ISRRT_COVID-19_book

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during the pandemic. We may have stumbled upon better ways of doing things and implement changes moving forward. We also become more aware of mental health and its impacts to both students and us. Hence, the idea of this e-book feels like an excellent platform to showcase our success, gaps and learn from each other. ResearchGate: https://www.researchgate.net/profile/Reshika-Balakrishnan Mohammed Bhana I am a Diagnostic Radiographer who has been qualified for over 1 year now and have been working at the Royal Bolton Hospital (UK) since the start of the COVID-19 pandemic. I am someone who is a keen learner and I am aspiring to become a reporting radiographer in the future. One year on from qualifying, I am now helping the cohort of newly qualified radiographers that started a year after me and have been mentoring and supporting them to become confident, autonomous radiographers. Renate Bradley Bachelor of Science in Neuroanatomy; Medical Radiation Technology (Radiation Therapy); Masters in Medical Education; Doctorate in Distance Education candidate. I am Professor and Clinical Liaison, Radiation Therapy, in the Medical Radiation Sciences Program at the Michener Institute of Education at UHN; Lecturer, the Temerity Faculty of Medicine, University of Toronto. I love baking and I enjoy meeting people from other cultures and finding out how we are different yet so much the same. I have amazing colleagues. During the pandemic, I have missed the socialization and their enthusiasm. The idea of this ebook appealed as a perfect way for the clinical and didactic team to participate in sharing the innovations that all of us had to develop in response to the pandemic. ResearchGate: https://www.researchgate.net/profile/Renate-Bradley Robert Case Bachelors in Immunology and Biochemistry; Bachelors in Medical Radiation Sciences; Medical Radiation Technologist – Radiation Therapist (Ontario). I have been a faculty member in the Radiation Therapy Program at the Michener Institute for Education at UHN In Toronto, Ontario, Canada for 10 years 223
The pandemic, and the associated closures brought about because of it, required programs around the world to quickly pivot and alter their delivery and assessment methodology to accomplish the program goals in a largely or completely online environment. Now that time has passed, we can now compare notes and learn from both how we as a program and other programs managed their pivot to the online environment. We can see what worked and what did not. This book represents an excellent opportunity to learn from each other. ResearchGate: https://www.researchgate.net/profile/Robert-Case-6 Martin J. Chai Master of Theological Studies; Bachelor of Science; Medical Radiation Technologist – Radiation Therapist (Ontario) Professor, Radiation Therapy, The Michener Institute of Education at UHN; Instructor, Department of Radiation Oncology, Temerty Faculty of Medicine, University of Toronto Dr Florence Elizabeth Davidson PhD (Doctor of Philosophy) I am a senior lecturer in diagnostic radiography at the Cape Peninsula University of Technology, Cape Town, South Africa. I teach on the BSc Diagnostic Radiography programme as well as supervise MSc radiography candidates. I have over 20 years’ experience in radiography curriculum design and implementation. 224
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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.
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they were given appreciation gift p
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procedures that students could perf
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4. Yepes-Rios M, Dudek N, Duboyce R
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supported to ensure functionality w
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level therapist. The treatment plan
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used VERT for online before, facult
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How my professional role has change
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To add perspective, a 3 rd year stu
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was an intimidating process. This i
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Educator Perspectives on Delivery o
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Engaging Disengaged Learners Engage
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Final Thoughts Necessity is the mot
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Figure 1 Subheading: My first paint
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Figure 2 My interpretation of the h
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Figure 3. Variety of work taken fro
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Figure 5. COVID-19 chest cover of I
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adiograph and the virus SARS-CoV-2
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Page 182 and 183: layer and layer of documentation, c
Page 184 and 185: Rationale Historically patients wit
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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
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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 228 and 229: John Mark De Vera Bachelor of Scien
Page 230 and 231: now I am based in Ireland teaching
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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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Page 244 and 245: Beth L. Weber Masters in Public Hea
Page 246 and 247: and am interested in investigating
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