ISRRT_COVID-19_book

More documents

Recommendations

Info

Challenges that impacted effective online learning and teaching Limited knowledge of digitally-oriented pedagogies, resources and time were significant challenges that had to be overcome by both academics and students that are used to contactbased education in order to have a digital space for effective and engaging learning and teaching. During informal interactions with undergraduate diagnostic radiography students they highlighted four main challenges. For many South African students poor and intermittent internet connectivity is common due to their geographical location, countrywide electricity supply interruptions by way of rotation load shedding and the high cost of internet data. Students also highlighted distractions they experience whilst having to create a conducive learning environment at home since many of them are expected to complete their household responsibilities first before they can engage with university-related work and activities. Hence, they continuously had to adapt to and adopt new learning modes and styles to mitigate the impacts of the previous two challenges. This also had a negative impact on students’ time management as they spent more time adapting to the home environment and therefore had less time to focus on their university work. Students indicated that this was very overwhelming and stressful but once they managed to get use to the situation they managed to balance university requirements and home-related responsibilities. Another challenge faced by many students was that they did not have access to adequate, appropriate or even any devices to participate effectively in online learning. The data and device challenges were partly addressed by university-led initiatives by providing resources to students. The above student challenges have a domino effect since these impact on how academics’ teaching and learning activities should be designed and implemented to ensure optimal student engagement so that they learn the required content, as well as enabling them to meet the learning outcomes required. Complicating the situation further was the time pressures of having to cover the remaining syllabus in a shortened academic year due to lost time, as well as presenting each lesson twice to accommodate students across the two learning pathways that the university rolled out from which students could choose. One can therefore appreciate that the transition from campus-based to online learning and teaching can have a great 207
disruptive effect at a personal, systemic and institutional level for both students and academics. Strategies used to increase student engagement I had to take some time for deep reflection on how I will overcome students’ concerns without burning out or have students that do not know how to tackle the modules I teach. This was no easy feat. Sometimes I had to address a challenge in the moment as they arose. To follow are strategies that I used to enhance student engagement. Some strategies provided below developed over many iterations as the learning and teaching journey unfolded over the academic year. I also recognise that different strategies are more effective in different contexts but given my context these proved useful and effective to increase student engagement in the online delivery of the modules that I am responsible for. The modules in which I used these strategies were related to pathology, imaging analysis, pattern recognition, and professional practice and ethics. I used a mix of both synchronous and asynchronous activities. This allowed students to complete asynchronous tasks and activities in their own time with the proviso of submitting any work required by the due date. Synchronous activities held on Microsoft (MS) Teams were recorded so that those students that had connectivity issues or were unable to attend could listen to the recording at a time more convenient to them. To optimise the synchronous sessions on MS Teams, students had to prepare a specific section of work and come ready with questions. These questions were then addressed during these live sessions. Difficult content was also revised to reinforce learning. The live sessions were also used to apply the theoretical content in practical scenarios so that students could get an appreciation of how and when the content is used in their practice as a diagnostic radiographer. Students were required to pose any questions that they had related to the module content on a dedicated space on the MOODLE learning management system. This allowed for a single response that all students could access so that other students that may have a similar query had access to a response. It also allowed me not having to respond to the same queries multiple times. This also assisted me to have some more time to direct my attention to other aspects such as lesson planning, marking and so on. Having this section also created a 208
Page 1 and 2:
Reflections on the COVID-19 pandemi
Page 3 and 4:
Editors Peter Hogg Emeritus Profess
Page 5 and 6:
As ISRRT President and on behalf of
Page 7 and 8:
Lessons learned and personal experi
Page 9 and 10:
Lessons learnt and personal experie
Page 11 and 12:
adiographers start to identify less
Page 13 and 14:
image having been already published
Page 15 and 16:
6. If you have used any personal de
Page 17 and 18:
Impact of COVID-19 pandemic on radi
Page 19 and 20:
additional beds, in addition to dis
Page 21 and 22:
Chest Computed Tomography Chest CT
Page 23 and 24:
with COVID-19 patients means high r
Page 25 and 26:
Researching in a pandemic - a non-s
Page 27 and 28:
Clough, Sanders, 2021 Clinical A no
Page 29 and 30:
Figure 1. Experimental set-up of th
Page 31 and 32:
13. Lewis, S. and F. Mulla, Diagnos
Page 33 and 34:
The main topics of the focus group
Page 36:
Figure 2: Mind map demonstrating ph
Page 40 and 41:
The mind maps suggested 3 main topi
Page 42 and 43:
Also: “I think they've done a goo
Page 44 and 45:
(PPE) was common. Students noted a
Page 46 and 47:
finding is also consistent with the
Page 48 and 49:
References 1. Kolb D. Experiential
Page 50 and 51:
20. Office of the Independent Adjud
Page 52 and 53:
affected physical meetings, trainin
Page 54 and 55:
The implications The convenience of
Page 56 and 57:
The final implication is the inabil
Page 58 and 59:
5. Verma, A., Verma, S., Garg, P. e
Page 60 and 61:
ased on the practice and reflection
Page 62 and 63:
INSTRUCTIONS: Quality Control Test
Page 64 and 65:
Figure 3: Radiography bachelor’s
Page 66 and 67:
adiologic technologists in our comm
Page 68 and 69:
workers imaging and treating patien
Page 70 and 71:
all the educational institutes, inc
Page 72 and 73:
to continue their academic activiti
Page 74 and 75:
dealing with the intricacies of suc
Page 76 and 77:
Knowing what we know now, how might
Page 78 and 79:
the virus if adequate steps are not
Page 80 and 81:
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 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 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
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 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
Page 242 and 243: I have served as a previous preside
Page 244 and 245: Beth L. Weber Masters in Public Hea
Page 246 and 247: and am interested in investigating
show all

ISRRT_COVID-19_book

Create successful ePaper yourself

Delete template?

Save as template?