The Great Contrast Shortage of 2022-Lessons learnt in Australia.

INTRODUCTION: Computed tomography (CT) imaging is one of the most commonly used diagnostic tools. Iodine-based contrast media (IBCM) are frequently administered intravenously to improve soft tissue contrast in a wide range of CT scans. Supply chain disruptions triggered by the SARS-CoV-19 pandemic led to a global shortage of IBCM in mid-2022. The purpose of this study was to explore the impact of this shortage on the delivery of healthcare in Western Australia. METHODS: We performed a single-centre retrospective analysis of the provision of CT studies, comparing historical patterns to the shortage period. We focussed our attention on the total number of CT scans (noncontrast CT [NCCT] and contrast-enhanced CT [CECT]) and also specifically CT pulmonary angiogram (CTPA) and CT neck angiogram with or without inclusion of circle of Willis (CTNA) examinations. We also examined whether a decrease was compensated by increasing frequency of alternate examinations such as ventilation/perfusion (V/Q) scans, carotid Doppler ultrasound studies and Magnetic Resonance Angiograms (MRAs). RESULTS: Since 2012, there has been an approximate linear increase in the frequency of CT examinations. During the period of contrast shortage, there was an abrupt drop-off by approximately 50% in the CECT, CTPA and CTNA groups compared with the preceding 6 weeks (49%, 55% and 44%, respectively, with P < 0.001 in all cases). During the contrast shortage, the frequency of V/Q scans increased fivefold (from 13 to 65; P < 0.001). However, the provision of carotid Doppler ultrasound studies and MRAs remained approximately stable in frequency across recent time intervals. CONCLUSION: Our findings demonstrate that the IBCM shortage crisis had a very significant impact on the delivery of healthcare. While V/Q scans could (partially) substitute for CTPA studies in suspected pulmonary emboli, there appeared to be no valid alternative for CTNA studies in stroke calls. The unexpected and critical shortage of IBCM forced healthcare professionals to conserve resources, prioritise indications, triage patients based on risk, explore alternate imaging strategies and prepare for similar events recurring in the future.

Supporting engagement and retention of online and blended-learning students: A qualitative study from an Australian University.

Enrolment numbers in online higher education courses have continued to increase over the last decade. The challenges brought about by the COVID-19 pandemic have further accelerated the growth in online and blended course offerings. The development of institutional support services, however, does not reflect this growth. Many students are not equipped with the skills or given adequate support to engage and succeed in their courses, leading to student disengagement and attrition. This study investigated the perceptions of students in online and blended subjects, regarding both the academic and institutional support they were provided. The research team collected interview data from 41 online and blended-learning students and then analysed these data using an iterative thematic analysis approach. This article introduces the key findings with two models: one presenting support strategies at multiple levels within this university; the other presenting three key elements of subject-level teacher support, which were identified by the interviewees as the most significant, effective, and relevant support mechanism in this context. The findings will inform higher education institutions who aim to engage and support online and blended students better, through an improved understanding of how support is perceived by this student cohort. This study was conducted at one Australian university; however, the findings are relevant to higher education institutions in other countries that strive to bring about positive experiences and enhance retention rates for online and blended students.

Using Interactive Online Pedagogical Approaches to Promote Student Engagement

The COVID-19 outbreak in late 2019 required a complete shift to online learning across all educational institutions, including universities. The rapid transition to online learning globally meant that many educators were suddenly tasked with adapting their classroom-based pedagogy to the online space. While this was undoubtedly challenging for teachers and students, it also opened up possibilities for reimagining the delivery of content, along with creating increased access for students who had barriers for studying remotely before the impact of COVID-19. The study discussed in this paper examines the experiences of students studying at a regional Australian university that already offered online courses, and whose instructors were already using a diverse range of online delivery tools. Specifically, the study sought to investigate how instructors used interactive strategies to promote student engagement, and how the interaction between learner and content influences student engagement. With research showing that online students typically have higher attrition rates than their on-campus counterparts, engagement has been identified as an important factor in online learning. Online interaction in particular is considered to be instrumental in influencing student engagement and positively impacting student satisfaction, persistence, and academic performance. Data collected from interviews conducted with two different cohorts of students, studying two different courses (mathematics education and Chinese language) at the same university, demonstrated ways instructors utilised interactive online pedagogies to engage students with potentially challenging course content. The study has implications for online educators who are looking for ways to adapt their on-campus courses to online delivery, with a focus on engaging and maintaining online students' interest and ongoing participation in their courses.

Learning from home learning: Crossing boundaries of place and identity

During the COVID‐19 lockdown, parents and caregivers were asked to take greater responsibility for their children's education while they were unable to attend school. In this commentary, we report on data sourced from 243 participants in the Tasmania Project in Australia about their experiences of learning from home during COVID‐19 lockdown. We engage with ideas about boundaries and bounding processes to understand how participants perceived challenges to their children's learning from home. They identified a lack of physical space for children's work to be performed and a lack of time, skill, and confidence to support them. We explore the bounding processes inherent to understanding and constituting education through identity, space, and place making and consider the ways in which these processes were revealed in the challenges identified by respondents. We argue that home learning disrupted known practices associated with education and schooling and challenged accepted categories and socio‐spatial divisions created by institutionalisation. We anticipate that exploring the challenges of home learning during COVID‐19 from the perspectives of parents and caregivers will inform future home–school partnerships. [ABSTRACT FROM AUTHOR] Copyright of Geographical Research is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)