Virtual Technology in Radiologic Technology Classrooms: Educational Effect of the COVID-19 Pandemic

PURPOSE: To investigate the educational effect of the COVID-19 pandemic on virtual technology use in the radiologic technology classroom by comparing virtual technology use and perceived barriers for use from before the COVID-19 pandemic through the spring 2021 semester. METHODS: An explanatory mixed-method, cross-sectional survey design was used to evaluate radiologic technology educators' integration of virtual technology and continuance intention to use (CITU) virtual technology in the radiologic technology classroom. A pseudoqualitative component also was used to add meaning to the quantitative data. RESULTS: A total of 255 educators completed the survey. Educators with associate degrees scored significantly lower in CITU compared with participants with master's degrees (P = .04) and doctoral or professional degrees (P = .01). Virtual technology use significantly increased from before COVID-19 to spring 2021 (P < .001). Educators' perceptions of barriers to technology integration significantly decreased from before COVID-19 to spring 2021 (P < .001). In this report, radiologic technology educators indicated intentions for increased virtual technology use in the future compared with their use during the spring 2021 semester (P = .001). DISCUSSION: Virtual technology use was low before COVID-19, and although it increased during the spring 2021 semester, it remained relatively low. Future intentions for virtual technology use indicate an increase from spring 2021, suggesting a change in future delivery of radiologic science education. Instructors' levels of education had a significant effect on CITU scores. Cost and funding was consistently the highest reported barrier to virtual technology use, whereas student resistance to technology was consistently the lowest reported barrier. Narratives of participants' challenges, current and future use, and rewards related to virtual technology also added pseudoqualitative meaning to the quantitative findings. CONCLUSION: The educators in this study demonstrated low virtual technology use before the COVID-19 pandemic, increased virtual technology use because of the pandemic, and significantly positive CITU scores. Radiologic science educators' responses regarding their challenges, current and future use, and rewards might be helpful in facilitating more effective technology integration. Copyright © 2023 American Society of Radiologic Technologists.

Defense Support of Civil Authorities (DSCA)

Defense support of civil authorities (DSCA) is military support provided in response to requests for assistance from civilian authorities for domestic emergencies, special events, designated law enforcement support, and other domestic activities. Multiple jurisdictions across the US have recently or are now in the process of developing detailed strategies for integrating available Title 32 (i.e., National Guard) and/or Title 10 (i.e., Active Duty and Reserve) military units/resources into their respective disaster response plans, training, and exercise operations. As evidence provides from catastrophic disasters such as the oil spill in the Gulf of Mexico in 2010, Hurricane Katrina in 2005, and Hurricane Andrew in 1992, and the 2020 coronavirus (COVID-19) pandemic, US military units and activities have proven to be a critical component for successful response and recovery operations. Therefore, it is vital for emergency managers at every jurisdictional level to possess a rudimentary understanding (at a minimum) of military resources;their capabilities and limitations and how to access and integrate them in their respective jurisdiction’s disaster response and recovery operations. Without this understanding, there are significant risks of missed opportunities to save lives, mitigate human suffering, and mitigate significant property and/or environmental damage © 2022 Taylor & Francis.

Family Foundations To promote parent mental health and family functioning during the COVID-19 pandemic in Australia: A mixed methods evaluation

Evidence-based family-based interventions targeting parent mental health and partner conflict during community-wide crises such as the COVID-19 pandemic are scarce. Family Foundations (FF), a 10-week couple/parent-based intervention targeting parent mental health, conflict and co-parenting was delivered via video-conferencing during the COVID-19 pandemic. This study aimed to: (1) explore parents' and clinicians' experiences and perceived benefits of FF, and (2) assess pre-post intervention changes in parent mental health, interparental conflict and co-parenting behaviour. A mixed methods evaluation was conducted with 62 families with young children experiencing parent mental health difficulties and/or parental conflict. Qualitative interviews with parents and FF clinicians were conducted, and intervention outcomes were assessed using mother-report surveys. Maternal stress and anxiety symptoms decreased and co-parenting support and parenting warmth increased following FF. Parents expressed high satisfaction with FF despite the perceived limited cultural and family structure diversity in the videos. Although some activities were modified and clinicians were more directive in their style of delivery, FF was implemented with fidelity. Importantly, telehealth delivery made FF accessible to meet the needs of families during the pandemic when in-person services were not available. These findings will inform further development and evaluation of telehealth FF during community-wide crises such as the COVID-19 pandemic.