ISRRT_COVID-19_book

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Kleanthis Konstantinidis Bachelor of Science in Radiography; Master of Science in Healthcare Administration. I graduated from Technological Educational Institute of Athens in 2006 with bachelor’s degree in Radiographic Science. In 2019 I received my master’s degree in Healthcare Services Administration from Public Health School of University of West Attica. Experience and employment: I have 13 years of clinical experience as Radiographer in Diagnostic Imaging, both in private and public sector. I am currently employed in Diagnostic Imaging Department of KAT General Hospital of Attica since 2017. I started my research work in 2020, counting two publications and four conference presentations until now. My clinical practice focuses on CT and MRI. My research interests focus on web-based tools for e-learning, continuing education and training of healthcare professionals. My contribution to this e-book is an opportunity to submit personal experience and help colleagues cope with barriers and difficulties emerged during COVID-19 outbreak. ResearchGate: https://www.researchgate.net/profile/Konstantinidis-Kleanthis Alfred Lam Bachelors of Science Biology; Bachelors of Medical Radiation Sciences; Masters of Arts in Education; Medical Radiation Technologist – Radiation Therapist (Ontario) Currently: Professor at The Michener Institute at UHN. I have been at the Institute for the last 12 years and have always been passionate about higher education. I wanted to contribute to the e-Book as I feel like there is much knowledge to be shared in how the education sector pivoted and navigated through the Covid-19 Pandemic. I am an avid artist and pianist. 233
Kathryn Malherbe Bachelor of Radiography in Diagnostics; Bachelor of Science, Honours in Neuroanatomy; Certificate in Mammography; Masters of Radiography in Diagnostics; Have just submitted my PhD in Clinical Anatomy. manner. I have an absolute passion for teaching and learning radiography students. When COVID-19 hit our country April 2020, there were many challenges for me, as one of the lecturers to move from lecture halls to fully online teaching. I did however get into the change over a few months and are now well versed in this I am currently a lecturer at the University of Pretoria in South Africa. I have 15 years clinical experience as a radiographer and mammographer. I am pleased for the opportunity to contribute and to share the views from a South African perspective. I believe we had a unique outlook during the COVID-19 pandemic. Rahul Mohla Bachelors of Science Biology and Chemistry, Minor in Physics; Bachelors of Medical Radiation Sciences; Medical Radiation Technologist – Radiation Therapist (Ontario); CDC (Cand.) with the CAMRT. Currently: Faculty at The Michener Institute of Education at UHN I have worked as a Radiation Therapist at the wonderful Cancer Centre of Southeastern Ontario. After gaining valuable experience, I have now been at the Institute for the past three years, looking to contribute to the next wave of radiation therapists. I was looking to provide insight to this e-book and help both educators and students alike in this new world the pandemic has created in the realm of education. I hope the innovative ideas my amazing colleagues and I have shared here will aid in moving forward in educating our future health care workers. 234
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
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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 234 and 235: Dr Mable Kekana Bachelor’s degree
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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