ISRRT_COVID-19_book

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Leicestershire. I review for Radiography Journal and sit on Insight editorial advisory board. I work with our professional body, as part of the Diagnostic Imaging Advisory Group, Deputy Chair of Heads of Radiography Education and being a College of Radiographers assessor. I hold external roles as a HCPC Fitness to Practice panel member and as an assessor for Quality Standard for Imaging. I am an experienced external examiner. I wanted to contribute towards this book as I am passionate about education and development of our profession. Having presented at ISRRT conferences, I would like to promote research and evidence-based practice globally. ResearchGate: https://www.researchgate.net/profile/Alex-Partner-2 Dr Aarthi Ramlaul Doctor of Education; Master of Arts in Learning and Teaching in Higher Education; Bachelors Degree of Technology in Diagnostic Radiography; National Diploma in Diagnostic Radiography. I am a diagnostic radiographer and currently a principal lecturer and programme leader of the undergraduate diagnostic radiography and imaging programme at the University of Hertfordshire, UK. As a programme leader I experienced first-hand the challenges of changing a face-face- taught course to online learning methods in order to stay safe during the Covid-19 lockdown where it was also important to ensure that teaching, learning and student support remained optimum throughout. A lot has been learned during the pandemic period and I was keen to share hence my contribution to this excellent resource. I am committed to the upliftment of the profession and have edited and authored numerous publications, including four textbooks aimed at supporting student and qualified radiographers. It has been a pleasure to work and learn alongside my friend and collaborator, Prof Hesta Friedrich-Nel to share our experience of supporting our students during the pandemic. Dr Omar Rimawi PhD (Doctor of Philosophy) I work as the head of psychology department, Faculty of Educational Sciences, Al-Quds University, Palestine. I wanted to contribute to this eBook because it is important to show psychologic impacts of COVID-19 on Palestinian frontline healthcare workers; radiographers, during stressful events. 237
ResearchGate: https://www.researchgate.net/profile/Omar-Rimawi Dr Leslie Robinson Diploma of the College of Radiographers; Masters Degree in Magnetic Resonance Imaging; Doctorate of Education; Fellow of the College of Radiographers. I am a retired Diagnostic Radiographer and now an artist. I still hold honorary academic contracts with the University of Swansea Medical School, for whom I am an external advisor for a professional doctorate student, and the University of Salford. My specialist interests in clinical practice were MRI and CT. As an academic I was interested in teaching and learning and gained a doctorate in education. I was also interested in researching the experiences of students, patients and practitioners and led the development of a set of patient and practitioners partnership guidelines for the UK Society of Radiographers. I have also been involved in exploring and promoting the use of social media to support patients and students. All of these experiences and interests can now be seen reflected in my artwork. https://blithedotart.wordpress.com/about/ https://www.instagram.com/leslierob10/ https://www.facebook.com/leslierob10 I agreed to write this article as I think it’s important to share alternative views of lockdown and to encourage others to think about a life beyond lockdown and radiography. Dr Belinda van der Merwe PhD (Doctor of Philosophy) in Health Professions Education; Masters in diagnostic radiography and a tertiary education diploma. I am a senior lecturer in the radiography programme at the Central University of Technology in South Africa. I am privileged to manage the first-year radiography students and I am lecturing modules for the third and final year students. During the pandemic, with limited the face-to-face lecture time on campus, it was imperative to adopt various strategies to adequately prepare the students. Through the practice of the scholarship of teaching and learning, I have reflected on the possibilities to engage the students in the virtual environment. 238
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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initiative there is current discuss
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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 236 and 237: Kleanthis Konstantinidis Bachelor o
Page 238 and 239: Hafsa Tareq Momoniat Postgraduate C
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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