ISRRT_COVID-19_book

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Dr Mable Kekana Bachelor’s degree and Honours in Diagnostic Radiography; Diploma in Tertiary Education; Bachelor of Administration; Masters and Doctorate in Education. I am a Senior Lecturer and Head of Radiography Department at the University of Pretoria. I am also the chairperson of the School of Healthcare Sciences. I am passionate about teaching and learning in Radiography and Healthcare Sciences in general. My areas of expertise, in addition to Radiography core modules, are ethics, human rights and professional practice, research and community engagement. The onset of the COVID- 19 pandemic posed some challenges in all these areas. Amendments to both theory and practice had to effected in a short space of time. Greatest challenges related to clinical training and assessment as well as collection of data for research purposes. At the University of Pretoria, we were somehow ready to move to full virtual teaching because we have been in a hybrid teaching mode since 2016. I appreciate the opportunity to share my experiences with the global community of radiographers and imaging technologists. I also regard this as an opportunity to share experiences as I will also be learning from experiences that are shared by other colleagues globally. Dr Merlisa Claudia Kemp PhD (Doctor of Philosophy) I am the head of the Department of Medical Imaging and Therapeutic Sciences at the Cape Peninsula University of Technology in the Western Cape, South Africa. I teach on the BSc Diagnostic Ultrasound programme and supervise/cosupervise Master of Science and Doctor of Radiography students. I have 20 years of Diagnostic ultrasound experience and specialise in vascular ultrasound imaging. I wanted to contribute to the e-book to share the experiences by academics and students during the pandemic and illustrate how the pandemic exacerbated the already challenging circumstances faced by the students from disadvantaged socio-economic backgrounds whilst being students at a historically disadvantaged institution of higher education, namely CPUT. 231
Raymond Roneel Keshwan Master of Science (Medical Radiation Physics) with Distinction; Bachelor of Medical Radiation Science (Medical Imaging); Graduate Certificate in Tertiary Teaching; Diploma in Diagnostic Radiography. I am the Head of School of Health Sciences at the Fiji National University. I teach in the Medical Imaging Science programme, mainly in the radiation physics and safety domain. I have a Master of Science (Medical Radiation Physics) with Distinction from the University of Wollongong, Postgraduate qualification in tertiary teaching, and a Bachelor of Medical Radiation Science (Medical Imaging) qualification from Charles Sturt University Australia. I regularly present at national and international conferences and meetings. I have a passion for medical education, particularly in medical physics and imaging in resource and opportunity-stricken Pacific Island countries. I hope that my contribution to this e-book will be helpful in improving the working practices of academic radiographers and appreciating that there is value in sharing ideas. Anas Khateeb MSc in Medical Imaging I work as a radiographer the United Nations Relief and Works Agency for Palestine Refugees Hospital, Qalqilya, Palestine. I wanted to contribute to this eBook because it is important to show psychologic impacts of COVID-19 on Palestinian frontline healthcare workers and radiographers during stressful events. 232
Page 1 and 2:
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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9. Christine A. Price, Women and re
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precise) and having a general chitc
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athroom to have a shower and wash m
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layer and layer of documentation, c
Page 184 and 185: Rationale Historically patients wit
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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 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
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