ISRRT_COVID-19_book

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Figure 2: Mind map demonstrating phase 3 thematic coding (section 2) 35
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 and 32: 13. Lewis, S. and F. Mulla, Diagnos
Page 33 and 34: The main topics of the focus group
Page 38: Figure 3: Mind map demonstrating ph
Page 41 and 42: The timing of the official communic
Page 43 and 44: C1 - Relief and Excitement Students
Page 45 and 46: Students expressed that collaborati
Page 47 and 48: disappointing as having consistent
Page 49 and 50: https://www.tandfonline.com/doi/abs
Page 51 and 52: Continuing Professional Development
Page 53 and 54: As CPD providers relearn and grow a
Page 55 and 56: chat functions during the sessions.
Page 57 and 58: Finally, the pandemic facilitated t
Page 59 and 60: Utilising video for a physics modul
Page 61 and 62: of the video applications that were
Page 63 and 64: RUBRIC FOR QC Group demonstration G
Page 65 and 66: Impact of Pandemic on a Diagnostic
Page 67 and 68: to lie down and get through the sca
Page 69 and 70: Lessons learned and personal experi
Page 71 and 72: Delivery of the program - continuat
Page 73 and 74: to the travel restrictions and heal
Page 75 and 76: References 1. WHO. WHO Director-Gen
Page 77 and 78: months of the pandemic we only used
Page 79 and 80: Another way to prevent COVID-19 spr
Page 81 and 82: As radiographers, we are one of the
Page 83 and 84: Furthermore, CT scans were also per
Page 85 and 86:
In addition to this, self-made face
Page 87 and 88:
to improve COVID-19 awareness among
Page 89 and 90:
In summary, three key learnings dur
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the risk of further infection. Whil
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“at work, my colleagues had worke
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waiting list for the clinic and as
Page 97 and 98:
My 4-year-old daughter attended Nur
Page 99 and 100:
July 2021: Returning to work Severa
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19 I would choose the indoors over
Page 103 and 104:
John Mark De Vera Rethinking of Ins
Page 105 and 106:
initiative is to target the attainm
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modalities to gain the clinical ski
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learning is initiated. Some student
Page 111 and 112:
Students’ perspectives on the imp
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computer literate students needed s
Page 115 and 116:
eginning of 2021. This meant a shif
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had to endure load-shedding (power
Page 119 and 120:
Due to severe COVID-19 lockdown res
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the one hand we had the pandemic wh
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means to assist as many students as
Page 125 and 126:
Kleanthis Konstantinidis Coping wit
Page 127 and 128:
• Maintaining family routines is
Page 129 and 130:
Maintaining well‐being inside and
Page 131 and 132:
discovering everyday new ways of op
Page 133 and 134:
Radiation therapy educators’ pers
Page 135 and 136:
outstanding requirements. While thi
Page 137 and 138:
Throughout the clinical practicum,
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Educator’s perspectives on the de
Page 141 and 142:
Clinical placement is a cornerstone
Page 143 and 144:
performance. As gatekeepers to our
Page 145 and 146:
ased learning is another feasible o
Page 147 and 148:
Educators’ experiences adapting a
Page 149 and 150:
to enhance students’ communicatio
Page 151 and 152:
questioning to promote their critic
Page 153 and 154:
students regarding the pandemic CSS
Page 155 and 156:
As the majority of these patients r
Page 157 and 158:
The domestic role of cleaning the r
Page 159 and 160:
particular, the backlog of outpatie
Page 161 and 162:
Digital Competence of Learners and
Page 163 and 164:
assessment modalities best assess s
Page 165 and 166:
Leslie Robinson Lockdown: exploring
Page 167 and 168:
y chance. The technology depicted o
Page 169 and 170:
Despite my shortcomings in both phy
Page 171 and 172:
in this way has assuaged some of th
Page 173 and 174:
In this painting (fig 5), which was
Page 175 and 176:
therapy practitioners who have work
Page 177 and 178:
Lessons learnt and personal experie
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testing, as they were not “front
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implemented was that the radiology
Page 183 and 184:
my teenage son’s hair. My husband
Page 185 and 186:
immediate (hot) reporting. Although
Page 187 and 188:
Mobile chest x-ray imaging: Factors
Page 189 and 190:
to help my colleague, Dr Rob Higgin
Page 191 and 192:
Self-doubt I didn’t sleep well on
Page 193 and 194:
6 (year 3) student and clinical tut
Page 195 and 196:
Student and staff perspectives on t
Page 197 and 198:
their learning through reflective p
Page 199 and 200:
all the students. Also, lectures ha
Page 201 and 202:
The hospitals were under considerab
Page 203 and 204:
Educator perspectives on delivery o
Page 205 and 206:
institutions and students were not
Page 207 and 208:
Do we need more or less lecturers d
Page 209 and 210:
Enhancing student engagement during
Page 211 and 212:
disruptive effect at a personal, sy
Page 213 and 214:
necessarily being appropriately and
Page 215 and 216:
When the group first formed they ut
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employees of the UK’s National He
Page 219 and 220:
As the pandemic starts to recede an
Page 221 and 222:
service. To make matters worse, our
Page 223 and 224:
increased time required in cleaning
Page 225 and 226:
Deirdre Attinger Batchelor of Scien
Page 227 and 228:
The pandemic, and the associated cl
Page 229 and 230:
front-line healthcare worker and wo
Page 231 and 232:
Lisa Jane Field Master’s degree i
Page 233 and 234:
the early 2000s regarding the intro
Page 235 and 236:
Raymond Roneel Keshwan Master of Sc
Page 237 and 238:
Kathryn Malherbe Bachelor of Radiog
Page 239 and 240:
which provides a framework of refer
Page 241 and 242:
ResearchGate: https://www.researchg
Page 243 and 244:
Dr Riaan van de Venter PhD (Doctor
Page 245 and 246:
am interested in conducting researc
Page 247:
This free to access book was writte
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