ISRRT_COVID-19_book

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dealing with the intricacies of such an environment. Therefore, as a health care worker, completing the hospital-based training components was essential. After opening the country, the radiography undergraduates had to acquire their clinical training as quickly as possible to make up for the time they lost while the country was lockdown. Otherwise, they would be unable to resume their regular academic schedules and complete their degrees on time. Delivery of the program - conducting examinations The Department faced a significant challenge in conducting examinations via online. Conducting exams online necessitates the use of tools such as a safe exam browser as well as technical expertise to set up a proctored exam environment. In addition, it is necessary to ensure that the power failures should not cause the examination process to be disrupted. But unfortunately, the Department did not have the required facilities, knowledge and training for conducting exams online. There were few webinars conducted by the Education Unit of the faculty on this topic. However, they were not sufficient to get the competency of conducting online exams. Therefore the Department had to wait for the universities to open to conduct the exams for students. As a result, the students had to face a large number of exams concurrently, which impacted their academic performance and increased academic stress. Summary The effectiveness of online education is always contingent on its ability to overcome its limitations. Online learning has had a dramatic impact on students as it prevents them from participating in in-class interactive education, laboratory training, hospital-based training and a proper exam schedule. Initial costs of setting up the context, low level of motivation of the students and the teachers, and the necessity for technical expertise are additional constraints that need to be considered. However, if these limitations can be overcome through appropriate stakeholder involvements, online education has emerged as an unexpected means of achieving various benefits, including time-saving, access to a wide range of global education events, and the ability to retrieve the digitally recorded lectures and practical sessions. Furthermore, to promote skill-based online education, it is critical to emphasize the importance of building and designing simulation laboratories, enhancing simulation laboratory infrastructure, and making virtual learning and teaching facilities available. 71
References 1. WHO. WHO Director-General’s opening remarks at the media briefing on COVID-19 - 11 March 2020 [Internet]. WHO Director General’s speeches. 2020 [cited 2021 Nov 30]. p. 4. Available from: https://www.who.int/director-general/speeches/detail/who-directorgeneral-s-opening-remarks-at-the-media-briefing-on-COVID-19---11-march-2020 2. Marinoni G, Van’t Land H, Jensen T. The impact of COVID-19 on higher education around the world.IAU Global Survey Report [Internet]. Iau-Aiu.Net. 2020 [cited 2021 Nov 30]. 50 p. Available from: https://www.youtube.com/channel/UCT5nt5FGVklxrtUHinF_LFA 3. Mishra L, Gupta T, Shree A. Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. Int J Educ Res Open. 2020 Jan 1;1:100012. 4. Misirli O, Ergulec F. Emergency remote teaching during the COVID-19 pandemic: Parents experiences and perspectives. Educ Inf Technol [Internet]. 2021 Mar 29 [cited 2021 Sep 2];1–20. Available from: https://link.springer.com/article/10.1007/s10639-021-10520-4 5. Vijayan R. Teaching and learning during the COVID-19 pandemic: A topic modeling study. Educ Sci. 2021;11(7). 6. Wickramaarachchi WPTM, Perera SSN, Jayasinghe S. COVID-19 Epidemic in Sri Lanka: A Mathematical and Computational Modelling Approach to Control. Comput Math Methods Med. 2020;2020. 7. Erandi KKWH, Mahasinghe AC, Perera SSN, Jayasinghe S. Effectiveness of the Strategies Implemented in Sri Lanka for Controlling the COVID-19 Outbreak. J Appl Math. 2020;2020. 8. Hayashi R, Garcia M, Maddawin A, Hewagamage KP. Online Learning in Sri Lanka’s Higher Education Institutions during the COVID-19 Pandemic [Internet]. Asian Develpment Bank BRIEFS NO. 151. 2020. Available from: https://www.adb.org/publications/series/adbbriefs 9. Darras KE, Spouge RJ, de Bruin ABH, Sedlic A, Hague C, Forster BB. Undergraduate Radiology Education During the COVID-19 Pandemic: A Review of Teaching and Learning Strategies. Can Assoc Radiol J. 2021;72(2):194–200. 10. Kay RH, LeSage A. Examining the benefits and challenges of using audience response systems: A review of the literature. Comput Educ. 2009 Nov 1;53(3):819–27. 72
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Reflections on the COVID-19 pandemi
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Editors Peter Hogg Emeritus Profess
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As ISRRT President and on behalf of
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Lessons learned and personal experi
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Lessons learnt and personal experie
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adiographers start to identify less
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image having been already published
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6. If you have used any personal de
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Impact of COVID-19 pandemic on radi
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additional beds, in addition to dis
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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 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 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
Page 110 and 111: perspectives and shared best practi
Page 112 and 113: 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
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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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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
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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
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