Research Informed Teaching Experience in Diagnostic Radiography: The Perspectives of Academic Tutors and Clinical Placement Educators

Abstract

IntroductionThis small scale, qualitative research study investigated the perceptions by both academic tutors and clinical placement educators of integrating the research-informed teaching experience (RiTe) within an undergraduate radiography curriculum to support the learning and practice of image quality and dose optimization. MethodA purposeful sampling approach was used to recruit participants and two asynchronous online focus groups (OFG) were used for data collection. An inductive thematic approach was taken to analyse both sets of OFG data. Results and discussionFive academic tutors and four clinical placement educators participated in the research. Three overarching themes common to both sets of OFG data were identified. Findings confirmed that both OFGs felt that the RiTe supported student learning of image quality and dose optimization as well as the development of research skills. However, the clinical placement educators did identify that students may find it difficult to transfer and apply this knowledge into practice (theory-practice gap). ConclusionResults from both OFGs support RiTe with regard to the teaching and practice of image quality and dose optimization. However, greater involvement by clinical placement educators may help to overcome issues with the translation of RiTe by students into the clinical environment (theory-practice gap) and support its continued development within the curriculum. It was also identified that RiTe could be developed for qualified staff for continued professional development.