ISRRT_COVID-19_book

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5. Verma, A., Verma, S., Garg, P. et al. Webinar as Future of Continued Medical Education: a Survey. Indian J Surg (2021). https://doi.org/10.1007/s12262-021-02929-5 6. Hayat, A.A., Keshavarzi, M.H., Zare, S. et al. Challenges and opportunities from the COVID- 19 pandemic in medical education: a qualitative study. BMC Med Educ 21, 247 (2021). https://doi.org/10.1186/s12909-021-02682-z 7. Mohamed Afif A, Goh MZH, Lin YXJ, et al. An analysis of the continuing professional development needs of radiographers and radiation therapists in Singapore. Radiography (Lond) 2021 Aug;27(3):927-934. https://doi.org/10.1016/j.radi.2021.03.002. Epub 2021 Mar 26 55
Utilising video for a physics module during COVID-19 to adhere to Belinda van der Merwe social distancing. The academic project had to continue during the pandemic for the Bachelor of Radiography fourth year students to complete not only theory modules online, but also the required attendance in clinical practice. This was imperative since in South Africa, the students are required to complete one year of compulsory community service after graduation. Staff and student flexibility and adaption became key concepts during the global lockdown restriction levels. It was comforting to learn about the clinical placement strategies for safe resumption in other countries for instance Singapore 1 and the impact of the COVID-19 pandemic on radiography practice from a United Kingdom radiography workforce survey 2 . Our year planner was adjusted, and students could return in June of 2020 to campus provided that a 14-day self-isolation period was implemented. In preparation for the workplace, one of the assignments in the physics module is to demonstrate to the class, the quality control (QC) tests of diagnostic x-ray machines. Due to the institutions’ social distancing guidelines during the pandemic, the assignment could not be executed due to the limiting of student numbers per venue. My involvement in the scholarship of teaching and learning (SOTL) empowered me to articulate a consistent philosophy to align teaching and learning with assessment methods. This guides constant reflection to adjust to every group of students in order to attempt to engage each learner so that meaningful learning can take place. The pandemic intensified this reflection on how to apply theory in practice taking into consideration the dilemma of restricting face to face lectures. I realised that I need to find a solution to the educational problem concerning the demonstration of the quality control tests in clinical practice. A design-based research approach was utilised to find a solution that involved different phases 3 . The first phase is to analyse the problem, the second phase to develop a learning environment as a possible solution, the third phase to implement and test the solution in cycles and the fourth phase to refine the solution. The last phase involves that the lecturer must create a design principle 56
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 54 and 55: The implications The convenience of
Page 56 and 57: The final implication is the inabil
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
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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
Page 150 and 151:
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
Page 156 and 157:
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
Page 208 and 209:
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
Page 218 and 219:
One international member reports
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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
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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
Page 244 and 245:
Beth L. Weber Masters in Public Hea
Page 246 and 247:
and am interested in investigating
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