Radiography Curriculum Research Articles

Integrating research-informed teaching within an undergraduate level 4 (year 1) diagnostic radiography curriculum: a pilot study

This article discusses the piloting and evaluation of the Research-informed Teaching experience (RiTe) project. The aim of RiTe was to link teaching and learning with research within an undergraduate diagnostic radiography curriculum. A preliminary pilot study of RiTe was undertaken with a group of level 4 (year 1) volunteer BSc (Hons) diagnostic radiography students to evaluate their experiences. The students undertook a weeklong set of activities to facilitate their understanding of the effects of X-ray exposure factor settings on image quality and patient radiation dose. A mixed methods approach using a group interview with the students in conjunction with a student evaluation form was used to assess their experiences. Analysis of both sets of data revealed a positive student learning experience, although the student perception of the purpose of RiTe needed to be more explicit. RiTe has now become integrated into the level 4 curriculum. Further work is planned to better examine the student holistic experience of RiTe.

Towards a research informed teaching experience within a diagnostic radiography curriculum: The level 4 (year 1) student holistic experience

AimThis article discusses the level 4 (year 1) diagnostic radiography student holistic experience of the Research-informed Teaching experience (RiTe) at the University of Salford, UK. The purpose of RiTe is to expose undergraduate radiography students to more formal research, as part of their normal teaching and learning experience. MethodA grounded theory approach was adopted and a focus group with eight level 4 students was used to explore and evaluate the student experience and perception of RiTe. ResultsOpen coding defined categories and sub-categories, with axial and selective coding used to interrogate and explore the relationships between the focus group data. A number of insights were gained into the student holistic experience of RiTe. The issue of leadership for level 4 students was also identified. DiscussionThe focus group participants found RiTe to be an extremely positive learning experience. RiTe also facilitated their translation of learnt theory into clinical skills knowledge alongside their understanding of and desire to participate in more research as undergraduates. The article also highlights areas for future research.

Causal Mechanisms Generating Writing Competency Discourses in a Radiography Curriculum in Higher Education

When education is jointly managed by a workplace and academia, causal mechanisms in the culture, structure and agency of these two contexts may unintentionally generate discourse that conveys conflicting messages for learners regarding some of the priorities of the profession. Using the concepts of culture, structure and agency as they are used in critical realism to analyse the discourse generated in two teaching and learning contexts (a radiography division in a university and a radiography workplace in a large state tertiary academic hospital), this paper attempts (i) to identify possible causal mechanisms that generated discourse concerning the role and value of writing competency for radiographers, such that this discourse possibly influenced learners not to be motivated to improve their writing competency to their lecturers' satisfaction; and (ii) to suggest what practices and influences might successfully generate an alternative emancipatory discourse. Drawing on Margaret Archer's (1995) morphogenetic approach, the paper argues that the radiography lecturers have the primary agency to address this unsatisfactory situation, as it is through their interaction - both as a team and with other relevant stakeholders - that an alternative emancipatory discourse may be generated.

Comparing and contrasting health profiles: one dimension of critical thinking

Background Critical thinking skills are seen as being important for health professionals to operate effectively in a modern health care setting. As a result of this, for example, an undergraduate radiography curriculum involves defining, teaching and assessing appropriate components of critical thinking skills. Contents Using the example of the radiography curriculum, the components of critical thinking skills are explained. These components include: investigation, interpretation, application, generation, evaluation and justification. Each of these components can be divided into two dimensions to encourage students to focus on a specific intellectual skill. One dimension of the investigation component is being able to compare and contrast information requiring students to understand, analyse and differentiate data from a range of sources. Since knowledge and understanding of the social context of health is important in the delivery of high quality care, the Health Profiles of England have been used to illustrate how students might go about demonstrating this skill. Conclusions The worked examples involve analysing the data from two unitary authorities in order to identify key similarities and differences in people's health in each area and with the England average. Finally, possible reasons for any variations in terms of social, environmental and lifestyle factors were explored.

Evaluation of ultrasound training in the problem based learning radiography curriculum at makerere university, Uganda

Introduction The College of Health Sciences (CHS), Makerere University has been training health professionals since 1924. Six years ago, there was a curriculum change to Problem Based Learning/Community based Education and Service (PBL/COBES). A SPICES model (Student centered, problem based, integrated, community based, electives, systematic) was adopted and defined to suit the CHS environment. The radiography program is 3 years in length which involves Ultrasound as an important part of the training. It was a challenge to adopt the new PBL method of learning after having a lecture-based pedagogical method for over 80 years. Objective To implement the training of ultrasound in the PBL radiography curriculum as well as evaluate the opinions of the staff and students about Ultrasound training in the new curriculum. Methodology A participatory approach was used. Workshops were conducted and objectives for ultrasound courses refined. Scenarios were written for use in the PBL sessions. A retrospective review of student performance in the ultrasound courses was carried out. A cross-sectional survey involving teachers and current radiography students was also carried out to evaluate learning of ultrasound using the PBL approach. Results Students have consistently excelled in ultrasound courses using the PBL approach of learning. Both teachers and students rated the teaching of ultrasound to radiography students as being highly important and supported the new approach to training. Conclusion Ultrasound training using PBL has been successfully implemented. However, this is still an ongoing process and will require the total commitment of both students and teachers.

Attitudes and perceptions of students and teachers about problem based learning in the radiography curriculum at Makerere University, Uganda

Introduction The College of Health Sciences, Makerere University has been training health professionals since 1924 using a lecture based curriculum. After a curriculum review, the curriculum was changed to Problem Based Learning (PBL)/Community Based Education and Service (PBL/COBES) for all undergraduate programmes of which radiography is part. This study was carried out to find the attitudes and perceptions of students and faculty about PBL in the radiography curriculum. Objective To find out the attitudes and perceptions of students and teachers about PBL in the radiography curriculum. Methods The study was conducted at the College of Health Sciences, Makerere University. It was a cross-sectional descriptive study in which self-administered questionnaires were used and focus group discussions conducted with both radiography students and faculty. Results All the students and 80% of teachers rated PBL highly as a good instructional method. 100% of the students and 100% of the teachers reported that PBL is a gateway to the acquisition of key generic skills like team work, problem-solving and self-directed learning. In adequate learning resources as well as student assessment in PBL were noted as the major challenges. Conclusion Both students and teachers affirmed that PBL is an excellent method of training radiographers. There is need however to avail students with adequate learning resources in order to sustain the programme.

Professional Empowerment and Teaching Sociology to Health Care Professionals

The teaching of the social and behavioral sciences as disciplines within the education and training of health care professionals is a relatively new phenomenon in the United Kingdom. The push for their inclusion in medical, nursing, midwifery and radiography curricula is a consequence of major changes in the system and service of health care in Britain, which lent a greater urgency to the professionalization of these occupations. This, in turn, called for professional and educational validating bodies to fundamentally reorganize courses, to raise their academic level, and to encourage widespread research into learning styles, continuing professional development, and alternative educational delivery modes such as open and distance learning. In teaching sociology across a range of newly developed health care courses we have had to consider the dynamics of United Kingdom health care education that prompted their development. This paper is based on our experiences in designing, implementing, and evaluating such courses.