Covid-19: Free resources to support radiographers

The evolution of mandatory continuing professional development (CPD) for diagnostic radiographers in Ireland - A longitudinal study

INTRODUCTION

This longitudinal research study reports on aspects of CPD immediately before and in the years following the simultaneous introduction of state registration and mandatory CPD for diagnostic radiographers in Ireland.

METHODS

Surveys captured information through closed and open questions distributed nationally across various hospital types in hard copy and online formats. Opinion was gathered over 8-years at three time points, prior to the introduction of mandated changes, post-introduction at the end of the first audit cycle, and as society was emerging from a period of pandemic.

RESULTS

Responses were received across age and grade ranges with response rates in keeping with previous surveys. The overall importance with which radiographers held CPD decreased over time, and while small changes were seen, the narrow focus of what radiographers considered CPD had stayed the same, with attendance-based activities remaining the most popular. Respondents indicated that their enthusiasm for undertaking CPD and willingness to undertake CPD outside of working hours had also decreased, with the perceived primary barrier to CPD shifting from funding to time.

CONCLUSIONS

An appetite to undertake CPD amongst the majority is evident; however, addressing issues such as decreasing importance levels and willingness to use personal time for CPD is crucial. While the perceived cost of CPD has lessened as a barrier, lack of time for CPD is now a principal concern. Further research is recommended to explore the broader impacts of time pressures and optimises CPD for radiographers.

IMPLICATIONS FOR PRACTICE

Findings highlight the need for collaborative engagement and support to optimise CPD opportunities for all radiographers in the future.

Radiography education in 2022 and beyond - Writing the history of the present: A narrative review

OBJECTIVES

The COVID-19 pandemic had a major effect on teaching and learning. This study aimed to describe a range of teaching, learning, and assessment strategies related to radiography education which have become more common due to the pandemic through a narrative literature review.

KEY FINDINGS

Educational change in radiography was accelerated by the disruption caused by the pandemic. Changes included the site and mode of teaching and conducting of assessment. While some of the digital transformation trends were introduced before the pandemic, others were further amplified during this period of time. Alternative solutions such as virtual reality technology, gamification, and technology-enhanced learning were especially salient and have the potential to mitigate challenges brought about by the pandemic. The use of technology in the clinical setting, in assessment, and to facilitate feedback, are important tools for improving learners' clinical skills performance. Collectively, these digital technologies can maximise learning and support mastery of knowledge, skills and attitudes.

CONCLUSION

The pandemic has cast a new light on existing methodologies and pedagogies in education. This review suggests that digital technology is shaping teaching and learning within radiography education and also that educators cannot ignore this digital shift. With the digital trajectory, it would be highly useful to transform approaches to education within radiography to support learning as radiography education moves towards the new normal era.

IMPLICATIONS FOR PRACTICE

Digital technology in education can help improve the learning experience for learners but educators need to be equipped with the technological skills and be adaptable to these changes. Continual sharing of experiences and knowledge among radiography educators is essential. Safety nets need to be in place to ensure digital inclusiveness and that no learner gets left behind due to the digital divide in education.

Rapid creation of a website to produce educational and clinical support resources for global use during and beyond the COVID-19 pandemic

It became clear at the onset of the pandemic that radiography could play an important role in diagnosing and staging COVID-19. The key modality would be mobile chest radiography. However, at the onset of the pandemic, no literature existed to indicate whether or not chest X-ray imaging could be used effectively to diagnose or exclude COVID-19. This article explains how a website was created, at speed, during the initial phase of the COVID-19 pandemic. Containing holistic information, the website helped enable rapid redeployment of radiographers onto the frontline where chest X-ray imaging was needed. It aimed to help train radiographers take (and interpret) chest radiographs in high-risk areas that contained large numbers of COVID-19 patients. Within one year, the website had been used in 157 countries. This article documents the approach taken to create the website and suggestions are made about how, in the future, a rapid approach could be achieved to create other websites – should an international crisis occur again.

This paper also outlines how stakeholders and content authors from across the world were brought together and supported to create the website. It goes on to explain the leadership style that was adopted to create the website and why that style was selected. An explanation is offered about the project management approach and how its ingredients relate to a published model. Aside from simply providing a historical account of how the website was created, we hope the narrative offers food for thought on how to respond rapidly during an international crisis to formulate and implement a unified international-level solution which addresses an urgent need.

Nationwide Study to Assess the Psychosocial, Financial, and Professional Impact of COVID-19 Pandemic on Radiation Therapy Technologists

Radiation therapy technologists (RTTs), being the frontline health care workers, are vulnerable to COVID-19 disease and subsequent detrimental consequences of the pandemic. Hence, the study was undertaken for the comprehensive assessment of adverse effects of COVID-19 pandemic on RTTs.

The global impact of the COVID-19 pandemic on clinical radiography practice: A systematic literature review and recommendations for future services planning

INTRODUCTION

Worldwide, reports and experiences indicate that there has been extensive re-organisation within diagnostic imaging and radiotherapy departments in response to the COVID-19 pandemic. This was necessary due to changes in workload and working practice guidelines that have evolved during the pandemic. This review provides a comprehensive summary of the global impact of the COVID-19 pandemic on radiography practice, service delivery and workforce wellbeing.

METHODS

A systematic review methodology was adopted to obtain data from primary studies of qualitative, quantitative, and mixed methods designs from databases (PubMed, Science Direct, Cumulative Index of Nursing and Allied Health Literature [CINAHL], and SCOPUS: all 2020 to present). The included articles were subjected to information extraction and results-based convergent synthesis.

RESULTS

The electronic database search yielded 10,420 articles after removal of duplicates. Of these, 31 articles met the final inclusion criteria with some (n = 8) fully focussed on radiotherapy workforce and service delivery. The pandemic impact on radiography practice is broadly themed around: training, communication, and information dissemination; infrastructure, technology, and clinical workflow; and workforce mental health and well-being.

CONCLUSION

Globally, most radiographers received inadequate training for managing COVID-19 patients during the initial acute phase of the pandemic. Additionally, there were significant changes to clinical practice, working patterns and perceived increase in workload due to surges in COVID-19 patients and the consequent strict adherence to new infection protocols. These changes, coupled with fear emanating from the increased risk of the workforce to contracting the infection, contributed to anxiety and workplace-related stress during the pandemic.

IMPLICATIONS FOR PRACTICE

Local pandemic response strategies must be appropriately developed from standard protocols in readiness for safe clinical practice and well-being management training of practitioners.

Computed tomography during the COVID-19 pandemic: A survey of changes to service delivery, working practices and decision-making role of radiographers

INTRODUCTION

During the COVID-19 pandemic, Computed Tomography (CT) departments have established additional acute capacity whilst maintaining essential services. The purpose of this study was to investigate the changes in service delivery, working practices and decision-making role of diagnostic radiographers during the pandemic.

METHODS

We conducted an electronic cross-sectional survey of diagnostic radiographers working in CT during the COVID-19 pandemic. The survey was open for 6-weeks, with radiographers from all geographical regions encouraged to respond. The questionnaire explored social distancing, patient scheduling and departmental organisation; PPE usage; recognition and escalation of COVID-19 changes, patient management pathways and any training. Additionally, we sought the personal perspectives of radiographers through free text comments.

RESULTS

Following exclusions, 180 responses were analysed. Service delivery changes included social distancing (59.4%; n= 107), restriction of referrals to those considered time-critical (63.3%; n=114) and dedicated COVID-19 scanners (66.1%; n=119). Working practices were impacted by a need to implement PPE, although variation in PPE worn for different scenarios was seen. Half of the radiographers were routinely reviewing asymptomatic outpatient images for common COVID-19 signs, despite 63.5% of respondents not receiving formal training. Ad hoc patient pathways were in place in 90.5% of cases with 35% indicating that this was radiographer-led. CT staff had experienced anxiety, fatigue, and low morale, but praised teamwork.

CONCLUSIONS

Radiographers were able to reduce the risk of transmission through social distancing, designated scanners, and PPE. This study has demonstrated that despite variance in practice, radiographers play a key role in identifying and triaging high-risk patients.

Challenges and optimization strategies in medical imaging service delivery during COVID-19

In coronavirus disease 2019 (COVID-19), medical imaging plays an essential role in the diagnosis, management and disease progression surveillance. Chest radiography and computed tomography are commonly used imaging techniques globally during this pandemic. As the pandemic continues to unfold, many healthcare systems worldwide struggle to balance the heavy strain due to overwhelming demand for healthcare resources. Changes are required across the entire healthcare system and medical imaging departments are no exception. The COVID-19 pandemic had a devastating impact on medical imaging practices. It is now time to pay further attention to the profound challenges of COVID-19 on medical imaging services and develop effective strategies to get ahead of the crisis. Additionally, preparation for operations and survival in the post-pandemic future are necessary considerations. This review aims to comprehensively examine the challenges and optimization of delivering medical imaging services in relation to the current COVID-19 global pandemic, including the role of medical imaging during these challenging times and potential future directions post-COVID-19.

Psychological impact of COVID-19 on radiology: Emotional wellbeing versus psychological burnout

While the COVID-19 pandemics seem to be crippling the global health care system, it has caused enormous uncertainty and panic in the lives of the health care professionals with a significant impact on their productivity. A significant proportion of these affected health care individuals comprise of the working staff belonging to the Radiology department. Although the main focus of all health care individuals has constantly been to reduce the number of new cases by minimal transmission, save lives of the infected patients by findings effective cure and carry out meticulous research to develop preventive vaccine, we have been unknowingly giving very little consideration to critical issues relating to the psychological well-being of the front liners. It is of utmost necessity that the psychological impact of this pandemic needs to be recognized and dealt with, in a timely fashion. While planning interventions to fight the pandemic, mental health issues must not be sidelined instead considered pragmatically. The radiology departments must come up with a mitigation plan to combat the subsequent short-term and long-term adverse effects of COVID-19 on mental well-being of their staff members. This article discusses the psychological impact of COVID-19 on the radiology department.

The impact of teaching experimental research on-line: Research-informed teaching and COVID-19

Introduction

As part of the BSc (Hons) Diagnostic Radiography programme students learn and undertake research relevant to their development as first post radiographers (dose optimisation and image quality) within the Research-Informed Teaching experience (RiTe). Due to the COVID-19 pandemic, the delivery of RiTe to our year 2 students was moved to an online format using Microsoft Teams and Blackboard Collaborate and focused on a key area of current practice - COVID-19 and chest X-ray imaging. Within RiTe students are placed into collaborative enquiry-based learning (CEBL) groups to share tasks, but to also support and learn from one another.

Methods

An online survey was used to explore the year 2 student cohort task value and self-efficacy of this online version of RiTe.

Results

A 73% (32/44) response rate was achieved. Students found the online version of RiTe to be a positive learning and development experience. There was strong agreement that they not only found it relevant to their area of practice (task-value), but also strongly agreed that they understood and could master the skills taught (self-efficacy).

Conclusion

This online version of RiTe was effectively structured to help scaffold student learning and development of research data analysis skills despite the lack of face-to-face teaching. The students also valued the topic area (COVID-19 and chest X-ray imaging). A blended learning approach with RiTe will be used next year with a combination of collaborative online teaching and physical data collection and analysis in the university-based X-ray imaging laboratory. Further evaluation and data collection will also be undertaken.

Implications for practice

University-based empirical work in groups to learn about research can be replaced by an online mechanism whilst still maintaining task-value and acceptable self-efficacy.

Évaluation d'un dispositif de continuité pédagogique à distance mis en place auprès d'étudiants MERM pendant le confinement sanitaire lié au COVID-19

Introduction

The specific context related to the COVID-19 pandemic necessitated the implementation of distance learning continuity for students. In France, teachers and radiography students in initial training, not specially prepared for this, had to adapt. An evaluation of the system was proposed to the students.

Materials and methods

An anonymous online questionnaire with 4 main sections (pedagogy, communication, learning and concerns) was sent to 91 students at the end of the semester.

Results

91 responses were received. The slideshows with sound or presented during a virtual class are appreciated by the students. Online quizzes are ideal for learning/reviewing. For assessments, individual assignments and online questionnaires are appreciated. Teacher/student interaction via e-mail or video conferencing was considered satisfactory by the large majority of students. Student-student interactions via social networks, for course explanations or document exchange, are very suitable. The majority of students felt they were working a lot and much more compared to face-to-face teaching. Less than half of the students worked more than 20 h per week. Their motivation varied widely. Organizational habits were disrupted, but the autonomy granted was appreciated. The students were mainly concerned about the health of their loved ones and not about their own health.

Discussion

The use of distance education tools requires teacher commitment and technical skills. The frequency of communication by e-mail and/or videoconference between members of the teaching team and students must be adapted to the situation. Exchanges by e-mail allow for traceability, while videoconferencing allows direct interaction and a way out of isolation. Autonomy, appreciated by the students, was nevertheless combined with a strong variation in motivation; the anxiety-provoking period in which pedagogical continuity was built up may explain this contradictory observation.

Conclusion

The results obtained largely confirm the data in the literature. The experience gained through this survey should lead teachers to continue their reflection by test/integrating and evaluating distance education systems, while continuing face-to-face activities.