Equity factors during the COVID-19 pandemic: Difficulties in emergency remote teaching (ert) through online learning

Since the onset of the COVID-19 pandemic, Emergency Remote Teaching through Online Learning (ERT-OL) has become the prevalent form of learning at many universities worldwide. At the same time, voices around the world have pointed to difficulties in online learning in general and to concerns regarding educational equity in particular. The current study sought to increase knowledge about specific hindering elements in ERT-OL and about the relationships between these elements from the standpoint of the following equity factors-socioeconomic status, language, and juggling among students who are also parents or working. To this end, the study analyzed 154 open-ended textual statements concerning the difficulties perceived by students at a university in Israel. The qualitative thematic analysis generated a map of hindering elements categorized in terms of a) processes: technology, pedagogy, content, situation and individual characteristics, and b) outcomes: cognitive, affective, social, and physical. The map revealed a mesh of intricate mediating and moderating links whose effect can intensify for each equity factor. On the positive side, seeds of mitigating strategies emerged as well. The study advances knowledge regarding ERT-OL hindering elements and their relationships and provides a better understanding of how these debilitating relationships may be exacerbated when equity factors are considered. Researchers and teachers interested in ERT-OL or in "normal" online learning in the future can use the map as a research and teaching framework to identify inequities and prevent further gaps.

Fetal Exposure to MR Imaging: Long-Term Neurodevelopmental Outcome

BACKGROUND AND PURPOSE

Very few studies have investigated long-term neurodevelopment of children exposed to MR imaging antenatally. Thus, the purpose of our study was to evaluate long-term neurodevelopmental outcomes of children exposed to MR imaging during pregnancy.

MATERIALS AND METHODS

We conducted a historical prospective cohort study in a single tertiary medical center. Women exposed to 1.5T noncontrast MR imaging for maternal or fetal indications were matched to unexposed controls. Long-term neurodevelopmental outcomes were evaluated of their children, 2.5 to 6 years of age, according to the Vineland-II Adaptive Behavior Scale. The Vineland-II Adaptive Behavior Scale assesses communication, daily living skills, socialization, and motor skills. A composite score summarizes these 4 domains.

RESULTS

A total of 131 exposed women matched our inclusion criteria and were included in the study group, and 771 unexposed women, in the control group. No difference was identified in the Vineland-II Adaptive Behavior Scale composite score between the children of the study and control groups (mean, 110.79 versus 108.18; P = .098). Differences were also not observed between the children of the 2 groups in 3 of the 4 questionnaire domains: communication (108.84 versus 109.10; P = .888), daily living skills (109.51 versus 108.28; P = .437), and motor skills (105.09 versus 104.42; P = .642). However, the socialization score was favorable for the study group (112.98 versus 106.47; P < .001).

CONCLUSIONS

Exposure to 1.5T noncontrast MR imaging during pregnancy had no harmful effects on long-term neurodevelopmental outcomes. This study contributes to understanding the safety of MR imaging during pregnancy.