19 7.11. Imaging Technology Reveals the Impact of Physical, Mental and Emotional Stress in the Patient's Back Story Presenter: Lazetta Church, Freelance writer, Stress Management Facilitator, U.S.A Author: Lazetta Church, M.A. Introduction: Imaging technologies are powerful tools used to reveal the physical impact of stress in a patient's life. The evaluation of the data collected during an imaging procedure demonstrates the extent of physical damage that has taken place. In addition, the patient's awareness and fear of what may be revealed may cause more stress. Therefore it is up to the technologist to use empathy and be aware that manys patients have a back story that lead them to the imaging department. This slide presentation includes five areas of discussion; (1) identification of the types of stress, (2) the impact stress has on the health, (3) the ways in which imaging modalities reveals the physical effects of stress, (4) the importance of understanding that patient's are stressed, and empathy as well as technical skill are paramount for optimal patient care. and (5) relaxation methods technologists can use to decrease personal stress and optimize patient care. Case studies will be used to demonstrate the reasons a patient enters the imaging department. Next, we address the imaging modalities used to reveal specific physical issues, for example a heart patient may have a backstory which includes recent loss and after grieving for a period of time the patient ends up in a cath lab. The information gathered during the procedure shows how stress from loss effected the patient's body. Methods: The slide presentation and handouts will include case studies and research materials from radiologists, physicians and other health care professional. Results: Even though, imaging technology reveals the physiological Impact of mental, physical, and emotional stress, with the help of an empathetic, understanding, skillfull technical staff imaging can also enhance health care and help the patient get back on the path to better health. 7.12. Mentorology – A training resource for both mentors and students Presenter: Min Ku, Australian Institute of Radiography Authors: Min Ku, Vaissy Jelbart Introduction: Educational gaming is a process that appears to have been given little credence as a valid teaching tool. However as educationalists, we are aware and recognize that there are different types of learning styles, hence further exploration into this field was warranted. Students of today are exposed to a variety of technology and many different types of teaching when compared with five years ago. They are incredibly technologically savvy and love things that are rapidly moving which keep them engaged and stimulated. Using the traditional didactic approach to teaching is a massive challenge. Students want everything and expect everything now, however in a clinical environment; this is not possible as it is all about the patient and their requirements. Methods: To bridge the gap between mentors and students, a novel approach was taken to enhance learning for these students through the use of a designed board game. This board game is used to simulate incidences that occur within a live clinical environment. Results: Through this innovative teaching strategy, a dynamic learning environment is created, enabling an active learning process in a “safe” environment with immediate feedback. Experiential learning allows students and their mentors to understand a concept, generalize and apply their understanding to new and unfamiliar situations. This presentation will explore a novel and fully engaging method to enhance the learning of new students and graduates in a clinical environment. 7.13. Building a Better Radiographer: An Industry Perspective Presenter: Adam Steward, Western Health, Melbourne, Australia Authors: Adam Steward, Greg Trypis, Pempe Akdemir, Samantha Wu Introduction: Over the past decade in Australia there exists a growing trend among universities to move toward a four-year degree program. This is in contrast to the traditional three-year degree with a further oneyear clinical practice component to adequately prepare students for entry into the profession. Anecdotally there is a perceived divide in the clinical maturity and work readiness of those students completing a four-year degree, which is presumed secondary to the reduction in clinical contact hours. There is little local evidence based literature and study to support what is the preferred duration and structure of clinical practice embedded into training programs. We are in a unique position in Victoria hosting students of both programs, which allows us the opportunity to assess all aspects of clinical practice within the two options available for entry into the profession. For this study we have surveyed the industry to extract and document the thoughts of the profession as to the appropriateness of the duration and context of clinical training and how it is embedded into the training programs on offer within Australia. Methods: Surveys were conducted on Chief Radiographers that ultimately employ the graduating students, Tutor Radiographers responsible for the nurturing of the students in the programs and the students completing the courses on offer. Results: Our study received a response rate of more than 60% for all survey groups, indicating the genuine desire for the profession to be heard. The study has affirmed the necessity of extended periods of clinical practice and the requirement for a carefully integrated academic program that does not inhibit ongoing clinical opportunity. It has also revealed a significant difference in the development of some graduating radiographers. 7.14. The ISRRT Image Interpretation and Pattern Recognition Workshops in English Speaking Africa: the needs, challenges and way forward with comparison to the status in South Africa Presenter: Cynthia Cowling, Director of Education ISRRT, Australia Author: Jenny Motto, University of Johannesburg, South Africa Introduction: This presentation aims to give a brief overview of the activities the ISRRT has been engaged in, in Tanzania, Ghana, Uganda, Malawi and Zambia. The author of the paper, in my capacity as the ISRRT co-ordinator of Education in Africa, has been a facilitator in these workshops and felt it appropriate to share my experiences and thoughts with the many ISRRT members and SORSA members, who attend this congress. A presentation on the activities in English speaking Africa was presented at the Congress in Canada in 2012. Subsequent to this presentation I have given a lot of thought to how we, as ISRRT representatives, can improve our interaction with and assistance to these countries. The strengths of the respective countries, the needs of the countries in Africa, challenges experienced, the skills gaps identified and the ways in which the ISRRT can assist in the future by possibly changing the way we facilitate these workshops, as well as the fun we had, will be highlighted. The challenges, needs and skills gaps will be compared to the findings of my Doctoral research I am currently doing on role extension with specific reference to pattern recognition and image interpretation in South Africa.. Methods: Evaluation forms completed by workshop participants, answers to quizzes that were part of the workshops, interaction with the delegates during the workshops and requests received from radiographers in Africa formed the basis of achieving the objectives of the presentation. Relevant data collected through focus group interviews and a questionnaire from my research will be used to make the comparison. Conclusion: It may be necessary to change our approach in order to provide the very necessary assistance to radiographers in English speaking Africa with special reference to Image Interpretation and Pattern Recognition. Developing and “developed” counties may not be that different with respect to Image interpretation. As the ISRRT we can do so much provided the specific country’s needs are addressed, appropriate interventions are offered and follow up workshops are implemented. As a global NGO, a WHO and IAEA affiliate, the ISRRT has the skills and experienced and can make to make a difference in the lives of radiographers in Africa. 7.15. The use of social media in radiography: an overview Presenter: Cynthia Cowling, Monash University, Australia Authors: Cynthia Cowling and Celeste Lawson Introduction: As Generation Y and Digital Natives make their way into careers in radiography, the manner of communication has changed. No longer are radiographers getting their information from universities and academic journals. The new radiographers (and the patients) are more connected than ever before. Information is now provided via news sites, blogs, podcasts, twitter, wiki, video, mobile apps, and search engines, as well as traditional locations like clinical sites, slideshows or educational
ISRRT | Book Of Abstracts
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