ISRRT_COVID-19_book

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queries and not communicating with us at all. If there is no communication, or a break in communication, students are at a disadvantage. This left us not knowing where our students were mentally, physically and emotionally. As educators, we began to experience major feelings related to “fear of missing out” (FOMO). Those around us were getting sick and some of us even lost loved ones. We were confined to the lockdown rules and regulations and we felt helpless. Often we think of a consoling arm around you or a warm hug to know things will be okay, but now those are associated with fears of contracting and spreading the virus. What was once considered a kind gesture, now evoked great anxiety and fear. Like all other life experiences, with time we make progress and conquer our fears. Innovative technology applications such as breakaway rooms, interactive polls and fun quizzes, have now added life to the computer screens and the students' laughter has warmed up the room. No more do we have that lifeless computer screen with the black background staring back at us. The white blocks are now filled with some familiar faces and also, feelings of hope. While we are far from conquering this pandemic, many lessons have been learnt and immense knowledge has been gained. This pandemic has made us fearful, scared, worried and anxious. However, we find ourselves living in a new era where adaptability is key to survival. We have to constantly reflect on our teaching and critically evaluate our methods of teaching. If something does not work, change it. If something does not feel right, change it. If what you are currently doing does not yield results, change it. Change is inevitable. If we fail to do this, we are failing our students. Overall, we have learnt and grown both personally and professionally. The future of radiography education looks brighter than ever before, now with many more avenues and multimodal teaching opportunities emerging. “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow”. John Dewey 121
Kleanthis Konstantinidis Coping with home and professional life Initial reactions to COVID‐19 pandemic In the beginning of 2020, humanity faced the beginning of the COVID‐19 pandemic. Its rapid spread and the number of those deceased it was leaving behind, caused shock and fear all over the world. For the healthcare systems and healthcare professionals (HCPs) around the world the shock was also massive. Healthcare systems were unprepared for the need of treating so many infected persons. Many HCPs had never been faced with a pandemic. Thus, the difficulties in dealing with the infected persons soon became apparent, such as the initial inexperience in managing and treating them, the lack of intensive care infrastructures and personal protective equipment (PPE) 1 . Radiographers/radiological technologists (RTs) have also faced and continue to face many challenges, as they must manage increased workload under the fear of infection 2 . Coping with home and professional life is a serious matter and the factors that affect it, are analyzed below. The stress and fear of infection and transmission of COVID‐19 to family members Radiographers/RTs, as HCPs are at a high risk for exposure and disease from COVID-19. HCPs are more likely to get sick from COVID-19 than the general population, as they are called upon to manage COVID-19 patients daily. Therefore, the fear of radiographers/RTs transmitting the COVID-19 virus to their family, while being asymptomatic, is one more concern added in the occupational stress they suffer. During the first wave of the pandemic, when there was still insufficient information on the transmissibility of the virus, the following findings were often observed in discussions between colleagues. Colleagues who lived with people in high-risk groups, such as children, pregnant women, cancer patients, and the elderly, decided to live in a controlled area, usually isolated from the rest of the family, as a precaution to avoid transmitting the virus to the rest of the family members 3 . The use of household goods and shared areas, such as the bathroom, 122
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Reflections on the COVID-19 pandemi
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Editors Peter Hogg Emeritus Profess
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As ISRRT President and on behalf of
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Lessons learned and personal experi
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Lessons learnt and personal experie
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adiographers start to identify less
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image having been already published
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6. If you have used any personal de
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Impact of COVID-19 pandemic on radi
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additional beds, in addition to dis
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Chest Computed Tomography Chest CT
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with COVID-19 patients means high r
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Researching in a pandemic - a non-s
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Clough, Sanders, 2021 Clinical A no
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Figure 1. Experimental set-up of th
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13. Lewis, S. and F. Mulla, Diagnos
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The main topics of the focus group
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Figure 2: Mind map demonstrating ph
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The mind maps suggested 3 main topi
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Also: “I think they've done a goo
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(PPE) was common. Students noted a
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finding is also consistent with the
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References 1. Kolb D. Experiential
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20. Office of the Independent Adjud
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affected physical meetings, trainin
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The implications The convenience of
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The final implication is the inabil
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5. Verma, A., Verma, S., Garg, P. e
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ased on the practice and reflection
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INSTRUCTIONS: Quality Control Test
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Figure 3: Radiography bachelor’s
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adiologic technologists in our comm
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workers imaging and treating patien
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all the educational institutes, inc
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to continue their academic activiti
Page 74 and 75: dealing with the intricacies of suc
Page 76 and 77: Knowing what we know now, how might
Page 78 and 79: the virus if adequate steps are not
Page 80 and 81: COVID-19 Pandemic Preparedness: Rol
Page 82 and 83: imaging examinations or interventio
Page 84 and 85: Mobilisation of medical imaging per
Page 86 and 87: Radiographers preparing self-made f
Page 88 and 89: Reflections: Key learnings during p
Page 90 and 91: What’s next? A year and a half in
Page 92 and 93: Patient experience (a radiographer
Page 94 and 95: My relief and improvement were shor
Page 96 and 97: Hope Hafsa Tareq Momoniat Reminisci
Page 98 and 99: environment I was used to working i
Page 100 and 101: Today was the first time that I was
Page 102 and 103: Postscript After I agreed to write
Page 104 and 105: knowledge in the class. This strate
Page 106 and 107: clinical education for the medical
Page 108 and 109: Student experiences An undergraduat
Page 110 and 111: perspectives and shared best practi
Page 112 and 113: times. The only downside was that t
Page 114 and 115: pronounced restrictions and indicat
Page 116 and 117: Challenges experienced by lecturers
Page 118 and 119: data, they need to register their m
Page 120 and 121: The rise of the isolation society a
Page 122 and 123: Teaching during COVID-19 can be des
Page 126 and 127: also caused great concern. This led
Page 128 and 129: Staying‐home kids, tele‐educati
Page 130 and 131: and treatment of patients in most c
Page 132 and 133: 9. World Health Organization. COVID
Page 134 and 135: across Ontario. When the first wave
Page 136 and 137: due primarily to the resurgence in
Page 138 and 139: other radiation therapy clinical si
Page 140 and 141: online or via pre-recorded videos.
Page 142 and 143: they were given appreciation gift p
Page 144 and 145: procedures that students could perf
Page 146 and 147: 4. Yepes-Rios M, Dudek N, Duboyce R
Page 148 and 149: supported to ensure functionality w
Page 150 and 151: level therapist. The treatment plan
Page 152 and 153: used VERT for online before, facult
Page 154 and 155: How my professional role has change
Page 156 and 157: To add perspective, a 3 rd year stu
Page 158 and 159: was an intimidating process. This i
Page 160 and 161: Educator Perspectives on Delivery o
Page 162 and 163: Engaging Disengaged Learners Engage
Page 164 and 165: Final Thoughts Necessity is the mot
Page 166 and 167: Figure 1 Subheading: My first paint
Page 168 and 169: Figure 2 My interpretation of the h
Page 170 and 171: Figure 3. Variety of work taken fro
Page 172 and 173: Figure 5. COVID-19 chest cover of I
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adiograph and the virus SARS-CoV-2
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9. Christine A. Price, Women and re
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precise) and having a general chitc
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athroom to have a shower and wash m
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layer and layer of documentation, c
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Rationale Historically patients wit
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initiative there is current discuss
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The enabling factors which led to t
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and she agreed I could do it. Next,
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Award in 2021 - the highest number
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Shifting to online learning and stu
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also played a huge part in the educ
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session to say ‘good-bye’. This
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level playing field among students
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exposed as students had to search f
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Embarking on on-line teaching and l
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of examinations or procedures as li
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tremendously by having electronic c
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Challenges that impacted effective
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community of peer-to-peer learning
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Lessons learnt and personal experie
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A member states that the group admi
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One international member reports
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Radiography Education during the CO
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esearch has been undertaken to unde
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Author Biographies Azizah Mohamed A
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during the pandemic. We may have st
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John Mark De Vera Bachelor of Scien
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now I am based in Ireland teaching
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Professor Hesta Friedrich-Nel Maste
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Dr Mable Kekana Bachelor’s degree
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Kleanthis Konstantinidis Bachelor o
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Hafsa Tareq Momoniat Postgraduate C
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Leicestershire. I review for Radiog
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I have served as a previous preside
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Beth L. Weber Masters in Public Hea
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and am interested in investigating
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