Health Research and Education during and after the COVID-19 Pandemic: An Australian Clinician and Researcher Perspective

Cordato, DJ; Shad, KF; Soubra, W; Beran, RG

Health Research and Education during and after the COVID-19 Pandemic: An Australian Clinician and Researcher Perspective

Cordato, DJ Shad, KF Soubra, W Beran, RG

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Publisher:: MDPI
Publication Type:: Journal Article
Citation:: Diagnostics, 2023, 13, (2), pp. 289
Issue Date:: 2023-01-12

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Field	Value	Language
dc.contributor.author	Cordato, DJ
dc.contributor.author	Shad, KF
dc.contributor.author	Soubra, W
dc.contributor.author	Beran, RG
dc.date.accessioned	2024-05-06T20:06:33Z
dc.date.available	2023-01-09
dc.date.available	2024-05-06T20:06:33Z
dc.date.issued	2023-01-12
dc.identifier.citation	Diagnostics, 2023, 13, (2), pp. 289
dc.identifier.issn	2075-4418
dc.identifier.issn	2075-4418
dc.identifier.uri	http://hdl.handle.net/10453/178698
dc.description.abstract	b Introduction b The COVID 19 pandemic had an unprecedented global effect on teaching and education This review discusses research education and diagnostics from the perspectives of four academic clinicians and researchers across different facilities in Australia b Materials and methods b The study adopted a literature review and an Australian researcher s perspective on the impact of the COVID 19 pandemic on health education research and diagnostics b Results b At the start of the pandemic medical facilities had to adhere urgently to major work restrictions including social distancing mask wearing rules and or the closure of facilities to protect staff students and patients from the risk of COVID 19 infection Telemedicine and telehealth services were rapidly implemented and adapted to meet the needs of medical education the teaching of students trainee doctors nursing and allied health staff and became a widely accepted norm The impact on clinical research and education saw the closure of clinical trials and the implementation of new methods in the conducting of trials including electronic consents remote patient assessments and the ability to commence fully virtual clinical trials Academic teaching adapted augmented reality and competency based teaching to become important new modes of education delivery Diagnostic services also required new policies and procedures to ensure the safety of personnel b Conclusions b As a by product of the COVID 19 pandemic traditional face to face learning and clinical research were converted into online formats An hybrid environment of traditional methods and novel technological tools has emerged in readiness for future pandemics that allows for virtual learning with concurrent recognition of the need to provide for interpersonal interactions
dc.format	Electronic
dc.language	eng
dc.publisher	MDPI
dc.relation.ispartof	Diagnostics
dc.relation.isbasedon	10.3390/diagnostics13020289
dc.rights	info:eu-repo/semantics/openAccess
dc.subject.classification	3202 Clinical sciences
dc.title	Health Research and Education during and after the COVID-19 Pandemic: An Australian Clinician and Researcher Perspective
dc.type	Journal Article
utslib.citation.volume	13
utslib.location.activity	Switzerland
utslib.copyright.status	open_access	*
pubs.consider-herdc	true
dc.date.updated	2024-05-06T20:06:31Z
pubs.issue	2
pubs.publication-status	Published
pubs.volume	13
utslib.citation.issue	2

Abstract:

b Introduction b The COVID 19 pandemic had an unprecedented global effect on teaching and education This review discusses research education and diagnostics from the perspectives of four academic clinicians and researchers across different facilities in Australia b Materials and methods b The study adopted a literature review and an Australian researcher s perspective on the impact of the COVID 19 pandemic on health education research and diagnostics b Results b At the start of the pandemic medical facilities had to adhere urgently to major work restrictions including social distancing mask wearing rules and or the closure of facilities to protect staff students and patients from the risk of COVID 19 infection Telemedicine and telehealth services were rapidly implemented and adapted to meet the needs of medical education the teaching of students trainee doctors nursing and allied health staff and became a widely accepted norm The impact on clinical research and education saw the closure of clinical trials and the implementation of new methods in the conducting of trials including electronic consents remote patient assessments and the ability to commence fully virtual clinical trials Academic teaching adapted augmented reality and competency based teaching to become important new modes of education delivery Diagnostic services also required new policies and procedures to ensure the safety of personnel b Conclusions b As a by product of the COVID 19 pandemic traditional face to face learning and clinical research were converted into online formats An hybrid environment of traditional methods and novel technological tools has emerged in readiness for future pandemics that allows for virtual learning with concurrent recognition of the need to provide for interpersonal interactions

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http://hdl.handle.net/10453/178698