Integrating research-informed teaching within an undergraduate diagnostic radiography curriculum: Results from a level 4 (year 1) student cohort

AimPreviously we reported on focus group research which explored the level 4 (year 1) student experience of the Research-informed Teaching experience (RiTe). This article discusses follow up research with a new student cohort.MethodAn online questionnaire was used to explore the level 4 student cohort experience of RiTe. A Multi-method approach was taken to analyse the data, identify themes and link questionnaire findings with those from the focus group research.ResultsA 54% (27/50) response rate was achieved. Students found RiTe to be a positive experience and there was strong agreement that it had increased their knowledge of research methods and understanding of key areas of practice.ConclusionsResults from the questionnaire supported the focus group findings. One of the key factors in the success of RiTe was that of collaborative learning. This was achieved by the students undertaking an inquiry and situated approach to learning within small groups.     

Towards a research informed teaching experience within a diagnostic radiography curriculum: The level 4 (year 1) student holistic experience

AimThis article discusses the level 4 (year 1) diagnostic radiography student holistic experience of the Research-informed Teaching experience (RiTe) at the University of Salford, UK. The purpose of RiTe is to expose undergraduate radiography students to more formal research, as part of their normal teaching and learning experience.MethodA grounded theory approach was adopted and a focus group with eight level 4 students was used to explore and evaluate the student experience and perception of RiTe.ResultsOpen coding defined categories and sub-categories, with axial and selective coding used to interrogate and explore the relationships between the focus group data. A number of insights were gained into the student holistic experience of RiTe. The issue of leadership for level 4 students was also identified.DiscussionThe focus group participants found RiTe to be an extremely positive learning experience. RiTe also facilitated their translation of learnt theory into clinical skills knowledge alongside their understanding of and desire to participate in more research as undergraduates. The article also highlights areas for future research.     

Partnerships for clinical learning: A collaborative initiative to support medical imaging technology students and their supervisors

IntroductionThe involvement of practitioners in the teaching and supervision of medical imaging technology students is central to students' learning. This article presents an overview of a learning partnership initiative, reinforced by an online platform to support students' learning and their medical imaging technologist supervisors' (MITs) teaching within a clinical learning environment in a New Zealand context.MethodologyData were generated through a series of fourteen collaborative action research focus group meetings with MITs and student MITs.ResultsThe findings revealed that a robust relationship between a student and their MIT partner gave students an ‘anchor’ for learning and a sense of belonging. The online platform supported the relationship and provided an effective means for communication between students and their MIT partners. The relationship was not one-directional as it also supported the enhancement of MITs' practice.ConclusionsThe recommendations from the study suggest learning partnerships between MITs and student MITs will be valuable in supporting teaching and learning respectively. MITs need to be better supported in their teaching role to enable them to make a greater investment in students' learning. A redistribution of funding for clinical education needs to be considered to support the MITs' central role in teaching medical imaging students.     

Online teaching and learning through the students’ eyes – Uncertainty through the COVID-19 lockdown: A qualitative case study in Gauteng province,South Africa

IntroductionIn South Africa, online learning has been adopted to maintain the momentum of learning. The need for social distancing has resulted in the cancellation of many face-to-face activities that comprised the curriculum within higher education. This study explored the experiences of undergraduate diagnostic radiography students of online teaching and learning during the COVID-19 lockdown period.MethodsA qualitative case study design was adopted. Purposive sampling was employed to select undergraduate diagnostic radiography students at the study institution. One-on-one online interviews were audio recorded with fourteen (n = 14) students from second to fourth year and were transcribed verbatim. Data were analysed through content analysis.ResultsTwo main themes emerged: (1) Maintaining balance in the new ‘normal’; (2) Enablers for an inclusive learning environment. The change in the method of teaching has highlighted the requirements for adequate teaching and learning. The students in the study were of the view that they deserve an equal opportunity to quality online education.ConclusionThe study reveals that the participants were concerned about the transition from face-to-face lectures to the online system. They felt they were required to adjust without adequate consideration of the prerequisites for the process, such as devices and data availability.Implications for practiceRadiography is both technical and theoretical. Therefore, the integration of online teaching and learning could be used to enhance digital literacy within the South African context.     

The impact of COVID-19 upon student radiographers and clinical training

IntroductionTo investigate student clinical placement concerns and opinions, during the initial COVID-19 pandemic outbreak and to inform educational institution support planning.MethodsBetween mid-June to mid-July 2020, educational institutions from 12 countries were invited to participate in an online survey designed to gain student radiographer opinion from a wide geographical spread and countries with varying levels of COVID-19 cases.Results1277 respondents participated, of these 592 had completed clinical placements during January to June 2020. Accommodation and cohabiting risks were identified as challenging, as was isolation from family, travel to clinical placements, and to a lesser extent childcare. Students stated they had been affected by the feeling of isolation and concerns about the virus whilst on placement. Overall 35.4% of all respondents were ‘Not at all worried’ about being a radiographer, however, 64.6% expressed varying levels of concern and individual domestic or health situations significantly impacted responses (p ≤ 0.05). Year 4 students and recent graduates were significantly more likely to be ‘Not worried at all’ compared to Year 2 and 3 students (p ≤ 0.05). The need for improved communication regarding clinical placements scheduling was identified as almost 50% of students on clinical placements between January to June 2020 identified the completion of assessments as challenging. Furthermore, only 66% of respondents with COVID-19 imaging experience stated being confident with personal protective equipment (PPE) use.ConclusionStudent radiographers identified key challenges which require consideration to ensure appropriate measures are in place to support their ongoing needs. Importantly PPE training is required before placement regardless of prior COVID-19 imaging experience.Implications for practiceAs the next academic year commences, the study findings identify important matters to be considered by education institutions with responsibility for Radiography training and as students commence clinical placements during the on-going global COVID-19 pandemic.     

The Virtual Homeroom: Utility and Benefits of Small Group Online Learning in the COVID-19 Era

ObjectiveDuring COVID-19, Harvard Medical School pivoted to online learning. A large student cohort took a completely virtual Radiology clerkship with daily programming including virtual small group teaching sessions or “homerooms.”Materials and methodsOne hundred and eleven medical students were divided into 12 virtual small group sessions which emphasized foundational concepts. Uniform teaching materials were used across all homerooms in order to deepen understanding and allow insight into the working methods of radiologists. Students evaluated the homeroom learning and teachers for utility and benefit to their educational experience.ResultsMost students (93%) felt the homerooms provided an educational benefit and reinforced topics studied (77%). Most students (84%) felt the leaders created an environment conducive to learning. Despite being virtual, students were able to form interpersonal connections with the homeroom leaders.ConclusionsIncorporating virtual small group learning can be a valuable component of a virtual or hybrid Radiology clerkship, solidifying foundational concepts with the homeroom leaders playing a major role. While developed by necessity due to COVID-19, virtual small group learning with engaged leaders is an educational strategy whose benefit can continue even as there is return to in-person learning.     

Blending online techniques with traditional face to face teaching methods to deliver final year undergraduate radiology learning content

Aim

To review the initial experience of blending a variety of online educational techniques with traditional face to face or contact-based teaching methods to deliver final year undergraduate radiology content at a UK Medical School.

Materials and methods

The Brighton and Sussex Medical School opened in 2003 and offers a 5-year undergraduate programme, with the final 5 spent in several regional centres. Year 5 involves several core clinical specialities with onsite radiology teaching provided at regional centres in the form of small-group tutorials, imaging seminars and also a one-day course. An online educational module was introduced in 2007 to facilitate equitable delivery of the year 5 curriculum between the regional centres and to support students on placement. This module had a strong radiological emphasis, with a combination of imaging integrated into clinical cases to reflect everyday practice and also dedicated radiology cases. For the second cohort of year 5 students in 2008 two additional online media-rich initiatives were introduced, to complement the online module, comprising imaging tutorials and an online case discussion room.

Results

In the first year for the 2007/2008 cohort, 490 cases were written, edited and delivered via the Medical School managed learning environment as part of the online module. 253 cases contained a form of image media, of which 195 cases had a radiological component with a total of 325 radiology images. Important aspects of radiology practice (e.g. consent, patient safety, contrast toxicity, ionising radiation) were also covered. There were 274,000 student hits on cases the first year, with students completing a mean of 169 cases each. High levels of student satisfaction were recorded in relation to the online module and also additional online radiology teaching initiatives.

Conclusion

Online educational techniques can be effectively blended with other forms of teaching to allow successful undergraduate delivery of radiology. Efficient IT links and good image quality are essential ingredients for successful student/clinician engagement.     

Supporting radiography clinical placements in Ireland during the COVID-19 pandemic: The practice educators perspective

IntroductionThe COVID-19 pandemic has significantly impacted healthcare services and the clinical learning environment. Several studies have investigated radiography students' experiences of clinical placement during the pandemic; however, few have investigated the Clinical Practice Educator's (CPEs) perspective. CPEs play a pivotal role in supporting clinical education.MethodA qualitative study was conducted using a purposeful sample of twenty-two CPEs, each working in a different Irish hospital. Four semi-structured focus groups were used to gather data. To maintain reasonable homogeneity, CPEs who were new to the role (n = 8) were assigned a separate focus group from experienced CPEs (n = 14). Inductive thematic analysis was applied.ResultsCPEs experienced role expansion, particularly in managerial and administrative aspects of the role. They described arranging COVID-19 vaccinations locally for radiography students and the complexities of student rostering during the pandemic. CPEs perceived the pandemic to have impacted students' emotional wellbeing with ‘high anxiety levels’ and ‘loneliness’ being reported. They also perceived issues with clinical readiness and the student transition to clinical practice. Many challenges were faced by CPEs including arranging clinical recovery time for numerous students when sites were already at full capacity, fewer learning opportunities due to decreased patient throughput and range of imaging examinations, social distancing constraints, resistance from staff to student placements, and a shortage of staff for student supervision. Flexibility, communication, and multi-level support helped CPEs to fulfil their role.ConclusionThe results provide insight into how CPEs supported radiography clinical placements during the pandemic and into the challenges faced by CPEs in their role. CPEs supported student placement through multi-level communication, teamwork, flexibility, and student advocacy.Implications for practiceThis will aid understanding of the support mechanisms needed by CPEs to provide quality clinical placements.     

A review of the impact of the COVID-19 pandemic on pre-registration medical radiation science education

ObjectiveThe COVID-19 pandemic has changed traditional ways to provide pre-registration medical radiation science (MRS) (medical imaging and radiation therapy) education. This literature review explores the published pre-registration MRS education curriculum adaptations implemented in response to the pandemic and effects of the adaptations on stakeholders.Key findingsEleven articles were identified through a systematic literature search. The included articles covered the pre-registration MRS curriculum adaptations implemented in response to the pandemic in 12 countries of five continents. Through changing content delivery and assessment modes from face-to-face to online, non-practical classes and academic assessments could continue without significant interruptions. However, cancellation/postponement of practical classes and clinical placements was common during COVID-19 lockdown. Simulated learning was used by some institutions to replace some practical classes and placements. Among the stakeholders of MRS education (students, academics and clinical educators), the students were most affected. The main impacts were negative psychological effects and learning experiences. For the academics, they had common concerns about online learning quality and assessment integrity.ConclusionThis review of the early publications in the first year of the pandemic provides an illustration of the MRS curriculum adaptations implemented in five continents covering both English and non-English speaking countries and their effects on the stakeholders as yet. It is expected that more articles on this area will be published over time and hence allowing a more comprehensive review in the future.Implications for practiceThe included articles show provision of wellbeing support, good planning of online content delivery based on sound pedagogical approaches, implementation of computer-based simulation tools suitable for home-based learning environment and use of authentic online assessments would address the impacts on the students and academics.     

Online learning during the COVID-19 pandemic: Perceptions of allied health sciences undergraduates

IntroductionThe purpose of this study was to determine the perceptions of Allied Health Sciences undergraduates towards online learning during the COVID 19 outbreak.MethodsA cross-sectional study was conducted with undergraduates of the Faculty of Allied Health Sciences, University of Peradeniya, Sri Lanka. A self-administered online questionnaire consisted of four sections to evaluate demographic information; details of online learning; perspectives and challenges on online learning were used for data collection.ResultsA total of 518 responses were received from the five disciplines of radiography (32.8%), nursing (24.9%), medical laboratory sciences (18.2%), pharmacy (14.5%), and physiotherapy (9.7%), resulting in a 76.4% response rate. The majority preferred smartphones (73.2%) for online access, and Zoom is the most utilized online communicating platform (72.8%). The overall respondent's perception score ranged from 9 to 27 (Positive ≥ 18, Neutral = 18, Negative ≤ 18) with a mean (SD) of 20.4 (4.0). Even though the majority (59.7%) agreed that online learning is more comfortable to communicate than conventional learning, most respondents (48.3%) have a negative perception towards offering practical and clinical-based subjects online. Poor internet connections (67.0%) and the lack of electronic devices (53.3%) were the most significant challenges encountered during online learning.ConclusionThe majority of the students have a positive perception towards online learning. Online learning appears to be an efficient learning strategy when students have equal access to online facilities.Implications for practiceAlthough the allied health undergraduates faced several challenges, they demonstrated their versatility and acceptance of the online learning strategy during the COVID-19 pandemic. Therefore a well-structured online learning programme will be beneficial for students to continue their studies during a pandemic.     

Evaluating current chest imaging practices of pediatric patients with COVID-19: A retrospective analysis

PurposeThis retrospective analysis aims to examine the effectiveness of the current chest imaging guidelines regarding COVID-19 positive pediatric patients on our study group of patients aged 0 to 18.Materials and methodsWe examined clinical and imaging data of 178 pediatric COVID-19 positive patients confirmed by PCR admitted to the Children's Hospital of Los Angeles between March 6, 2020 and June 23, 2020.ResultsOf 178 patients, only 46 (27%) patients underwent any form of chest imaging. Thirteen (28%) of 46 imaged patients had positive chest X-rays (CXR) or computed tomography (CT) chest findings, with 8 (62%) of the 13 patients suggesting pneumonia or multifocal pneumonia, 3 (23%) patients having acute respiratory distress syndrome, and 2 (15%) patients demonstrating left sided pleural effusions thought to be the result of ruptured appendicitis unrelated to their COVID-19 diagnosis. All but one patient had significant prior medical histories with an associated comorbid medical condition. Of the 46 imaged patients, 17 (37%) patients had a negative chest X-ray, and 15 (33%) patients had suggestive findings of viral etiology. 132 patients were not imaged.ConclusionOur study population corroborated current chest imaging guidelines in pediatric patients. Chest imaging modalities such as CXR and CT should be reserved for patients who are severely symptomatic and/or possess prior comorbidities such as immunosuppression, diabetes, asthma, obesity, or where other differential etiologies must be entertained.     

Radiography students achieving competencies through structured interprofessional education

IntroductionInterprofessional education (IPE) takes place when representatives of at least two professions work and learn together, about and from each other to provide optimal healthcare. For the successful implementation of an IPE programme, conceptualisation, planning, and operationalisation and coordination among the various professions is crucial, to assist students to obtain the desired competencies of such a programme. The purpose is to investigate if a structured IPE programme assisted radiography students to achieve competencies.MethodsAn online questionnaire was compiled from literature and completed by radiography students who participated in a structured, three-week-long IPE programme. The questionnaire was mainly quantitative (using a Likert scale), though it also consisted of qualitative elements (open-ended questions). A Fischer’s Exact test was used to compare the responses of three different year groups.ResultsFeedback from the radiography students (n=63) indicated that they achieved this IPE programme’s specific competencies: role clarification, interprofessional communication, teamwork, person-centered care and values and ethics. There was good correlation between the feedback from all three year groups. The feedback on the open-ended questions correlated with the quantitative feedback, though some students felt excluded, as there was little reference to their particular profession in the simulation session of the IPE programme.ConclusionThe results of the study indicate that radiography students achieved the prescribed competencies of a structured IPE programme. The results provide insight into ways to improve the IPE programme. A recommendation emanating from the results of this study is that, to improve the experience of all healthcare professions students, structured IPE programmes have to promote inclusive teaching and learning.Implications for practiceRadiography students that participate in a structured IPE programme develop competencies necessary for effective collaborative clinical practice.     

The quality and impact of computer supported collaborative learning (CSCL) in radiology case-based learning

Objective

The aim of this research was to explore (1) clinical years students’ perceptions about radiology case-based learning within a computer supported collaborative learning (CSCL) setting, (2) an analysis of the collaborative learning process, and (3) the learning impact of collaborative work on the radiology cases.

Methods

The first part of this study focuses on a more detailed analysis of a survey study about CSCL based case-based learning, set up in the context of a broader radiology curriculum innovation. The second part centers on a qualitative and quantitative analysis of 52 online collaborative learning discussions from 5th year and nearly graduating medical students. The collaborative work was based on 26 radiology cases regarding musculoskeletal radiology.

Results

The analysis of perceptions about collaborative learning on radiology cases reflects a rather neutral attitude that also does not differ significantly in students of different grade levels. Less advanced students are more positive about CSCL as compared to last year students. Outcome evaluation shows a significantly higher level of accuracy in identification of radiology key structures and in radiology diagnosis as well as in linking the radiological signs with available clinical information in nearly graduated students. No significant differences between different grade levels were found in accuracy of using medical terminology.

Conclusion

Students appreciate computer supported collaborative learning settings when tackling radiology case-based learning. Scripted computer supported collaborative learning groups proved to be useful for both 5th and 7th year students in view of developing components of their radiology diagnostic approaches.     

The Impact of COVID-19 on Medical Dosimetry Education: Students’ Perception on the Effectiveness of Program's Immediate Response

In early 2020, many medical dosimetry programs began to offer lectures and clinical rotations remotely in response to COVID-19. Faculty instituted an IRB-approved study to investigate the effectiveness of medical dosimetry educational programs’ immediate response to COVID-19 and modifications to teaching practices during the pandemic. The Program Response to COVID-19 Effectiveness Questionnaire (PRCEQ) survey was developed to measure students’ perceptions of their learning experience during COVID-19. The subject of the study was the medical dosimetry current and former student population who received modified education delivery during the COVID-19 pandemic. This study suggests that generally students are satisfied with the quality of their virtual didactic and clinical education as well as communication between faculty and students and students to students. Programs should develop strategies to engage students during the virtual classes to motivate them to learn; utilize a variety of formats for the evaluation of students’ learning, incorporate activities to help students make connections with real-world clinical situations, and schedule clinical visits for students to learn tasks that require their physical presence in clinic.     

Automated detection of COVID-19 cases from chest X-ray images using deep neural network and XGBoost

IntroductionIn late 2019 and after the COVID-19 pandemic in the world, many researchers and scholars tried to provide methods for detecting COVID-19 cases. Accordingly, this study focused on identifying patients with COVID-19 from chest X-ray images.MethodsIn this paper, a method for diagnosing coronavirus disease from X-ray images was developed. In this method, DenseNet169 Deep Neural Network (DNN) was used to extract the features of X-ray images taken from the patients’ chests. The extracted features were then given as input to the Extreme Gradient Boosting (XGBoost) algorithm to perform the classification task.ResultsEvaluation of the proposed approach and its comparison with the methods presented in recent years revealed that this method was more accurate and faster than the existing ones and had an acceptable performance for detecting COVID-19 cases from X-ray images. The experiments showed 98.23% and 89.70% accuracy, 99.78% and 100% specificity, 92.08% and 95.20% sensitivity in two and three-class problems, respectively.ConclusionThis study aimed to detect people with COVID-19, focusing on non-clinical approaches. The developed method could be employed as an initial detection tool to assist the radiologists in more accurate and faster diagnosing the disease.Implication for practiceThe proposed method's simple implementation, along with its acceptable accuracy, allows it to be used in COVID-19 diagnosis. Moreover, the gradient-based class activation mapping (Grad-CAM) can be used to represent the deep neural network's decision area on a heatmap. Radiologists might use this heatmap to evaluate the chest area more accurately.     

Automatic detection of COVID-19 from chest radiographs using deep learning

IntroductionThe breakdown of a deadly infectious disease caused by a newly discovered coronavirus (named SARS n-CoV2) back in December 2019 has shown no respite to slow or stop in general. This contagious disease has spread across different lengths and breadths of the globe, taking a death toll to nearly 700 k by the start of August 2020. The number is well expected to rise even more significantly. In the absence of a thoroughly tested and approved vaccine, the onus primarily lies on obliging to standard operating procedures and timely detection and isolation of the infected persons. The detection of SARS n-CoV2 has been one of the core concerns during the fight against this pandemic. To keep up with the scale of the outbreak, testing needs to be scaled at par with it. With the conventional PCR testing, most of the countries have struggled to minimize the gap between the scale of outbreak and scale of testing.MethodOne way of expediting the scale of testing is to shift to a rigorous computational model driven by deep neural networks, as proposed here in this paper. The proposed model is a non-contact process of determining whether a subject is infected or not and is achieved by using chest radiographs; one of the most widely used imaging technique for clinical diagnosis due to fast imaging and low cost. The dataset used in this work contains 1428 chest radiographs with confirmed COVID-19 positive, common bacterial pneumonia, and healthy cases (no infection). We explored the pre-trained VGG-16 model for classification tasks in this. Transfer learning with fine-tuning was used in this study to train the network on relatively small chest radiographs effectively.ResultsInitial experiments showed that the model achieved promising results and can be significantly used to expedite COVID-19 detection. The experimentation showed an accuracy of 96% and 92.5% in two and three output class cases, respectively.ConclusionWe believe that this study could be used as an initial screening, which can help healthcare professionals to treat the COVID patients by timely detecting better and screening the presence of disease.Implication for practiceIts simplicity drives the proposed deep neural network model, the capability to work on small image dataset, the non-contact method with acceptable accuracy is a potential alternative for rapid COVID-19 testing that can be adapted by the medical fraternity considering the criticality of the time along with the magnitudes of the outbreak.     

How do the attitudes of therapeutic radiographers affect students’ learning during practice placement?

IntroductionPractice placements are essential for radiotherapy students to learn and embed the necessary skills for practice; thus, each placement should afford an optimum learning experience. A key finding from the Phase 3 student arm of recent doctoral research suggests that for some students an optimum learning experience is not guaranteed. Using students' own words, this paper seeks to increase radiographers' awareness of how their behaviours can affect students’ placement learning, and aims to help improve the placement learning experience for both.MethodA three-phase, U.K.-wide, mixed methods study was conducted. In the Phase 3 student arm, qualitative data were gathered via focus groups/interviews from volunteer student radiographers. Data were transcribed, manually coded, and analysed thematically by the Researcher using the applied research methodology Framework Analysis.ResultsThe analysed data were complimentary to radiographers, overall, but common themes were identified criticising certain of their attitudes and behaviours. Students exhibited fragility in response to perceived negative attitudes and behaviours, and failed to develop resilience in response to further similar experiences. This had a negative effect on their placement learning. Positive attitudes from radiographers enhanced students’ placement learning. The placement experiences of radiotherapy students are consistent with those of other AHP and nursing students identified in the literature.ConclusionIncreasing radiographers' awareness of the negative and positive effects of their behaviours and attitudes will help improve students' placement learning experience. Students’ resilience may be improved by teaching them coping strategies to use on placement.Implications for practiceThe retention of radiotherapy students is an urgent concern for the radiotherapy profession therefore it is important to take steps to improve it. Enhancing students’ placement experience may contribute to increased retention.     

Coronavirus Disease 2019 (COVID-19) CT Findings: A Systematic Review and Meta-analysis

PurposeTo date, considerable knowledge gaps remain regarding the chest CT imaging features of coronavirus disease 2019 (COVID-19). We performed a systematic review and meta-analysis of results from published studies to date to provide a summary of evidence on detection of COVID-19 by chest CT and the expected CT imaging manifestations.MethodsStudies were identified by searching PubMed database for articles published between December 2019 and February 2020. Pooled CT positive rate of COVID-19 and pooled incidence of CT imaging findings were estimated using a random-effect model.ResultsA total of 13 studies met inclusion criteria. The pooled positive rate of the CT imaging was 89.76% and 90.35% when only including thin-section chest CT. Typical CT signs were ground glass opacities (83.31%), ground glass opacities with mixed consolidation (58.42%), adjacent pleura thickening (52.46%), interlobular septal thickening (48.46%), and air bronchograms (46.46%). Other CT signs included crazy paving pattern (14.81%), pleural effusion (5.88%), bronchiectasis (5.42%), pericardial effusion (4.55%), and lymphadenopathy (3.38%). The most anatomic distributions were bilateral lung infection (78.2%) and peripheral distribution (76.95%). The incidences were highest in the right lower lobe (87.21%), left lower lobe (81.41%), and bilateral lower lobes (65.22%). The right upper lobe (65.22%), right middle lobe (54.95%), and left upper lobe (69.43%) were also commonly involved. The incidence of bilateral upper lobes was 60.87%. A considerable proportion of patients had three or more lobes involved (70.81%).ConclusionsThe detection of COVID-19 chest CT imaging is very high among symptomatic individuals at high risk, especially using thin-section chest CT. The most common CT features in patients affected by COVID-19 included ground glass opacities and consolidation involving the bilateral lungs in a peripheral distribution.