ISRRT_COVID-19_book

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initiative there is current discussions with the wider teams to see if we can continue to adapt the pathway and re implement in the future. Creating different ways of using the talents and skills of the workforce can allow staff to work across traditional professional boundaries, and many organizations have maximized the impact of role developments by appropriate staff utilization and expanded or extended their scope to meet service demands. All the advanced and consultant radiographer practitioners involved in the delivery of this pathway have reflected positively on the impact that this innovative pathway has had on helping to alleviate staff pressures over the pandemic and maintaining patient throughput. The consensus from the team was that this pathway also gave the practitioners better job satisfaction and feeling of helping ED with their work load during this pandemic and cementing a team ethos during this challenging time. Conclusion The development of this pathway has demonstrated how advanced and consultant radiographer practice can be utilised to its full potential and have a positive effect on patient management, care and innovatively have an impact on patient waiting times. Whilst this pathway was only implemented for a short period of time, during the peak of the first wave of the COVID-19 pandemic it demonstrates how radiology pathways can directly impact on other areas, disciplines and departments. Unfortunately due to reallocation of the mini C arm and return to normal patient workflow in the fracture clinics the fracture clinic pathway is no longer in operation however there are discussions about developing parts of the pathway and reinstating its use in the future. Acknowledgement This chapter is dedicated to my mother-in-law Sue Field who unfortunately lost her valiant and brave battle with cancer on February 26th 2022. I would like to acknowledge Professor Bev Snaith who helped with the initial set up of the pathway discussed in the text above. 183
Mobile chest x-ray imaging: Factors leading to the creation of the Peter Hogg ISRRT/EFRS COVID-19 website Introduction This chapter outlines the factors which led to the creation of the chest x-ray website which is housed within the ISRRT eLearning platform. The website’s purpose is to help radiographers and radiologists learn how to take and interpret chest radiographs, whilst protecting themselves from contracting COVID-19. The chapter considers the major contextual factors which resulted in an inspirational moment in which I conceived the website idea. The factors stretch back as far as 2009 and as far forwards to include the first 24 hours after which the initiative was conceived. Including this chapter into this book will hopefully highlight the value of professional networking and personal contacts, and the importance of realizing that seemingly disparate pieces of information and experiences can converge to highlight problems and propose solutions, especially in the face of adversity. The inspirational moment and my proposal Around 8.30am, on Saturday 4 th April 2020, I was having breakfast with my wife, Dianne, whilst watching BBC news. As had become the norm, there was no other news than COVID- 19 and it was depressing. I said to Dianne, I felt like I needed to do something to help and pondered on whether my very out of date clinical skills might be of value to the local hospital. In a flash a problem and its solution came into my mind and what my contribution would be. I surmised mobile chest x-ray would become a common global imaging procedure in the pandemic and I was fairly sure there was nothing about how to interpret the image in the literature with COVID 19 diagnosis in mind. Similarly, there was little available for free on how to take good quality chest x-ray images in a COVID-19 environment in a safe fashion. My proposal was to create a free to access website about how to conduct mobile chest x rays on suspected COVID-19 patients and how to interpret the images. 184
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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
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pronounced restrictions and indicat
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Challenges experienced by lecturers
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data, they need to register their m
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The rise of the isolation society a
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Teaching during COVID-19 can be des
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queries and not communicating with
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also caused great concern. This led
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Staying‐home kids, tele‐educati
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and treatment of patients in most c
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9. World Health Organization. COVID
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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
Page 182 and 183: layer and layer of documentation, c
Page 184 and 185: Rationale Historically patients wit
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
Page 214 and 215: Lessons learnt and personal experie
Page 216 and 217: A member states that the group admi
Page 218 and 219: One international member reports
Page 220 and 221: Radiography Education during the CO
Page 222 and 223: esearch has been undertaken to unde
Page 224 and 225: Author Biographies Azizah Mohamed A
Page 226 and 227: during the pandemic. We may have st
Page 228 and 229: John Mark De Vera Bachelor of Scien
Page 230 and 231: now I am based in Ireland teaching
Page 232 and 233: Professor Hesta Friedrich-Nel Maste
Page 234 and 235: 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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