Radiotherapy Technology Education in Iran: A Year after the COVID-19 Pandemic.

Abstract

Received: 10 May 2021 Accepted: 23 May 2021 Dear Editor, Coronavirus Disease 2019 (COVID-19) is the latest global health threat recognized for the first time in December 2019. Social distancing was announced as the most effective strategy to control the pandemic until developing a treatment, vaccine, or both [1]. This announcement led to the universities making new rules affecting the medical profession education. In Iran, students experienced an unintended temporary pause in their education which was resumed by virtual learning. Students of Bachelor of Science in radiotherapy technology (BSc. RTT) were no exception. The major consists of two main stages, clinical and pre-clinical. While many clinical fields limited their activities to the treatment of emergency cases, RT was continued almost the same as pre-COVID-19 age, as it is a lifesaving treatment [2]. Thus the clinical-stage students of BSc. RTT had the ability to continue their learning and practice in less crowded rotation groups using personal protective equipment and the observance of social distancing. However, the theoretical content was provided through national virtual systems. The first three years, BSc. RTT are dedicated to the pre-clinical stage, including theoretical and practical courses. The universities of the Ministry of Health and Medical Education (MOHME) of Iran have developed a virtual learning platform delivering theoretical educational content through a National Learning Management System called NAVID. This free, unlimited learning system causes the instructors to monitor the students, reposit the medical contents, manage courses, take quizzes, and facilitate checking the students’ homework. Although there were some deficiencies in content preparation at the start of the pandemic, the professors of RTT adapted their educational system with the new infrastructures. In some other majors, such as medicine, Iran’s Virtual University of Medical Sciences (VUMS) provided national educational content for medical doctor (MD) students all around our country. However, this university has not provided much content for BSc. RTT students. Providing national content has considerable benefits, it costs less in both money and time, and avoids duplicate work. Students can learn from the country’s best professors in each field without regard to the university at which they are studying. Virtual Learning for Practical Courses Although virtual learning has its positive points, it is not without challenges. The most difficult challenges in BSc. RTT education are for practical courses. There is still a notable lack of virtual laboratories for this field. Most practical lessons have been postponed for the post-vaccination age. However, simultaneous learning of related theoretical and practical coursLetter to Editor