ISRRT_COVID-19_book

Throughout the clinical practicum, CCs would have touch points to ensure learners were
coping well and were able to achieve objectives as per the practicum requirements.
Limitations had to be set and explained to learners for us to ensure there was an ability to do
contact tracing, pursuant to the organizational restrictions whilst achieving program goals. In
essence, during this time, there were more meetings with the learners; checking in
individually and ensuring that faculty were available virtually on Teams (video meeting
platform) or by telephone. This was a significant addition to the faculty’s personal stress.
Faculty supported each other, and as it was for the students, they were all one phone call or
Teams call away from each other when needed.
Conclusion
Our adaptations meant thinking and working differently, as in providing the learners the
ability to work more independently and affording them non-traditional opportunities to
achieve their competency goals. Adaptations in patient teaching in a virtual format, virtual
tutorials, virtual meetings with other healthcare professionals including departmental rounds
and education sessions were introduced to ensure safe practices while encouraging
engagement in clinical learning. Some of these approaches have transitioned formally as a
standard of care but also as a tool to compliment learning moving forward.
In reflecting on the lessons learnt, we experienced some readjustments as all learners were
not at the same level of readiness and were difficult to engage virtually. The ongoing touch
points both as a group and individual, supported transitioning in a milieu of constant change.
Also noted, was the value of using reflection to learn during periods of ongoing adaptations,
and to enable the learners and the faculty to move forward towards their goals. As a program
we, the faculty, were learners too, developing our skills with the various virtual platforms and
coping with the stress of converting the curriculum tout de suite as it were. In addition, we
increased our understanding of how to better utilize software programs to focus on the
curriculum objectives by maximizing the advantages they offered.
We recognize that these were global challenges and collectively looked at how this pandemic
has changed the delivery of higher education of all health care practitioners. Some of the
strategies have been kept such as the case studies and the independent studies. This chapter
was written from the perspective of one site however, similar processes were employed at
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