IntroductionTwo universities run a collaborative Medical Radiation Science program where students... more IntroductionTwo universities run a collaborative Medical Radiation Science program where students undertake study in Tasmania before transferring to a partner university in another state to complete their program. This study assessed rates and predictors of graduate radiographers, radiation therapists and nuclear medicine technologists (collectively classified as medical radiation practitioners according to AHPRA [https://www.medicalradiationpracticeboard.gov.au/About.aspx; ahpra.gov.au/registration/registers] contemporary classification) returning to Tasmania and rural locations to practice.MethodsA cross‐sectional 22‐item online survey including open‐ended questions was administered via Facebook. Rates of graduates working in Tasmania and rural locations, work satisfaction, and program efficacy were assessed. Logistic regression was used to assess predictors of working in Tasmania and rural locations.Results58 Facebook members from a total of 87 program graduates were invited to p...
The process of constructing assessment rubrics has traditionally been the responsibility of acade... more The process of constructing assessment rubrics has traditionally been the responsibility of academic staff who teach into undergraduate university degrees. While many educational researchers and theorists have long recommended the need for students and teachers to work together to co-construct assessment rubrics, few empirical studies have explored the reality of such partnerships. Furthermore, past studies have recommended engaging higher education students in various stages of assessment. Many have focused particularly on the mid and latter stages of the assessment process, including the preparation of assessment submissions and the distribution and interpretation of assessment feedback, but neglect earlier involvement. To address this gap, this study engaged students and teachers in the early stage of assessment design, at the point where assessment rubrics are created. Using a mixed methods approach, students and teachers from three health-related cohorts were surveyed and interviewed after rubric co-construction, and again after use of the coconstructed rubric, to document their experiences. Overall, students and teachers recommended the practice of co-construction, valued the experience, and in the process, gained more insight into each others' needs. Students bene ted by understanding what was required of them in their assessment tasks, and teachers were provided with opportunities to clarify their learning expectations.
The placement of pre-service teachers in schools to integrate theoretical learning with practical... more The placement of pre-service teachers in schools to integrate theoretical learning with practical experience is an integral component of many tertiary education courses. Issues with both the reliability and validity of assessment grades in a workplace environment suggest a call to strengthen the level of academic rigour of these placements. In this study, professional development lecturers in one education program [Avondale College of Higher Education, NSW] constructed a standardsbased grading rubric designed to assist mentor teachers assess the performance of pre-service teachers. After implementation of the rubric for two Professional Experience sessions, mentor teachers were surveyed to assess the effectiveness and usefulness of the grading rubric. Results from quantitative and qualitative data found the grading rubric to be a vital tool in the assessment process. Benefits of the grading rubric included accuracy and consistency of grading, ability to identify specific areas of desired development and facilitation of mentor to pre-service teacher feedback. This research asserts that the assessment grading rubric was a useful tool for all three parties concerned: the course supervisor, the mentor teacher and the pre-service teacher.
.................................................................................................... more .................................................................................................................................. xi Chapter
Together the ERG provided feedback, guidance and advice to the project. Thanks also to Professor ... more Together the ERG provided feedback, guidance and advice to the project. Thanks also to Professor Kerri-Lee Krause for acting as the project's External Evaluator. The team acknowledges the support of the Department of Education and Training for providing funding for the project. It is acknowledged that the lead institution (Avondale) and partner institutions (CSU and UTS), provided substantial in-kind project funding and support. Finally, we would like to thank all the wonderful lecturer and student Owning the Rubric: Student engagement in rubric design and use v Executive summary The project focuses on collaboratively constructing and using assessment resources designed in partnership between teachers and students in higher education contexts. Traditionally, the early stages of assessment design were the domain of teachers. In recent years, many educators and researchers have called for increased levels of involvement by students during the development of assessment criteria, instructions and rubrics. By engaging students to work collaboratively with their university teachers to prepare and create assessment guidelines and rubrics, there is a greater potential for students to take ownership of and be accountable for their own learning outcomes.
Journal of Medical Imaging and Radiation Sciences, 2020
The COVID-19 crisis has caused a number of significant challenges to the higher education sector.... more The COVID-19 crisis has caused a number of significant challenges to the higher education sector. Universities worldwide have been forced to rapidly transition to online delivery, working at home, and disruption to research while concurrently facing the longerterm impacts in institution financial reform. Here, the impact of COVID-19 on academic staff in the medical radiation science (MRS) teaching team at Charles Sturt University are explored. While COVID-19 imposes potentially the greatest challenge many of us will experience in our personal and professional lifetimes, it also affords the opportunity to objectively re-evaluate and, where appropriate, redesign learning and teaching in higher education. Technology has allowed rapid assimilation to online learning environments with additional benefits that allow flexible, mobile, agile, sustainable, culturally safe and equitable learning focussed educational environments in the post-COVID-19 ''new normal''. R ESUM E La crise de la COVID-19 a entraîn e un certain nombre de d efis importants pour le secteur de l'enseignement sup erieur. Les universit es a travers le monde ont dû rapidement faire la transition vers la prestation distancielle des cours, le travail a la maison et les perturbations de la recherche, tout en faisant face aux cons equences a long terme de la r eforme des finances institutionnelles. Dans cet article, les auteurs examinent l'impact de la COVID-19 sur le personnel de l' equipe d'enseignement en sciences de la radiation m edicale (SRM) a l'Universit e Charles. Bien que la COVID-19 repr esente probablement le plus grand d efi auquel plusieurs d'entre nous devront faire face dans notre vie personnelle et professionnelle, elle offre egalement une occasion de r e evaluer de façon objective et, s'il y a lieu, de revoir la conception de l'apprentissage et de l'enseignement dans les etudes sup erieures. La technologie a permis une assimilation rapide des environnements d'apprentissage en ligne, avec des avantages suppl ementaires qui favorisent un environnement educatif souple, mobile, agile, durable, culturellement s ecuritaire et centr e sur l'apprentissage dans la « nouvelle normalit e » post-COVID-19.
Assessment & Evaluation in Higher Education, 2019
The use of assessment rubrics in the higher education sector is now widespread in a number of dis... more The use of assessment rubrics in the higher education sector is now widespread in a number of disciplines. Typically, these rubrics are constructed by teachers who also tend to be the main users of the rubrics throughout the grading process. In recent years, questions have been raised about this teacher-directed approach and some educators have begun to explore an alternate approach to rubric construction; that is, engaging students in collaboration with their teachers to co-construct assessment rubrics. This paper outlines the processes employed in a project that investigated the co-construction of rubrics within six different contexts. The project aimed to engage students in collaboration with their teachers to co-construct rubrics which are co-owned by teacher and student. A mixed methods approach was utilized to explore the effectiveness of the strategy. Questionnaires, interviews and focus groups were utilized to gather data from both the teacher-participants and student-participants regarding their experiences of being involved in the study. Findings are presented from the perspectives of both students and teachers, relating their views of rubrics and the activity of rubric co-construction. The paper concludes with recommendations for practical approaches to rubric co-construction and future research directions.
International Journal of Practice-based Learning in Health and Social Care, 2018
Health professionals must practice ethically in order to ensure compassionate and effective clien... more Health professionals must practice ethically in order to ensure compassionate and effective client care; function as good interdisciplinary team members; and protect themselves from litigation, and conduct and ethics complaints. Ethics education is a routine inclusion in health profession degrees, but may only be taught in the classroom, divorced from practice. This article argues that students need ethics education before, during, and after practice placements. We suggest that many powerful opportunities for teaching ethics on and after placements are missed or underutilised. We have reviewed the scant evidence, and the literature more broadly, to identify strategies for teaching ethics before, during, and after placements; and have added strategies drawn from our own experiences as clinical educators. We highlight where interdisciplinary perspectives can be added to ethics education. We conclude that more research is needed into approaches and strategies for teaching ethics in different contexts.
In addition, a new course has been introduced in Queensland in 2011. Some of the existing courses... more In addition, a new course has been introduced in Queensland in 2011. Some of the existing courses are three-year courses, necessitating a graduate year aft er obtaining a degree, while others are four year courses, graduating accredited radiographers. Th e number of weeks of clinical placement also varies between universities. Many clinical centres, especially in the eastern states, accept students from more than one university. Clinical educators in these centres have experienced diff erences in assessment methods, expectations, and requirements of the diff erent universities. Th is variation in requirements potentially creates diffi culties in obtaining reliable and valid assessment of the clinical competency of students. Undergraduate students from the University of Sydney undergo 25 weeks of clinical placement, one week in Year 1, three six-week blocks in Year 2, and one six week block in Year 3. Postgraduate students undertake 22 weeks of clinical placement, a four-and a six-week block in Year 1, and two six week blocks in Year 2. All of these students undergo mid placement formative (nongraded) assessment, and end of placement summative (graded) assessment in each clinical block. Students attend clinical placement in a mixture of small and large private practices, and small and large public and private hospitals. Both cohorts of students attend placement in the Sydney metropolitan area, and at least one six-week block either interstate, or in a regional centre in New South Wales. Obtaining consistency in the assessment practices of multiple supervisory staff in the variety of clinical centres accepting our students is diffi cult, thus compromising valid and reliable assessment of the performance of radiography students undertaking clinical placement in determining their competence to practice. Student radiographers need to be assessed in many diff erent areas, including interpersonal skills, professional attitude and responsibility, organisational skills, practical skills, and occupational health and safety. Some components of student performance are reasonably straightforward for a clinical supervisor to
This paper takes an interprofessional view of the types of scenarios allied health students, incl... more This paper takes an interprofessional view of the types of scenarios allied health students, including those in speech pathology, may encounter on placement. The paper highlights that students are ethically aware and in some cases may experience ethical distress as a result of what they experience on placement. Sometimes the cause of this distress is the behaviour of the clinical educator, who cannot therefore be a support to the student in managing their ethical concerns. We suggest a structured approach to pre-placement preparation, support during placement, and post-placement for students, which provides a range of resources, personnel and educational strategies to assist them to develop their ethical reasoning and manage ethical concerns.
Introduction: Professional work-integrated learning (WIL) that integrates the academic experience... more Introduction: Professional work-integrated learning (WIL) that integrates the academic experience with off-campus professional experience placements is an integral part of many tertiary courses. Issues with the reliability and validity of assessment grades in these placements suggest that there is a need to strengthen the level of academic rigour of placements in these programmes. This study aims to compare the attitudes to the usage of assessment rubrics of radiographers supervising medical imaging students and teachers supervising pre-service teachers. Methods: WIL placement assessment practices in two programmes, preservice teacher training (Avondale College of Higher Education, NSW) and medical diagnostic radiography (Faculty of Health Sciences, University of Sydney, NSW), were compared with a view to comparing assessment strategies across these two different educational domains. Educators (course coordinators) responsible for teaching professional development placements of teacher trainees and diagnostic radiography students developed a standards-based grading rubric designed to guide assessment of students' work during WIL placement by assessors. After~12 months of implementation of the rubrics, assessors' reaction to the effectiveness and usefulness of the grading rubric was determined using a specially created survey form. Data were collected over the period from March to June 2011. Quantitative and qualitative data found that assessors in both programmes considered the grading rubric to be a vital tool in the assessment process, though teacher supervisors were more positive about the benefits of its use than the radiographer supervisors. Results: Benefits of the grading rubric included accuracy and consistency of grading, ability to identify specific areas of desired development and facilitation of the provision of supervisor feedback. The use of assessment grading rubrics is of benefit to assessors in WIL placements from two very different teaching programmes. Conclusion: Radiographers appear to need more training in the rubric's use, whereas teachers are found to generally use it appropriately. There are implications drawn from this finding that are applicable to health science and medical education in general.
This chapter presents a case study of an attempt to deal with the issue of assessment in clinical... more This chapter presents a case study of an attempt to deal with the issue of assessment in clinical placements. A solution was to establish an Australian national standard in assessment for all educators involved in the particular discipline of medical diagnostic radiography. Rather than reinventing the wheel, the Australian national standard already established for speech pathology (Ferguson, McAllister, McAllister, & Lincoln, 2006) was used as a guideline. This chapter, therefore, summarises the experience of developing national assessment standards in the discipline of medical diagnostic radiography. The authors believe the lessons learned can be applied to many other health professions.
A major problem confronting the education of students in many health professions is assessing wha... more A major problem confronting the education of students in many health professions is assessing what they do on clinical placements in (often) non-university clinical facilities. Like campus-based assessment, such assessments need to be conducted in a manner that is objective and fair, and is seen to be objective and fair. These assessments are usually undertaken by non-university staff working at the clinical placement.
IntroductionTwo universities run a collaborative Medical Radiation Science program where students... more IntroductionTwo universities run a collaborative Medical Radiation Science program where students undertake study in Tasmania before transferring to a partner university in another state to complete their program. This study assessed rates and predictors of graduate radiographers, radiation therapists and nuclear medicine technologists (collectively classified as medical radiation practitioners according to AHPRA [https://www.medicalradiationpracticeboard.gov.au/About.aspx; ahpra.gov.au/registration/registers] contemporary classification) returning to Tasmania and rural locations to practice.MethodsA cross‐sectional 22‐item online survey including open‐ended questions was administered via Facebook. Rates of graduates working in Tasmania and rural locations, work satisfaction, and program efficacy were assessed. Logistic regression was used to assess predictors of working in Tasmania and rural locations.Results58 Facebook members from a total of 87 program graduates were invited to p...
The process of constructing assessment rubrics has traditionally been the responsibility of acade... more The process of constructing assessment rubrics has traditionally been the responsibility of academic staff who teach into undergraduate university degrees. While many educational researchers and theorists have long recommended the need for students and teachers to work together to co-construct assessment rubrics, few empirical studies have explored the reality of such partnerships. Furthermore, past studies have recommended engaging higher education students in various stages of assessment. Many have focused particularly on the mid and latter stages of the assessment process, including the preparation of assessment submissions and the distribution and interpretation of assessment feedback, but neglect earlier involvement. To address this gap, this study engaged students and teachers in the early stage of assessment design, at the point where assessment rubrics are created. Using a mixed methods approach, students and teachers from three health-related cohorts were surveyed and interviewed after rubric co-construction, and again after use of the coconstructed rubric, to document their experiences. Overall, students and teachers recommended the practice of co-construction, valued the experience, and in the process, gained more insight into each others' needs. Students bene ted by understanding what was required of them in their assessment tasks, and teachers were provided with opportunities to clarify their learning expectations.
The placement of pre-service teachers in schools to integrate theoretical learning with practical... more The placement of pre-service teachers in schools to integrate theoretical learning with practical experience is an integral component of many tertiary education courses. Issues with both the reliability and validity of assessment grades in a workplace environment suggest a call to strengthen the level of academic rigour of these placements. In this study, professional development lecturers in one education program [Avondale College of Higher Education, NSW] constructed a standardsbased grading rubric designed to assist mentor teachers assess the performance of pre-service teachers. After implementation of the rubric for two Professional Experience sessions, mentor teachers were surveyed to assess the effectiveness and usefulness of the grading rubric. Results from quantitative and qualitative data found the grading rubric to be a vital tool in the assessment process. Benefits of the grading rubric included accuracy and consistency of grading, ability to identify specific areas of desired development and facilitation of mentor to pre-service teacher feedback. This research asserts that the assessment grading rubric was a useful tool for all three parties concerned: the course supervisor, the mentor teacher and the pre-service teacher.
.................................................................................................... more .................................................................................................................................. xi Chapter
Together the ERG provided feedback, guidance and advice to the project. Thanks also to Professor ... more Together the ERG provided feedback, guidance and advice to the project. Thanks also to Professor Kerri-Lee Krause for acting as the project's External Evaluator. The team acknowledges the support of the Department of Education and Training for providing funding for the project. It is acknowledged that the lead institution (Avondale) and partner institutions (CSU and UTS), provided substantial in-kind project funding and support. Finally, we would like to thank all the wonderful lecturer and student Owning the Rubric: Student engagement in rubric design and use v Executive summary The project focuses on collaboratively constructing and using assessment resources designed in partnership between teachers and students in higher education contexts. Traditionally, the early stages of assessment design were the domain of teachers. In recent years, many educators and researchers have called for increased levels of involvement by students during the development of assessment criteria, instructions and rubrics. By engaging students to work collaboratively with their university teachers to prepare and create assessment guidelines and rubrics, there is a greater potential for students to take ownership of and be accountable for their own learning outcomes.
Journal of Medical Imaging and Radiation Sciences, 2020
The COVID-19 crisis has caused a number of significant challenges to the higher education sector.... more The COVID-19 crisis has caused a number of significant challenges to the higher education sector. Universities worldwide have been forced to rapidly transition to online delivery, working at home, and disruption to research while concurrently facing the longerterm impacts in institution financial reform. Here, the impact of COVID-19 on academic staff in the medical radiation science (MRS) teaching team at Charles Sturt University are explored. While COVID-19 imposes potentially the greatest challenge many of us will experience in our personal and professional lifetimes, it also affords the opportunity to objectively re-evaluate and, where appropriate, redesign learning and teaching in higher education. Technology has allowed rapid assimilation to online learning environments with additional benefits that allow flexible, mobile, agile, sustainable, culturally safe and equitable learning focussed educational environments in the post-COVID-19 ''new normal''. R ESUM E La crise de la COVID-19 a entraîn e un certain nombre de d efis importants pour le secteur de l'enseignement sup erieur. Les universit es a travers le monde ont dû rapidement faire la transition vers la prestation distancielle des cours, le travail a la maison et les perturbations de la recherche, tout en faisant face aux cons equences a long terme de la r eforme des finances institutionnelles. Dans cet article, les auteurs examinent l'impact de la COVID-19 sur le personnel de l' equipe d'enseignement en sciences de la radiation m edicale (SRM) a l'Universit e Charles. Bien que la COVID-19 repr esente probablement le plus grand d efi auquel plusieurs d'entre nous devront faire face dans notre vie personnelle et professionnelle, elle offre egalement une occasion de r e evaluer de façon objective et, s'il y a lieu, de revoir la conception de l'apprentissage et de l'enseignement dans les etudes sup erieures. La technologie a permis une assimilation rapide des environnements d'apprentissage en ligne, avec des avantages suppl ementaires qui favorisent un environnement educatif souple, mobile, agile, durable, culturellement s ecuritaire et centr e sur l'apprentissage dans la « nouvelle normalit e » post-COVID-19.
Assessment & Evaluation in Higher Education, 2019
The use of assessment rubrics in the higher education sector is now widespread in a number of dis... more The use of assessment rubrics in the higher education sector is now widespread in a number of disciplines. Typically, these rubrics are constructed by teachers who also tend to be the main users of the rubrics throughout the grading process. In recent years, questions have been raised about this teacher-directed approach and some educators have begun to explore an alternate approach to rubric construction; that is, engaging students in collaboration with their teachers to co-construct assessment rubrics. This paper outlines the processes employed in a project that investigated the co-construction of rubrics within six different contexts. The project aimed to engage students in collaboration with their teachers to co-construct rubrics which are co-owned by teacher and student. A mixed methods approach was utilized to explore the effectiveness of the strategy. Questionnaires, interviews and focus groups were utilized to gather data from both the teacher-participants and student-participants regarding their experiences of being involved in the study. Findings are presented from the perspectives of both students and teachers, relating their views of rubrics and the activity of rubric co-construction. The paper concludes with recommendations for practical approaches to rubric co-construction and future research directions.
International Journal of Practice-based Learning in Health and Social Care, 2018
Health professionals must practice ethically in order to ensure compassionate and effective clien... more Health professionals must practice ethically in order to ensure compassionate and effective client care; function as good interdisciplinary team members; and protect themselves from litigation, and conduct and ethics complaints. Ethics education is a routine inclusion in health profession degrees, but may only be taught in the classroom, divorced from practice. This article argues that students need ethics education before, during, and after practice placements. We suggest that many powerful opportunities for teaching ethics on and after placements are missed or underutilised. We have reviewed the scant evidence, and the literature more broadly, to identify strategies for teaching ethics before, during, and after placements; and have added strategies drawn from our own experiences as clinical educators. We highlight where interdisciplinary perspectives can be added to ethics education. We conclude that more research is needed into approaches and strategies for teaching ethics in different contexts.
In addition, a new course has been introduced in Queensland in 2011. Some of the existing courses... more In addition, a new course has been introduced in Queensland in 2011. Some of the existing courses are three-year courses, necessitating a graduate year aft er obtaining a degree, while others are four year courses, graduating accredited radiographers. Th e number of weeks of clinical placement also varies between universities. Many clinical centres, especially in the eastern states, accept students from more than one university. Clinical educators in these centres have experienced diff erences in assessment methods, expectations, and requirements of the diff erent universities. Th is variation in requirements potentially creates diffi culties in obtaining reliable and valid assessment of the clinical competency of students. Undergraduate students from the University of Sydney undergo 25 weeks of clinical placement, one week in Year 1, three six-week blocks in Year 2, and one six week block in Year 3. Postgraduate students undertake 22 weeks of clinical placement, a four-and a six-week block in Year 1, and two six week blocks in Year 2. All of these students undergo mid placement formative (nongraded) assessment, and end of placement summative (graded) assessment in each clinical block. Students attend clinical placement in a mixture of small and large private practices, and small and large public and private hospitals. Both cohorts of students attend placement in the Sydney metropolitan area, and at least one six-week block either interstate, or in a regional centre in New South Wales. Obtaining consistency in the assessment practices of multiple supervisory staff in the variety of clinical centres accepting our students is diffi cult, thus compromising valid and reliable assessment of the performance of radiography students undertaking clinical placement in determining their competence to practice. Student radiographers need to be assessed in many diff erent areas, including interpersonal skills, professional attitude and responsibility, organisational skills, practical skills, and occupational health and safety. Some components of student performance are reasonably straightforward for a clinical supervisor to
This paper takes an interprofessional view of the types of scenarios allied health students, incl... more This paper takes an interprofessional view of the types of scenarios allied health students, including those in speech pathology, may encounter on placement. The paper highlights that students are ethically aware and in some cases may experience ethical distress as a result of what they experience on placement. Sometimes the cause of this distress is the behaviour of the clinical educator, who cannot therefore be a support to the student in managing their ethical concerns. We suggest a structured approach to pre-placement preparation, support during placement, and post-placement for students, which provides a range of resources, personnel and educational strategies to assist them to develop their ethical reasoning and manage ethical concerns.
Introduction: Professional work-integrated learning (WIL) that integrates the academic experience... more Introduction: Professional work-integrated learning (WIL) that integrates the academic experience with off-campus professional experience placements is an integral part of many tertiary courses. Issues with the reliability and validity of assessment grades in these placements suggest that there is a need to strengthen the level of academic rigour of placements in these programmes. This study aims to compare the attitudes to the usage of assessment rubrics of radiographers supervising medical imaging students and teachers supervising pre-service teachers. Methods: WIL placement assessment practices in two programmes, preservice teacher training (Avondale College of Higher Education, NSW) and medical diagnostic radiography (Faculty of Health Sciences, University of Sydney, NSW), were compared with a view to comparing assessment strategies across these two different educational domains. Educators (course coordinators) responsible for teaching professional development placements of teacher trainees and diagnostic radiography students developed a standards-based grading rubric designed to guide assessment of students' work during WIL placement by assessors. After~12 months of implementation of the rubrics, assessors' reaction to the effectiveness and usefulness of the grading rubric was determined using a specially created survey form. Data were collected over the period from March to June 2011. Quantitative and qualitative data found that assessors in both programmes considered the grading rubric to be a vital tool in the assessment process, though teacher supervisors were more positive about the benefits of its use than the radiographer supervisors. Results: Benefits of the grading rubric included accuracy and consistency of grading, ability to identify specific areas of desired development and facilitation of the provision of supervisor feedback. The use of assessment grading rubrics is of benefit to assessors in WIL placements from two very different teaching programmes. Conclusion: Radiographers appear to need more training in the rubric's use, whereas teachers are found to generally use it appropriately. There are implications drawn from this finding that are applicable to health science and medical education in general.
This chapter presents a case study of an attempt to deal with the issue of assessment in clinical... more This chapter presents a case study of an attempt to deal with the issue of assessment in clinical placements. A solution was to establish an Australian national standard in assessment for all educators involved in the particular discipline of medical diagnostic radiography. Rather than reinventing the wheel, the Australian national standard already established for speech pathology (Ferguson, McAllister, McAllister, & Lincoln, 2006) was used as a guideline. This chapter, therefore, summarises the experience of developing national assessment standards in the discipline of medical diagnostic radiography. The authors believe the lessons learned can be applied to many other health professions.
A major problem confronting the education of students in many health professions is assessing wha... more A major problem confronting the education of students in many health professions is assessing what they do on clinical placements in (often) non-university clinical facilities. Like campus-based assessment, such assessments need to be conducted in a manner that is objective and fair, and is seen to be objective and fair. These assessments are usually undertaken by non-university staff working at the clinical placement.
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