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McNulty JP. Radiography: Celebrating our reviewers and authors. Radiography (Lond) 2024; 30:1240-1242. [PMID: 38937214 DOI: 10.1016/j.radi.2024.06.015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/29/2024]
Affiliation(s)
- J P McNulty
- University College Dublin, School of Medicine, Health Sciences Centre, Dublin, Ireland.
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Meşe İ, Altıntaş Taşlıçay C, Kuzan BN, Kuzan TY, Sivrioğlu AK. Educating the next generation of radiologists: a comparative report of ChatGPT and e-learning resources. Diagn Interv Radiol 2024; 30:163-174. [PMID: 38145370 PMCID: PMC11095068 DOI: 10.4274/dir.2023.232496] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2023] [Accepted: 11/29/2023] [Indexed: 12/26/2023]
Abstract
Rapid technological advances have transformed medical education, particularly in radiology, which depends on advanced imaging and visual data. Traditional electronic learning (e-learning) platforms have long served as a cornerstone in radiology education, offering rich visual content, interactive sessions, and peer-reviewed materials. They excel in teaching intricate concepts and techniques that necessitate visual aids, such as image interpretation and procedural demonstrations. However, Chat Generative Pre-Trained Transformer (ChatGPT), an artificial intelligence (AI)-powered language model, has made its mark in radiology education. It can generate learning assessments, create lesson plans, act as a round-the-clock virtual tutor, enhance critical thinking, translate materials for broader accessibility, summarize vast amounts of information, and provide real-time feedback for any subject, including radiology. Concerns have arisen regarding ChatGPT's data accuracy, currency, and potential biases, especially in specialized fields such as radiology. However, the quality, accessibility, and currency of e-learning content can also be imperfect. To enhance the educational journey for radiology residents, the integration of ChatGPT with expert-curated e-learning resources is imperative for ensuring accuracy and reliability and addressing ethical concerns. While AI is unlikely to entirely supplant traditional radiology study methods, the synergistic combination of AI with traditional e-learning can create a holistic educational experience.
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Affiliation(s)
- İsmail Meşe
- University of Health Sciences Türkiye, Erenköy Mental Health and Neurology Training and Research Hospital, Clinic of Radiology, İstanbul, Türkiye
| | | | - Beyza Nur Kuzan
- Kartal Dr. Lütfi Kırdar City Hospital, Clinic of Radiology, İstanbul, Türkiye
| | - Taha Yusuf Kuzan
- Sancaktepe Şehit Prof. Dr. İlhan Varank Training and Research Hospital, Clinic of Radiology, İstanbul, Türkiye
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Akyirem S, Ekpor E, Aidoo-Frimpong GA, Salifu Y, Nelson LE. Online interviews for qualitative health research in Africa: a scoping review. Int Health 2024; 16:4-13. [PMID: 36786169 PMCID: PMC10759291 DOI: 10.1093/inthealth/ihad010] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2022] [Revised: 01/19/2023] [Accepted: 01/27/2023] [Indexed: 02/15/2023] Open
Abstract
Online interviews can be powerful tools in global health research. In this article, we review the literature on the use of and challenges associated with online interviews in health research in Africa and make recommendations for future online qualitative studies. The scoping review methodology was used. We searched on Medline and Embase in March 2022 for qualitative articles that used internet-based interviews as a data collection method. Following full-text reviews, we included nine articles. We found that online interviews were typically conducted via Microsoft Teams, Zoom, Skype, WhatsApp, Facebook Messaging and E-mail chats. Online interviews were used in Africa because of the restrictions imposed by the coronavirus disease 2019 pandemic and the need to sample participants across multiple countries or communities. Recruitment for online interviews occurred online, interviews were characterised by inaudible sounds, the inability to use video options and the challenges of including people with low income and education. We recommend that researchers critically evaluate the feasibility of online interviews within a particular African locality before fully implementing this data collection approach. Researchers may also collaborate with community-based organisations to help recruit a more socioeconomically diverse sample because of the potential of excluding participants with limited internet access.
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Affiliation(s)
- Samuel Akyirem
- Yale School of Nursing, Yale University, New Haven, Connecticut, 06511, USA
| | - Emmanuel Ekpor
- School of Nursing and Midwifery, University of Ghana, Legon, Accra, Ghana
- Christian Health Association of Ghana, Accra, Ghana
| | - Gloria Ama Aidoo-Frimpong
- Center for Interdisciplinary Research on AIDS, School of Public Health, Yale School of Public Health, Yale University, New Haven, Connecticut, 06511, USA
| | - Yakubu Salifu
- Division of Health Research, Faculty of Health and Medicine, Lancaster University, Lancaster, LA1 4YW, UK
| | - LaRon E Nelson
- Yale School of Nursing, Yale University, New Haven, Connecticut, 06511, USA
- Center for Interdisciplinary Research on AIDS, School of Public Health, Yale School of Public Health, Yale University, New Haven, Connecticut, 06511, USA
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Gumede D, Sibiya MN. Ethical and methodological reflections: Digital storytelling of self-care with students during the COVID-19 pandemic at a South African University. PLOS GLOBAL PUBLIC HEALTH 2023; 3:e0001682. [PMID: 37315009 DOI: 10.1371/journal.pgph.0001682] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/08/2023] [Accepted: 05/15/2023] [Indexed: 06/16/2023]
Abstract
The enforcement of the coronavirus disease 2019 (COVID-19) pandemic restrictions disrupted the traditional face-to-face qualitative data collection in public health. The pandemic forced qualitative researchers to transition to remote methods of data collection such as digital storytelling. Currently, there is a limited understanding of ethical and methodological challenges in digital storytelling. We, therefore, reflect on the challenges and solutions for implementing a digital storytelling project on self-care at a South African university during the COVID-19 pandemic. Guided by Salmon's Qualitative e-Research Framework, reflective journals were used in a digital storytelling project between March and June 2022. We documented the challenges of online recruitment, obtaining informed consent virtually, and collecting data using digital storytelling as well as the efforts of overcoming the challenges. Our reflections identified major challenges, namely online recruitment and informed consent compromised by asynchronous communication; participants' limited research knowledge; participants' privacy and confidentiality concerns; poor internet connectivity; quality of digital stories; devices with a shortage of storage space; participants' limited technological skills; and time commitment required to create digital stories. Strategies adopted to address these challenges included an ongoing informed consent process; flexible timelines for the creation of digital stories; one-on-one guidance on creating digital stories; and multiple online platforms to share digital stories. Our critical reflection offers practical guidance for the ethical conduct of digital storytelling in public health research and makes a significant contribution to methodological considerations for use in future pandemics. These ethical and methodological challenges should be recognized as features of the context of the research setting including restrictions imposed by the COVID-19 pandemic than disadvantages of digital storytelling.
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Affiliation(s)
- Dumile Gumede
- Centre for General Education, Durban University of Technology, Berea, Durban, South Africa
| | - Maureen Nokuthula Sibiya
- Division of Research, Innovation and Engagement, Mangosuthu University of Technology, Umlazi, Durban, South Africa
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MacLeod A, Cameron P, Luong V, Parker R, Li V, Munroe-Lynds CL. Questions of Well-Being and Inclusion in Online Undergraduate Medical Education During COVID-19: A 2-Phased Focused Scoping Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023; 98:521-530. [PMID: 36538670 DOI: 10.1097/acm.0000000000005119] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
PURPOSE Undergraduate medical education (UGME) was transformed by the rapid move to online curriculum delivery during the COVID-19 pandemic. Most research on online UGME has focused on measuring its effectiveness. However, medical educators also require evidence regarding its implications with respect to well-being and inclusion. METHOD To explore online learning transition, particularly the effect on well-being and inclusion, this 2-phased focused scoping review employed a revised Joanna Briggs Institute approach: (1) developing review questions and objectives; (2) determining eligibility criteria; (3) developing the search strategy; (4) extracting, analyzing, and discussing findings; (5) drawing conclusions; and (6) discussing implications for practice and further research. RESULTS The review ultimately included 217 articles, of which 107 (49%) explored student and staff well-being during online UGME, 64 (30%) focused on inclusion in this context, and 46 (21%) examined both well-being and inclusion. Additionally, 137 of included articles (63%) were research/evaluation, 48 (22%) were descriptive, and 32 (15%) were opinion. Of the 137 research/evaluation studies, 115 (84%) were quantitative, 10 (7%) were qualitative, 8 (6%) were mixed methods, and 4 (3%) were Reviews. Among these research/evaluation studies, the most commonly used data collection method was surveys (n = 120), followed by academic tests (n = 14). Other methods included interviews (n = 6), focus groups (n = 4), written reflections (n = 3), user data (n = 1), and blood tests (n = 1). CONCLUSIONS Important questions remain regarding the safety and inclusiveness of online learning spaces and approaches, particularly for members of historically excluded groups and learners in low-resource settings. More rigorous, theoretically informed research in online medical education is required to better understand the social implications of online medical education, including more in-depth, qualitative investigations about well-being and inclusion and more strategies for ensuring online spaces are safe, inclusive, and supportive.
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Affiliation(s)
- Anna MacLeod
- A. MacLeod is professor, Department of Continuing Professional Development and Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada; ORCID: http://orcid.org/0000-0002-0939-7767
| | - Paula Cameron
- A. MacLeod is professor, Department of Continuing Professional Development and Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada; ORCID: http://orcid.org/0000-0002-0939-7767
| | - Victoria Luong
- A. MacLeod is professor, Department of Continuing Professional Development and Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada; ORCID: http://orcid.org/0000-0002-0939-7767
| | - Robin Parker
- A. MacLeod is professor, Department of Continuing Professional Development and Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada; ORCID: http://orcid.org/0000-0002-0939-7767
| | - Vinson Li
- A. MacLeod is professor, Department of Continuing Professional Development and Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada; ORCID: http://orcid.org/0000-0002-0939-7767
| | - Cora-Lynn Munroe-Lynds
- A. MacLeod is professor, Department of Continuing Professional Development and Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada; ORCID: http://orcid.org/0000-0002-0939-7767
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Mulla F, Lewis S, Britton S, Hayre CM. Educators' experiences of teaching and learning in radiography during COVID-19: A single-site South African study. J Med Imaging Radiat Sci 2023; 54:221-228. [PMID: 36813637 PMCID: PMC9922583 DOI: 10.1016/j.jmir.2023.01.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2022] [Revised: 01/25/2023] [Accepted: 01/30/2023] [Indexed: 02/15/2023]
Affiliation(s)
| | - Shantel Lewis
- Department of Medical Imaging and Radiation Sciences, Faculty of Health Sciences, University of Johannesburg, Johannesburg, South Africa.
| | | | - Christopher M. Hayre
- Department of Health and Care Professions, Room 1.32, South Cloisters,University of Exeter, Devon, United Kingdom
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Mhlongo MJ, Makhene A, Nene S. Online learning challenges as experienced by nursing students during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa. Int J Nurs Educ Scholarsh 2023; 20:ijnes-2023-0113. [PMID: 39027986 DOI: 10.1515/ijnes-2023-0113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2023] [Accepted: 07/04/2024] [Indexed: 07/20/2024]
Abstract
AIM To explore and describe challenges experienced by nursing students in online learning during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa. BACKGROUND COVID-19 pandemic disrupted nursing education in South African Higher Education Institutions (HEIs). Learning had to shift to online, which posed challenges for some nursing students, such as poor internet connectivity related to power outages. Gaining insight into these challenges is crucial to improving online nursing education. METHODS The study utilised a qualitative, exploratory, descriptive, and contextual design with a phenomenological approach. The study setting was at a particular HEI in Gauteng, South Africa. Data was collected through unstructured, face-to-face, and virtual interviews with nursing students selected using non-probability purposive sampling. BCur Ed et Admin nursing students were interviewed until data saturation was reached on the 10th participant. The five-step Giorgi's descriptive phenomenology method was used for data analysis. FINDINGS A total of 10 nursing students were interviewed. Analysis revealed that nursing students experienced challenges expressed in four themes: unpreparedness, lack of resources, connectivity issues and digital skills insufficiency. CONCLUSIONS These findings contribute to improving online nursing programs during pandemics by providing insight into students' challenges. IMPLICATIONS FOR AN INTERNATIONAL AUDIENCE This study is significant to the global community as it highlights challenges faced in online nursing education, especially in developing countries. Understanding these challenges is crucial to developing strategies and implementing effective online learning in nursing education.
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Affiliation(s)
| | - Agnes Makhene
- Department of Nursing, University of Johannesburg, Johannesburg, South Africa
| | - Sanele Nene
- Department of Nursing, University of Johannesburg, Johannesburg, South Africa
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Luo YF, Kang S, Yang SC, Lu CM. The relationships among Taiwanese youth's polychronicity, multitasking behavior and perceived learning performance in online learning. Front Psychol 2023; 14:1131765. [PMID: 37123294 PMCID: PMC10130577 DOI: 10.3389/fpsyg.2023.1131765] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2022] [Accepted: 03/13/2023] [Indexed: 05/02/2023] Open
Abstract
Background The advancement of digital technology implies the importance of polychronic learning. Since polychronicity is not equivalent to multitasking behavior, they need to be considered separately. However, less research has been explored on how polychronicity is related to multitasking behavior in the educational field. Objective To explore the relationships among polychronicity, multitasking behavior and learning performance (including knowledge acquisition and learning satisfaction) in an online learning environment. Methods The relationship among variables was analyzed from 865 responses obtained from a questionnaire survey, and independent sample t tests and SEM analysis were used to examine the research hypotheses. Results College students showed a higher frequency of multitasking behavior, time tangibility and scheduling preference, and learning satisfaction in multitasking online learning environments than high school students. Additionally, college students were different from high school students on the paths of involvement with people to multitasking behavior (Δ χ 2= 5.42, p = 0.02) and scheduling preference to learning satisfaction (Δχ 2 = 9.54, p = 0.002). Conclusion The relationship among polychronicity, multitasking behavior and perceived learning performance in an online learning environment varies by student educational stage.
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Affiliation(s)
- Yi Fang Luo
- Graduate School of Human Sexuality, Shu-Te University, Kaohsiung, Kaohsiung County, Taiwan
| | - Seokmin Kang
- Department of Teaching and Learning, College of Education & P-16 Integration, The University of Texas Rio Grande Valley, Edinburg, TX, United States
- Seokmin Kang,
| | - Shu Ching Yang
- Institute of Education, National Sun Yat-sen University, Kaohsiung, Taiwan
- *Correspondence: Shu Ching Yang,
| | - Chia Mei Lu
- Department of Digital Multimedia Design, Cheng Shiu University, Kaohsiung, Taiwan
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Muacevic A, Adler JR. Implications of COVID-19 on the Teaching and Learning of Undergraduate Medical Imaging Students. Cureus 2022; 14:e32077. [PMID: 36600822 PMCID: PMC9803859 DOI: 10.7759/cureus.32077] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/29/2022] [Indexed: 12/02/2022] Open
Abstract
To preserve public health and prevent the spread of COVID-19, academic institutions curtailed face-to-face instruction and learning after the outbreak. The traditional techniques for education were modified, and new ways of instructing students were implemented. It presented a number of difficulties for the educational system, particularly for universities offering healthcare education. Therefore, the aim of this research was to look into how COVID-19 affected the teaching and learning of undergraduate medical imaging students. The ScienceDirect, Oxford University Press Journals, Cambridge University Press Journals, and Taylor & Francis Online databases were searched, and a total of 14 papers met the inclusion and exclusion criteria and were selected for further analysis. The literature was analyzed using a thematic approach, with recurring themes brought to light. The effects of COVID-19 on medical imaging education include but are not limited to the more rapid adoption of online education and new approaches to assessing and guiding students. Online teaching for medical imaging students influenced their learning environment, interaction, and motivation. The new COVID-19 safety requirements and procedures in hospitals have profoundly impacted clinical practice. Additionally, students' research activities were also affected. We anticipate that the findings of this study will enable us to be better equipped to assist students in comparable circumstances in the future.
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Sekaja L, Tully CA, Mahlangu S, de Freitas K, Tyelbooi LN, Mjojeli BPL, Mokhethi ME, Mabitsela T. Thankful employees: The manifestation of gratitude at work during a pandemic in South Africa. Front Psychol 2022; 13:941787. [PMID: 35936248 PMCID: PMC9353733 DOI: 10.3389/fpsyg.2022.941787] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Accepted: 06/27/2022] [Indexed: 11/16/2022] Open
Abstract
Gratitude or the appreciation of being given something of value, is an important element in positive emotions within positive psychology. Gratitude has been linked to wellbeing and gratitude in the workplace is positively associated with constructs such as performance and organizational citizenship behavior. The pandemic brought on many negative experiences but employees could still find things to be grateful for during this time. The purpose of the study was to understand what aspects of work and the organization employees were grateful for during the pandemic. A generic qualitative approach was used. Participants were sourced from various industries in South Africa using purposive sampling. Data were gathered through 21 semi-structured interviews of working people in South Africa. Braun and Clarke’s thematic analysis revealed five themes, namely, (1) gratitude for no negative work-life changes; (2) gratitude for a caring workplace; (3) gratitude for a new way of working; (4) gratitude for the ability to put oneself first; and (5) gratitude for having resilience, optimism and spirituality as a psychological buffer. Managers should deliberately engage in behaviors that will bring about gratitude from their employees. Employees should reflect on the positive things at work that they are thankful for as a way of enhancing gratitude and thereby, wellness, performance, and commitment. The study combines existing knowledge on gratitude during the pandemic with gratitude in the workplace.
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Knapp K, Venner S, McNulty J, Rainford L. The challenges, coping mechanisms, and recovery from the initial waves of the COVID-19 pandemic among academic radiographers. Radiography (Lond) 2022; 28 Suppl 1:S35-S40. [PMID: 35927184 PMCID: PMC9283605 DOI: 10.1016/j.radi.2022.07.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2022] [Revised: 06/30/2022] [Accepted: 07/03/2022] [Indexed: 11/15/2022]
Abstract
Introduction The COVID-19 pandemic arrived in Europe in March 2020 and created major challenges across healthcare provision and for healthcare education programmes as well as having a major impact on society. Within the profession of Radiography changes in medical imaging, radiotherapy, and teaching practices have been reported along with the negative impact on radiographers and students. The aim of this study was to investigate key challenges relating to academic practice during the COIVD-19 pandemic; how radiography academics have coped and to identify recommendations for further support required to facilitate recovery of the academic faculty as the pandemic ebbs. Methods A survey was circulated using SurveyMonkey™ via personal, national and international networks, including the European Federation of Radiographer Societies (EFRS), to reach as many academic radiographers as possible. Open questions relating to the challenges of providing radiography education during the COVID-19 pandemic and the and coping strategies used were included. Thematic analysis was conducted using NVivo (QSR International, MA). Results 533 academic radiographers responded to the whole survey from 43 different countries, with 340 responses relating to challenges and 327 for coping strategies. The main themes for the challenges were clinical practice, communication with colleagues, lack of face to face, managing change, students (support), and staff support. The coping strategy themes were communication with colleagues, physical exercise, self-care and wellbeing. Conclusion These data demonstrate a multitude of challenges for academic radiographers and the pressure they worked under during the first year of the COVID-19 pandemic was clear. However, the majority employed healthy coping strategies to help them deal with the pressure, uncertainty and trauma of the situation. Implications for practice COVID-19 had a significant impact on academic radiographers and while many reported good strategies for coping, the level of pressure is unsustainable. This study highlights the need to support academic radiographers to ensure a sustainable workforce.
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Solís-Barquero SM, Rodríguez Valerio MP, McNulty JP, Riquelme Contreras PF, Ríos J, González H, Olmedo Raza NB, Ezquerra VH, Rainford LA. The impact of COVID-19 upon student radiographers and clinical training in Latin America. Radiography (Lond) 2022; 28:933-942. [PMID: 35830788 PMCID: PMC9212899 DOI: 10.1016/j.radi.2022.06.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2022] [Revised: 05/21/2022] [Accepted: 06/04/2022] [Indexed: 11/30/2022]
Affiliation(s)
- S M Solís-Barquero
- Dep. Imagenología Diagnóstica y Terapéutica, Escuela de Tecnologías en Salud, Universidad de Costa Rica, Costa Rica.
| | - M P Rodríguez Valerio
- Dep. Imagenología Diagnóstica y Terapéutica, Escuela de Tecnologías en Salud, Universidad de Costa Rica, Costa Rica
| | - J P McNulty
- Radiography and Diagnostic Imaging, School of Medicine, University College Dublin, Ireland
| | | | - J Ríos
- Dep. Tecnicatura Universitaria en Diagnóstico por Imágenes, Escuela de Técnicos Asistenciales en Salud, Universidad Nacional de Cuyo, Argentina
| | - H González
- Dep. Tecnología en Radiología e Imágenes Diagnósticas, Facultad de Ciencias de la Salud y del Deporte, Fundación Universitaria Del Área Andina, Colombia
| | - N B Olmedo Raza
- Dep. Imagenología y Radiología, Facultad de Ciencias Médicas, Universidad Central de Ecuador, Ecuador
| | - V H Ezquerra
- Dep. Imagenología, Facultad de Medicina, Universidad de La República, Uruguay
| | - L A Rainford
- Radiography and Diagnostic Imaging, School of Medicine, University College Dublin, Ireland
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Ahoto AT, Wang W. Effects of COVID-19 Outbreak on Persons with Chronic Health Conditions in Anglophone West Africa: A Qualitative Study Involving Key Stakeholders. INQUIRY: THE JOURNAL OF HEALTH CARE ORGANIZATION, PROVISION, AND FINANCING 2022; 59:469580221092830. [PMID: 35522190 PMCID: PMC9083033 DOI: 10.1177/00469580221092830] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The COVID-19 pandemic has increased the suffering of persons with chronic health conditions due to the increased demand for healthcare services in the pandemic. Globally, the COVID-19 pandemic has become a key determinant of how health systems function, with most existing health conditions being given less attention. This study focused on the effects of the COVID-19 pandemic on persons with chronic diseases in four Anglophone West African countries (Ghana, Liberia, Nigeria, and Sierra Leone) using in-depth interviews of a qualitative method to collect data from key stakeholders in chronic disease issues. The finding shows that COVID-19 caused fear, anxiety, and affected planned health delivery and resource location to interventions designed for chronic disease patients. The study also suggested training, improved technology in health delivery, increased resource location, and factoring persons with chronic health conditions into emergency health decision-making to mitigate the effects of COVID-19 and other future pandemics on persons with chronic health conditions.
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Affiliation(s)
| | - WenXin Wang
- Department of Public Administration, Law School/ Institute of Local Government Development, Shantou University, Shantou, China
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