A national survey investigating the impact of the COVID-19 pandemic on core and higher breast radiology training in the UK.

AIM: To investigate the impact of the COVID-19 pandemic on core and higher breast radiology training in the UK from the perspective of trainees and new consultants. MATERIALS AND METHODS: A survey comprising 25 questions was distributed to UK radiology trainees via the regional Junior Radiologists Forum representatives under the auspices of the British Society of Breast Radiology (BSBR). RESULTS: Sixty-nine eligible responses were received representing all UK training regions. Fifty-five per cent of respondents completing either a core or higher breast rotation felt that the pandemic had a negative effect on their breast training. There was an overall reduction in exposure to the key breast imaging methods when rotations took place during the pandemic. Completing a core breast rotation during the pandemic was less likely to attract trainees to higher breast training. Three out of four breast radiology consultants in their first year after receiving their Certificate of Completion of Training (CCT) felt the pandemic reduced their preparedness for becoming consultants. Positive outcomes included the increased use of online educational resources and remote multidisciplinary meetings. CONCLUSIONS: As well as having a negative impact on breast radiology training overall, the pandemic has had a detrimental effect on attracting trainees to breast radiology as a future career. It is of key importance that trainees have a positive core breast rotation as this experience appears central to many trainees' decisions to pursue higher breast training. Increased use of online learning resources has also been positively received and is a valuable approach to learning that can be maintained in the longer term.

Challenges and Futuristic Approach of Blended Learning in Higher Education

The blended teaching learning mode is an educational strategy comprising the combined features of digital and conventional face-to-face teaching methodologies. It is claimed to be effective at reducing dropout rates, improving students’ performance in examinations, helping long-term retention of information, and eventually resulting in better learning. The paradigm shift in the teacher/student attitude along with the requirements pertaining to the skill set are important dimensions for meaningful implementation of teaching-learning through blended mode. This book chapter presents the critique of the recent research literature (5-10 years) presently available like case-studies, survey-based studies, or comparative studies about blended learning in higher education, taking into account the current understanding and implementation of pedagogical techniques and technologies. Also, this book chapter will discuss the scope of integrating blended mode of teaching-learning to assess the evidence about the quality of the student learning experience and learning outcomes. An account of the relationships between different modes of learning, i.e., face-to-face, on-line, and blended mode, is also given. More specifically, the concerns that need to be addressed at the teacher, student, and institutional level for effective implementation of blended teaching-learning mode are further explored. It is imperative to discuss the blended mode of learning as a boon to mitigate challenges faced due to the unprecedented COVID-19 pandemic. To sum it up, major trends and methodologies for the futuristic approaches of blended learning will be discussed at the conclusive part of the chapter. © 2022 selection and editorial matter, Muhammad Mujtaba Asad, Fahad Sherwani, Razali Bin Hassan, and Prathamesh Churi;individual chapters, the contributors.