ISRRT_COVID-19_book

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9. World Health Organization. COVID-19: Occupational health and safety for health workers. 2021. Available from: https://www.who.int/publications-detail-redirect/WHO-2019- nCoV-HCW_advice-2021.1 10. Li C, Lalani F. The COVID-19 pandemic has changed education forever. This is how. World Economic Forum. 2020. Available from: https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19- online-digital-learning/ 11. Karlsson U, Fraenkel C-J. COVID-19: risks to healthcare workers and their families. BMJ. 2020 Oct 28;371:m3944. Available from: https://doi.org/10.1136/bmj.m3944 12. Sara Berg. How doctors can keep their families safe after providing COVID-19 care. American Medical Association. 2020 Apr 8; Available from: https://www.amaassn.org/practice-management/physician-health/how-doctors-can-keep-their-familiessafe-after-providing-covid 129
Radiation therapy educators’ perspective: Adapting to the changing clinical practice environment during a pandemic Krista Dawdy and Renate Bradley Introduction The pandemic has changed the way that education has been delivered for health care practitioner (HCP) learners as they work towards meeting the competency standard of their Program. The changes have been dynamic and continue to occur, most visibly in the clinical environment where hands-on interactions are required with learners, educators and patients. As the learners moved from the academic world into the authentic practice environment, they have had to continually modify their approach to meeting the challenging demands of their Programs and the restrictions of current healthcare practices due to the pandemic. The challenges were multiple and grounded in the physical as well as teaching and learning abilities. The challenges included perspectives on the adaptations to clinical supervision and the facilitation of learning within the restrictions while bearing in mind the learning that was meant to occur. This chapter will reflect on our experiences, lessons learnt, strategies used to support learning and on the outcomes. The Michener Institute of Education at the UHN and the University of Toronto Medical Radiation Sciences (MRS) is a jointly administered three (3) year degree Program, inclusive of didactic and clinical preparation. One of the disciplines under the MRS umbrella is Radiation Therapy, where the learners complete their Program in the real-life practice environment interacting with cancer patients, educators, and other professionals. The clinical aspect includes an eight (8) week introduction to radiation therapy in the first year, a four (4) week transition to clinic in second year, and the third year comprises of a thirty (30) week final practicum where students are able to demonstrate the published Program outcomes in order to graduate and be eligible to write the Canadian national certification examination. The Program outcomes are a list of broad expectations of the MRS graduates that are publicly available. Traditionally, during their clinical practicum the learners spend a 7.5-hour day, 5 days per week under direct supervision in the radiation therapy department at clinical sites 130
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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
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dealing with the intricacies of suc
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Knowing what we know now, how might
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the virus if adequate steps are not
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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 124 and 125: queries and not communicating with
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 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
Page 174 and 175: adiograph and the virus SARS-CoV-2
Page 176 and 177: 9. Christine A. Price, Women and re
Page 178 and 179: precise) and having a general chitc
Page 180 and 181: 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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