ISRRT_COVID-19_book

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Final Thoughts Necessity is the mother of invention and the current pandemic has led to the development of multiple tools for learning and teaching. There is an overwhelming amount of resources and information on online and remote learning that may be meant for good, but in reality, can cause a sense of panic. Keeping the student engaged is the key to keeping them learning. We need to be prepared and planning for remote teaching and not wait for a crisis or disruptor such as the COVID-19 pandemic to push us to change or embrace this method. In the healthcare field, remote learning is not a replacement for the traditional method but a balanced blend between the two will be an education equaliser. We are only restricted by our own imaginations on how we can create opportunities for new ways of learning and teaching and delivering health care. Reference 1 Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1, 5–22. http://www.herdsa.org.au/wpcontent/uploads/HERDSARHE2014v01p05.pdf 161
Leslie Robinson Lockdown: exploring life beyond radiography What happened to me during the pandemic and lockdown? I ate too much, moved too little, developed a craving for rum and coke and, at the age of 58 and following a successful career as a diagnostic radiographer, I became an artist. I’ve been asked to tell you this story; how I have gone from radiographer to artist and, in particular, how the COVID-19 pandemic has helped me find my voice through art. I must have displayed some kind of a talent for drawing when I was a child as I remember my dad buying me an oil painting kit. I was about 12 years old. I don’t remember asking for the paints but he clearly recognised potential and decided to see where the oil paints would take me. He was that kind of dad. I had no idea how to use oil paints and there was no such thing as Youtube. I had to learn through experimentation. The same way, years later, I would come to learn how Magnetic Resonance Imaging works – using eggs and pate (but that’s another story). I remember the first thing I ever painted was an African village scene (fig 1). People were just standing and talking. It was a copy of a photograph I had found. The painting was crude but it captured the essence of what I felt and that’s what’s important in painting. I was captivated by the light, the long cast shadows and the muted earth colours which are prevalent in that part of the world. I was especially intrigued by the people, what were they talking about? Their body language was interesting; how they leaned into each other to listen. Imagine, a 12 year-old being interested in such things. 162
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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
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My relief and improvement were shor
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Hope Hafsa Tareq Momoniat Reminisci
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environment I was used to working i
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Today was the first time that I was
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Postscript After I agreed to write
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knowledge in the class. This strate
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clinical education for the medical
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Student experiences An undergraduat
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perspectives and shared best practi
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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 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 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
Page 194 and 195: Shifting to online learning and stu
Page 196 and 197: also played a huge part in the educ
Page 198 and 199: session to say ‘good-bye’. This
Page 200 and 201: level playing field among students
Page 202 and 203: exposed as students had to search f
Page 204 and 205: Embarking on on-line teaching and l
Page 206 and 207: of examinations or procedures as li
Page 208 and 209: tremendously by having electronic c
Page 210 and 211: Challenges that impacted effective
Page 212 and 213: 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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