ISRRT_COVID-19_book

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Investigation of Radiography student experience of working and Deirdre Attinger and Julie Woodley studying during a pandemic Introduction Clinical practice is an important aspect of all Allied Health Professional courses. Practical experience as a source of learning is underpinned by the seminal theory of Kolb 1 . This is referred to as ‘Experiential Learning’ and is defined as the process of learning through ‘handson’ or ‘actually doing tasks’. The value of this teaching is well documented as being superior in comparison to didactic teaching alone 2-4. Placement nurtures ‘practical wisdom’ 5 and students benefit from experiencing a ‘community of practice’, providing an opportunity to watch, learn and carry out tasks under supervision. Any disruption in placement hours may adversely affect student learning outcomes, satisfaction, and ultimately the timing of their graduation. Placement change decisions, made as a result of COVID-19 may have had a profound impact on the future supply of radiographers and health care professionals. Any significant losses could ultimately weaken healthcare systems 8 . In response to the UK-wide lockdown, universities continued their teaching programs online and also carried out practical sessions in a COVID-19 compliant manner at the university campuses. Thus providing an approach which utilises ‘Blended Learning’ 9 . As a result of COVID-19, conditions on clinical placement were very different, so it seemed sensible to seek the opinions of the students whose normal routine was affected by the pandemic. Method This project conducted focus groups, due to time limitations and the richness of the data that they generated. Students were able to share experiences and opinions, adding a more meaningful and rich understanding of the topic. 32
The main topics of the focus group schedule were: 1) Exploring students’ feelings about experiencing an abrupt end to radiography placement and missed hours within clinical placement. 2) Investigating any thoughts or comments in relation to completing remote or online learning. 3) Discussing any concerns relating to returning to placement during the COVID-19 pandemic. Participants were selected from the 2018 cohort of radiography students at UWE. These were the students on placement when the first UK lockdown commenced. They had the required experience needed to answer the set questions and recordings were made of their discussions. The recordings were transcribed verbatim and then the Braun and Clarke 10 framework for thematic analysis was utilised, as this is a widely recognised approach. The method is flexible and capable of providing a rich and detailed account of focus group data. Results The data from the transcriptions were analysed and themes and subthemes emerged. To understand the main issues the data was organised into pictorial mind maps: 33
Page 1 and 2: Reflections on the COVID-19 pandemi
Page 3 and 4: Editors Peter Hogg Emeritus Profess
Page 5 and 6: As ISRRT President and on behalf of
Page 7 and 8: Lessons learned and personal experi
Page 9 and 10: Lessons learnt and personal experie
Page 11 and 12: adiographers start to identify less
Page 13 and 14: image having been already published
Page 15 and 16: 6. If you have used any personal de
Page 17 and 18: Impact of COVID-19 pandemic on radi
Page 19 and 20: additional beds, in addition to dis
Page 21 and 22: Chest Computed Tomography Chest CT
Page 23 and 24: with COVID-19 patients means high r
Page 25 and 26: Researching in a pandemic - a non-s
Page 27 and 28: Clough, Sanders, 2021 Clinical A no
Page 29 and 30: Figure 1. Experimental set-up of th
Page 31: 13. Lewis, S. and F. Mulla, Diagnos
Page 36: Figure 2: Mind map demonstrating ph
Page 40 and 41: The mind maps suggested 3 main topi
Page 42 and 43: Also: “I think they've done a goo
Page 44 and 45: (PPE) was common. Students noted a
Page 46 and 47: finding is also consistent with the
Page 48 and 49: References 1. Kolb D. Experiential
Page 50 and 51: 20. Office of the Independent Adjud
Page 52 and 53: affected physical meetings, trainin
Page 54 and 55: The implications The convenience of
Page 56 and 57: The final implication is the inabil
Page 58 and 59: 5. Verma, A., Verma, S., Garg, P. e
Page 60 and 61: ased on the practice and reflection
Page 62 and 63: INSTRUCTIONS: Quality Control Test
Page 64 and 65: Figure 3: Radiography bachelor’s
Page 66 and 67: adiologic technologists in our comm
Page 68 and 69: workers imaging and treating patien
Page 70 and 71: all the educational institutes, inc
Page 72 and 73: to continue their academic activiti
Page 74 and 75: dealing with the intricacies of suc
Page 76 and 77: Knowing what we know now, how might
Page 78 and 79: the virus if adequate steps are not
Page 80 and 81: COVID-19 Pandemic Preparedness: Rol
Page 82 and 83:
imaging examinations or interventio
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Mobilisation of medical imaging per
Page 86 and 87:
Radiographers preparing self-made f
Page 88 and 89:
Reflections: Key learnings during p
Page 90 and 91:
What’s next? A year and a half in
Page 92 and 93:
Patient experience (a radiographer
Page 94 and 95:
My relief and improvement were shor
Page 96 and 97:
Hope Hafsa Tareq Momoniat Reminisci
Page 98 and 99:
environment I was used to working i
Page 100 and 101:
Today was the first time that I was
Page 102 and 103:
Postscript After I agreed to write
Page 104 and 105:
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
Page 118 and 119:
data, they need to register their m
Page 120 and 121:
The rise of the isolation society a
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Teaching during COVID-19 can be des
Page 124 and 125:
queries and not communicating with
Page 126 and 127:
also caused great concern. This led
Page 128 and 129:
Staying‐home kids, tele‐educati
Page 130 and 131:
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
Page 144 and 145:
procedures that students could perf
Page 146 and 147:
4. Yepes-Rios M, Dudek N, Duboyce R
Page 148 and 149:
supported to ensure functionality w
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level therapist. The treatment plan
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used VERT for online before, facult
Page 154 and 155:
How my professional role has change
Page 156 and 157:
To add perspective, a 3 rd year stu
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was an intimidating process. This i
Page 160 and 161:
Educator Perspectives on Delivery o
Page 162 and 163:
Engaging Disengaged Learners Engage
Page 164 and 165:
Final Thoughts Necessity is the mot
Page 166 and 167:
Figure 1 Subheading: My first paint
Page 168 and 169:
Figure 2 My interpretation of the h
Page 170 and 171:
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
Page 202 and 203:
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
Page 212 and 213:
community of peer-to-peer learning
Page 214 and 215:
Lessons learnt and personal experie
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A member states that the group admi
Page 218 and 219:
One international member reports
Page 220 and 221:
Radiography Education during the CO
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esearch has been undertaken to unde
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Author Biographies Azizah Mohamed A
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during the pandemic. We may have st
Page 228 and 229:
John Mark De Vera Bachelor of Scien
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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
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Leicestershire. I review for Radiog
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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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