writing, we are in wave three, Radiation therapy
learners were re-introduced into the clinical environment in wave 2 after multiple decisionmaking
consultations. Most learners had a background of learning through simulation in the
didactic setting and required a transition into the hands-on clinical practice activities that they
are expected to learn. Challenges to the transition included the limitations imposed by factors
such as distancing, use of Personal Protection Equipment (PPE), patient, and team
interactions. All learners required a comprehensive training prior to transitioning into the
clinical environment that included PPE instruction, infection, prevention and control practices
and review of clinical policies and COVID-19 restrictions.
To engage the learners, the educators were required to adapt their approach to facilitating
the transition, for example by increasing feedback, tutorial support and educational
counselling. This was continuing with the principles of social constructivism, particularly
Vygotsky’s Zone of Proximal Development (ZPD) 1,2 . Social constructivists believe that
individuals construct knowledge during social interactions with others including their teacher.
Vygotsky’s ZPD is the idea behind scaffolding, where support is provided to take the learner
to a higher understanding 3,4 . Continual discussion with the MRS Program at the university
level aided in the facilitation of the workplace learning.
Response to dynamic changes during the pandemic
The first wave of the pandemic resulted in learners being removed from the clinical
environment due to the impending severity of the pandemic and implementation of province
wide restrictions. To support the radiation therapy learners who were mere weeks away from
their completion date, the clinical and didactic faculty worked together to identify and adapt
strategies that could successfully address the Program requirements and facilitate the
learners to write the upcoming national exam certification. The challenge as always, was that
learners work at their own pace and have different motivation and self-efficacy drivers 5 . To
that end the starting point in supporting these learners meant we reviewed each learner’s
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