ISRRT_COVID-19_book

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The implications The convenience of virtual CPD has made many CPD providers embrace the phenomenon. <strong>COVID</strong>-<strong>19</strong> pandemic made us inevitably change the focus to more locally conducted virtual activities and webinars, rather than hands-on workshops. The implications involved may be multifaceted. As many CPD providers offer virtual CPD sessions, a tsunami of available virtual CPD becomes apparent. CPD providers with annual subscription video-conferencing tools, leveraged on conducting multiple CPD sessions regularly, to make virtual platforms worthwhile. These resulted in the excessive burn-out or fatigue in the CPD organisers and participants. Some HCP societies host the CPD sessions after working hours to reduce disruption of clinical time. Given the abundant CPD sessions offered by many CPD providers, HCPs would spend excessive screen time to be participants in CPD sessions which spark interests in them. Conflicting CPD times can occur and sessions may not be scheduled at convenient timings, such as during staff lunch hour, rest hours and leave period. Over time, participants may also face burn-out from the abundant CPD sessions and have to prioritise sessions that are most beneficial to them, leaving some CPD sessions poorly attended. The availability of post-event CPD sessions will inevitably reduce live session attendance. Organisers will have to limit certificate of attendance to only live attendance, which may pose extra work to CPD providers, to encourage live attendance. The unavailability of certificate of attendance for CPD sessions leaves no evidence of participants’ attendance and learning hours for their records. Learning engagement may not be substantial in the virtual platform. It only involves the use of visual and auditory learning without the kinesthetic segment. This may not be ideal for some learners who gets easily distracted. There is an inherent challenge for the speaker to ensure the design of their virtual CPD would simulate face-to-face learning. In a virtual platform, overseas industry experts may not be able to engage their audience well as they are unable to conduct hands-on workshops due to the limitation of travels and workplace segregation. The workshop participants may have limited nonverbal communication or engagement as they can disengage themselves from the speakers or facilitators when their videos are turned off. In some instances, participants may choose not to partake the poll or 51
chat functions during the sessions. Cognitive understanding of learners cannot be fully ascertained despite having online quizzes, although it is undeniably an important component to ensure that learners truly acquire the knowledge. The lack of a conducive environment is an obstacle for optimal learning. Not every individual has a private space to learn during a scheduled CPD session. When the CPD session occurs after office hours, an individual may be multi-tasking on shift work, juggling with work-life balance, or with small children at home. Listening to talks on mobile smartphones on-the-go, may lack the full attention span needed to optimally retain information. HCPs will have to weigh the benefits of attending CPD sessions and managing their time. Speaker time-zones influence the timing of the CPD sessions. CPD organisers will have to accommodate the most appropriate schedule that fits both overseas and local speakers who are required to be available for a live moderated session. Attending CPD in solitary has its drawback when participants will not be able to interact or even consult with their peers during the session. The social isolation reduces the possibility of active team-based learning, and confirming key learning points together. The possibility of poor infrastructural deficits can cause technical glitches, making CPD sessions disruptive. 5 Slow internet speeds are a huge problem for participants in certain countries as a higher internet bandwidth is costly and may not be easily accessible. The use of home-wired internet would be preferable than WiFi, however under-developed regions may not have sufficient internet speed. Furthermore, there may be a need to invest in a full or corporate E-learning account to accommodate participants and maintain adequate internet cyber security. 4, 6 Another key implication is that conference venues may no longer be relevant. When lockdowns occurred globally, many venues closed and there were massive cancellations of planned conferences and events. The large economic loss has led many companies to close their conference venues permanently. The revenues in which countries could incur from tourism would not be obtainable. Due to this, local conference organisers cannot acquire their country tourism board benefits which in tenet, assist organisers to capitalise on a conference programme set-up and provide country tours for foreign delegates, indirectly boosting the economy of the country. 52
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 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 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
Page 84 and 85: 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
Page 106 and 107:
clinical education for the medical
Page 108 and 109:
Student experiences An undergraduat
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perspectives and shared best practi
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times. The only downside was that t
Page 114 and 115:
pronounced restrictions and indicat
Page 116 and 117:
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
Page 122 and 123:
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
Page 132 and 133:
9. World Health Organization. COVID
Page 134 and 135:
across Ontario. When the first wave
Page 136 and 137:
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
Page 150 and 151:
level therapist. The treatment plan
Page 152 and 153:
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
Page 158 and 159:
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
Page 172 and 173:
Figure 5. COVID-19 chest cover of I
Page 174 and 175:
adiograph and the virus SARS-CoV-2
Page 176 and 177:
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
Page 184 and 185:
Rationale Historically patients wit
Page 186 and 187:
initiative there is current discuss
Page 188 and 189:
The enabling factors which led to t
Page 190 and 191:
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
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
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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
Page 240 and 241:
Leicestershire. I review for Radiog
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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