ISRRT_COVID-19_book

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Hafsa Tareq Momoniat Postgraduate Certificate in Medical Imaging (Medical Image Reporting); Bachelor of Science with Honours Diagnostic Radiography I am the Clinical Tutor at the Radiology department, Manchester Royal Infirmary (MRI), which is a part of the Division of Imaging at the Manchester University Hospitals NHS Foundation Trust. MRI is a large teaching hospital situated in the city of Manchester. After my maternity leave ended, I returned to work full-time. I spend 1.5 days a week working clinically in the plain x-ray department. I spend half a day reporting musculoskeletal plain X-rays, and the remaining 3 days managing students and focusing on the department’s Continued Professional Development activity. I wanted to contribute to this e-book to provide my personal perspective on the pandemic. I was pregnant when the pandemic began. Life at home was very different to life as a Radiographer on the frontline. We have often forgotten the struggles of the individuals who were moved away from the frontline and those who are isolating. I have recently become the Health and Wellbeing Champion for my work area, and I aim to deliver on new wellbeing initiatives. My children remain at the center of my world. ResearchGate: https://www.researchgate.net/profile/Hafsa-Momoniat Dr Kathleen Naidoo Doctor of Technology in Radiography; Master of Health Sciences in Radiography I have been a diagnostic radiography educator since 2013 and have worked at three different universities within South Africa, during this time. I am currently employed at the Cape Peninsula University of Technology. I am involved in undergraduate teaching and postgraduate supervision for both Masters and Doctorate candidates in Radiography. To me being an educator is such a fulfilling role and I am constantly learning from those around me. I am passionate about radiography education and I consider myself an advocate for patient centered caring. Based on this, my doctoral research study focused on understanding the concept of caring from the perspective of students with the aim of providing them with the support needed to cope in the clinical environment. The outcome was a new theory in the form of a model 235
which provides a framework of reference for diagnostic radiography educators and students to begin a learning journey that will enable the development of a culture of caring in radiography. I chose to write a collaborative piece for this eBook because I felt there was a need to share our experience with the larger radiography community. We often work in isolation and forget there are others out there like us, experiencing similar challenges and going through shared emotions. This eBook to me is a unification of the radiography population. ORCID: https://orcid.org/0000-0001-9257-384X Niusha Nowbahari Master of Science; Bachelor of Science; Bachelor of Science in Medical Radiation Sciences; Medical Radiation Technologist - Radiation Therapy (Ontario). I am an instructor in the Radiation Therapy Program at the Michener Institute of Education at UHN in Toronto, Canada. Working in education during the pandemic has been a new experience with its own benefits, challenges, and lessons learned. This is why the idea of contributing to this e-book was very appealing to me - because the e-book allows professionals from around the world to share their experiences of adapting to and working within a pandemic, so that we can learn from each other. I am grateful to work with amazing, dedicated colleagues, and hope that the experiences we’ve shared in this e-book can be helpful to our colleagues around the world. Alexandra Partner Masters of Science; Postgraduate Certificate in Higher Education; Bachelors of Science with Honours; Senior Fellow of Higher Education Academy. I am a Health and Care Professions Council registered Diagnostic Radiographer. Having been a Senior Lecturer, I am currently the Assistant Discipline Lead for Diagnostic Imaging, Operating Department Practice and Osteopathy at the University of Derby, UK. I was programme leader for Diagnostic Radiography for seven years, and now support strategic leadership and management of the discipline. I am research active, my current interests are simulation, student experience, placement, quality, and patient care. My passion for improving care is demonstrated in my work as a board member for Healthwatch 236
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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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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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initiative there is current discuss
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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
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 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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