ISRRT_COVID-19_book

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Award in 2021 – the highest number of nominations ever. The Times Higher Education Award is also known as the ‘Oscars’ (film industry) in Higher Education. All universities in the UK can participate in this annual Award system. At this award ceremony Professor Dame Sarah Gilbert won the top award for leading the team which created the Oxford-AstraZeneca COVID-19 vaccine. The website was also nominated for the Smarter Working Lives Awards 2021, for this there were almost 300 nominations. By September 2021 the website had been shorted listed down to the top 5 nominations for the Times Higher Education Awards in the International Collaboration category; at the same time, it was shortlisted down to the top 5 nominations for the Smarter Working Lives Awards. I feel immensely proud to have worked in the team which created the website and even more proud that a team predominately comprising of radiographers created something which has appeared to be so valuable. The website can be accessed here - Course: International COVID-19 support for Radiographers and Radiological Technologists (isrrt.org) References 1. Higgins, R. 2018. ‘Research-informed Teaching: Unlocking Student Research and Learning Potential’ in van der Heiji-Meijer, A., Buissink, C & Hogg, P. OPTIMAX 2018: A focus on education in radiology. Hanze UAS: Groningen. 2. Higgins, R., Murphy F. and Hogg, P. 2021. ‘The impact of teaching experimental research on-line: Research-informed teaching and COVID-19’. Radiography, Vol. 27, Issue 2, p539- 545. 3. Higgins, R., Hogg, P. & Robinson, L. 2017. Academic tutors and placement educators’ perceptions of integrating research-informed teaching within an undergraduate diagnostic radiography curriculum. Journal of Medical Imaging and Radiation Sciences, 48(3): 226-232. 4. Higgins, R., Hogg, P. & Robinson, L. 2017. Constructive alignment of a research-informed teaching activity within an undergraduate diagnostic radiography curriculum: A reflection. Journal of Radiography, Volume 23, Supplement 1, S30-S36 5. Higgins R., Owen, N. and Grant, L. 2016. Integrating research-informed teaching within an undergraduate diagnostic radiography curriculum: Experiences and perceptions by a level 189
6 (year 3) student and clinical tutor – a personal reflection. Imaging and Therapy Practice, November 12-18 6. Higgins, R., Robinson, L. and Hogg P. 2015. Invited Editorial: Unlocking Student Research Potential: Toward a Research Culture in Radiography Undergraduate Learning Curricular. Journal of Medical Imaging and Radiation Sciences, 46, Issue 3, Supplement, Pages S6–S9. 7. Higgins, R., Robinson, L. and Hogg P. 2014. Integrating research-informed teaching within an undergraduate diagnostic radiography curriculum: Results from a level 4 (year 1) student cohort. Radiography, 20 (2) 100-106. 8. Higgins, R., Robinson, L. and Hogg P. 2014. An evaluation of the student and tutor experience of a residential summer school event (OPTIMAX). Radiography, 20 363-368. 9. Higgins, R., Hogg, P. & Robinson, L. 2013. Integrating Research-informed Teaching within an Undergraduate Level 4 (year 1) Diagnostic Radiography Curriculum: A Pilot Study. Journal of Vocational Education, 65 (3) 351-368. 10. Higgins, R., Hogg, P. & Robinson, L. 2013. Towards a research informed teaching experience within a diagnostic radiography curriculum: The level 4 (year 1) student holistic experience. Radiography, 19 (1) 62-66. 11. Higgins, R., L. Robinson & P. Hogg, L. 2013. Letter to the Editor: Re: RE: Attitude to and perceptions of research for health science lecturers. Radiography, 19 (4) 369. 12. Higgins, R., Robinson, L. & Hogg, P. 2013. Developing undergraduate diagnostic student radiographers’ research skills using research-informed-teaching. Imaging and Therapy Practice, May 27-29. 13. Higgins, R., Hogg, P. & Robinson, L. 2011. The RiTe Project: Towards a research led informed teaching diagnostic radiography curriculum. Imaging Therapy and Practice (Synergy), July 26-28. 190
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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
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due primarily to the resurgence in
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other radiation therapy clinical si
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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 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 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
Page 236 and 237: Kleanthis Konstantinidis Bachelor o
Page 238 and 239: Hafsa Tareq Momoniat Postgraduate C
Page 240 and 241: 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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