perceptions of psychological care among medical and nursing staff in Wuhan during the 20<strong>19</strong> novel coronavirus disease outbreak: A cross-sectional study. Brain, Behavior, and Immunity, 87, 11–17. https://doi.org/10.1016/j.bbi.2020.03.028 4. Lai, J., Ma, S., Wang, Y., Cai, Z., Hu, J., Wei, N., Wu, J., Du, H., Chen, T., Li, R., Tan, H., Kang, L., Yao, L., Huang, M., Wang, H., Wang, G., Liu, Z., & Hu, S. (2020). Factors associated with mental health outcomes among health care workers exposed to coronavirus disease 20<strong>19</strong>. JAMA Network Open, 3(3), e203976. https://doi.org/10.1001/jamanetworkopen.2020.3976 5. Cacchione, P. Z. (2020). Moral distress in the midst of the <strong>COVID</strong>-<strong>19</strong> pandemic. Clinical Nursing Research, 29, 215–216. https://doi.org/10.1177/1054773820920385 6. Gavin, B., Hayden, J., Adamis, D., & McNicholas, F. (2020). Caring for the psychological well-being of healthcare professionals in the <strong>COVID</strong>-<strong>19</strong> pandemic crisis. Irish Medical Journal, 113, 51. 7. Menon, V., & Padhy, S. K. (2020). Ethical dilemmas faced by health care workers during <strong>COVID</strong>-<strong>19</strong> pandemic: Issues, implications and suggestions. Asian Journal of Psychiatry, 51, 102116. https://doi.org/10.1016/j.ajp.2020.102116 8. Neto, M. L. R., Almeida, H. G., Esmeraldo, J. D., Nobre, C. B., Pinheiro, W. R., de Oliveira, C., da Costa Sousa, I., Lima, O. M., Lima, N. N., Moreira, M. M., & Lima, C. K. (2020). When health professionals look death in the eye: The mental health of professionals who deal daily with the 20<strong>19</strong> coronavirus outbreak. Psychiatry Research, 288, 112972. https://doi.org/10.1016/j.psychres.2020.112972 9. Ho, C. S., Chee, C. Y., & Ho, R. C. (2020). Mental health strategies to combat the psychological impact of <strong>COVID</strong>‐<strong>19</strong> beyond paranoia and panic. Annals of the Academy of Medicine, Singapore, 49(3), 155–160. 10.47102/annals-acadmedsg.202043 10. Sijbrandij, M., Kunovski, I., & Cuijpers, P. (2016). Effectiveness of internet‐delivered cognitive behavioral therapy for posttraumatic stress disorder: A systematic review and meta‐analysis. Depression and Anxiety, 33(9), 783–791. 10.1002/da.22533 11. Zhang, M. W., & Ho, R. C. (2017). Moodle: The cost-effective solution for internet cognitive behavioral therapy (I‐CBT) interventions. Technology and Health Care: Official Journal of the European Society for Engineering and Medicine, 25(1), 163–165. 10.3233/THC-161261 24
Researching in a pandemic – a non-starter or unmissable opportunity? Andrew England and Alexandra Partner Introduction The challenges of the SARS-CoV-<strong>19</strong> virus and the resultant global pandemic are all too familiar. Responding to the threat of the virus has become the everyday role of the radiographer. Initially, there was widespread anxiety and speculation that healthcare systems would become overwhelmed 1 . For most countries this has not been the case, however, coronavirus has led to a significant change in how we practice radiography and how we teach student radiographers. With dedicated <strong>COVID</strong>-<strong>19</strong> hospitals being established in record time 2 and the implementation of national vaccination programmes 3 , the availability of radiographers to undertake frontline <strong>COVID</strong>-<strong>19</strong> related activities was a priority. Government based healthcare research organisations, such as the United Kingdom (UK) National Institute for Research, recommended suspension of all but only essential <strong>COVID</strong>-related research 4 . Radiography education also required rapid redevelopment to facilitate a need for remote learning and to help manage a reduced access to clinical placements 5,6 . As a result, and early in the pandemic, there was a real threat to the continuation of radiographic research. Despite prior concerns, radiographic research in the pandemic has flourished and journals such as Radiography have seen an enormous increase in the number of submissions, 223 in 20<strong>19</strong> versus 420 in 2020, up 88% 7 . Many of these were <strong>COVID</strong>-<strong>19</strong>-related, however, a significant contribution to journal submissions was from non-<strong>COVID</strong>-<strong>19</strong> related research. What looked like a pause in radiography research has resulted in a surge of research activity. Submissions to Radiography came from all around the world and included the full range of subspecialities (medical imaging, radiation therapy and nuclear medicine). Despite the increase in the number of submissions and resultant publications, research during the pandemic has been far from easy. Many non-<strong>COVID</strong>-<strong>19</strong> studies that had been planned immediately prior to the start of the pandemic had to be postponed. In many cases, priority 25
- Page 1 and 2: Reflections on the COVID-19 pandemi
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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
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and she agreed I could do it. Next,
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Award in 2021 - the highest number
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Shifting to online learning and stu
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also played a huge part in the educ
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session to say ‘good-bye’. This
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level playing field among students
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exposed as students had to search f
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Embarking on on-line teaching and l
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of examinations or procedures as li
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tremendously by having electronic c
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Challenges that impacted effective
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community of peer-to-peer learning
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Lessons learnt and personal experie
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A member states that the group admi
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One international member reports
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Radiography Education during the CO
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Author Biographies Azizah Mohamed A
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during the pandemic. We may have st
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John Mark De Vera Bachelor of Scien
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now I am based in Ireland teaching
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Professor Hesta Friedrich-Nel Maste
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Dr Mable Kekana Bachelor’s degree
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Kleanthis Konstantinidis Bachelor o
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Hafsa Tareq Momoniat Postgraduate C
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Leicestershire. I review for Radiog
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I have served as a previous preside
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Beth L. Weber Masters in Public Hea
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and am interested in investigating