ISRRT_COVID-19_book

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procedures that students could performed – participation in high-risk cases such as aerosol generating procedures and patients with acute respiratory infection symptoms were prohibited. Clearly, there are implications on professional competency and future progression from student to novice professional. The outbreak of COVID-19 may be stressful, and the pandemic has brought about greater attention for psychological health. Confusion and frustration were expected responses from the students who had to face with uncertainty amid the pandemic 6 . Most students are adaptive and innovative, and over a period, they develop stress management and adopt new learning strategies as previous strategies may be more suited for traditional teaching and learning. However, one should not neglect the impact of COVID-19 on students’ emotional, mental and interpersonal well-being. There are various reports on the pandemic affecting mental health of the population, including students. Students can also be subjected to additional emotional impact from their failure in assessment during clinical placements. Coupled with the need to maximise learning in the clinical setting despite various restrictions and limitations, this can take a significant toll on the mental health of students. Undoubtedly, during a coronavirus outbreak, it is paramount to understand the impact of such changes on the students and what it means to all educators. Only then can we better support our students’ social, emotional, and learning needs after the huge disruption of COVID-19. New Norms With COVID-19 a universal crisis, the impact will be lifelong. The aftermath of this pandemic will also see emergence of new norms. Indeed, many of these new norms are a result of our response to the students’ specific needs which can enact the most impactful changes. Right now, the coronavirus pandemic is forcing tectonic shifts in the delivery of education. With the rise of virtual learning, there is a notion for such learning to be better integrated with traditional lectures to deliver more value-added teaching. One can also integrate videos into teaching materials to keep students fully engaged. Similarly, interactive tutorials and social media can also be utilised to augment learning. Such resources can provide bite size portions of information that can support learning and clinical care. Alternatively, online game- 141
ased learning is another feasible option to enhance students’ learning objectives through an engaging and interactive format. The pandemic has demonstrated that digital technologies can be deployed at scale, though necessary hardware and software issues must be addressed before such advancement can really take off. With these in place, learning is no longer isolated to the classroom. Video conferencing can be used to provide simulation-based medical education and students can practise intraoperative X-ray imaging through 3D virtual reality simulation. Similarly, video conference technology can be used in the supervision of students – ensuring safe distancing within the examination room. Certainly, remote learning is the future, and we can expect to reap continual benefits from its implementation. A final thought As the world marked the first anniversary of the COVID-19 pandemic, resurgence and new coronavirus strains have surfaced. This has led to various leaders and experts painting scenarios of the virus being here to stay – from pandemic to endemic. Strategies are required to be in place for the education system to support our students during the pandemic and beyond. Incontestably, as shared by Professor Klaus Schwab, Founder and Executive Chairman, World Economic Forum - “the pandemic represents a rare but narrow window of opportunity to reflect, reimagine, and reset our world". With the looming endemic and lasting effects of COVID-19, it is imperative for educators to plan for a future with COVID-19; enabling us to safeguard and better prepare our students for this fast-changing environment. References 1. Tay YX, Sng LH, Chow HC, Zainuldin MR. Clinical placements for undergraduate diagnostic radiography students amidst the COVID-19 pandemic in Singapore: Preparation, challenges and strategies for safe resumption. J Med Imaging Radiat Sci. 2020 12;51(4):560-6. 2. Marshall AL, Wolanskyj-Spinner A. COVID-19: Challenges and Opportunities for Educators and Generation Z Learners. Mayo Clin Proc. 2020 06;95(6):1135-7. 3. Tay YX, Cai S, Chow HC, Lai C. The needs and concerns of clinical educators in radiography education in the face of COVID-19 pandemic. J Med Imaging Radiat Sci. 2021 03;52(1):3- 8. 142
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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
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imaging examinations or interventio
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Mobilisation of medical imaging per
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Radiographers preparing self-made f
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Reflections: Key learnings during p
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What’s next? A year and a half in
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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 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 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
Page 182 and 183: layer and layer of documentation, c
Page 184 and 185: Rationale Historically patients wit
Page 186 and 187: initiative there is current discuss
Page 188 and 189: The enabling factors which led to t
Page 190 and 191: and she agreed I could do it. Next,
Page 192 and 193: 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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