Radiography Education Research Articles

The performance of ChatGPT-4.0o in medical imaging evaluation: a preliminary investigation

This study investigated the performance of ChatGPT-4.0o in evaluating the quality of positioning in radiographic images. Thirty radiographs depicting a variety of knee, elbow, ankle, hand, pelvis, and shoulder projections were produced using anthropomorphic phantoms and uploaded to ChatGPT-4.0o. The model was prompted to provide a solution to identify any positioning errors with justification and offer improvements. A panel of radiographers assessed the solutions for radiographic quality based on established positioning criteria, with a grading scale of 1-5. In only 20% of projections, ChatGPT-4.0o correctly recognized all errors with justifications and offered correct suggestions for improvement. The most commonly occurring score was 3 (9 cases, 30%), wherein the model recognized at least 1 specific error and provided a correct improvement. The mean score was 2.9. Overall, low accuracy was demonstrated, with most projections receiving only partially correct solutions. The findings reinforce the importance of robust radiography education and clinical experience.

327 - Research on Simulation in Radiography Education: A Scoping Review

327 - Research on Simulation in Radiography Education: A Scoping Review

416 - Development of MRI e-learning module in radiography education

416 - Development of MRI e-learning module in radiography education

Insights into enhanced learning through virtual reality

IntroductionThis study investigates the impact of Immersive Virtual Reality (VR) on learning outcomes in radiography training using Virtual Medical Coaching's X-Ray Pro VR software. VR offers immersive experiential learning that may enhance academic performance and professional preparedness. MethodsThe study involved 130 students from two consecutive cohorts: one using traditional training methods and the other using VR software. We employed a mixed-methods approach, integrating quantitative measures of academic performance and clinical competency with qualitative insights into student engagement, enjoyment, and stress levels. The VR group used Virtual Medical Coaching simulation software, while the traditional group used physical simulation machines (Siemens Healthineers) to practice positioning anthropomorphic manikins, adjusting exposure settings, and handling X-ray equipment. Data were collected at four points: immediately post-training and at 1 month, 3 months, and 8 months follow-up. ResultsThe VR cohort showed significantly higher knowledge retention, work readiness, and lower stress levels compared to the traditional cohort. Among the participants trained in VR, a vast majority (59 out of 65) reported a high level of satisfaction with the immersive nature of the training, emphasizing its realism and direct applicability to clinical scenarios. Quantitative analysis revealed superior performance metrics for the VR group across all measured time points (p < 0.001). Qualitative feedback highlighted enhanced engagement and enjoyment among VR-trained students. ConclusionThe results of this study clearly indicate that VR training significantly enhances learning outcomes in radiography education. The VR cohort exhibited higher knowledge retention, work readiness, student engagement, and enjoyment, along with lower stress levels and higher confidence compared to the traditional cohort. These findings support the integration of VR into professional training curricula to improve student performance and engagement.

Exploring the experiences of sonography students with simulation-based learning: A perspective from South Africa.

Simulation-based learning (SBL) is widely used in healthcare education to provide a safe environment for students to practice clinical scenarios without causing patient harm. While established in developed countries, SBL's implementation is new in South Africa; there is a lack of research addressing sonography students' experiences. This study aimed to explore and describe the experiences of Bachelor of Science (BSc) second-year sonography students using SBL for clinical training at a local University of Technology (UoT). An exploratory, qualitative and descriptive research study was conducted in 2020, with virtual one-on-one interviews due to COVID-19 restrictions. Eight BSc second-year sonography students, who had undergone SBL in their first year, participated. Data saturation was achieved, and interviews were audio recorded and transcribed verbatim. Thematic analysis revealed three themes: (1) Enhancing preparedness for the clinical environment, (2) Limitations of the tissue-equivalent phantom and (3) Suggestions for improving simulation. While students expressed positive feedback and enjoyment of the simulation tool, they also highlighted limitations, such as unrealistic representations of real patient scanning conditions. This study provides valuable insights into sonography students' experiences with SBL. Positive influence of SBL on clinical training was observed. To enhance SBL for future sonography students, consideration for high-fidelity simulators with advanced software is recommended. Funding options to invest in such simulators should be explored by radiography educators to promote more realistic training experiences.

Patient-centered care measures through the eyes of South African Radiographers and patients: A survey approach

BackgroundWorldwide there has been a shift in the ideology within healthcare systems that focuses on ‘people’ rather than the ‘patients’. A patient should not only be perceived by their condition but rather viewed holistically as a person. Within a South African (SA) context, the constitution has been amended to state that all South African citizens have the right to healthcare that is caring, free from harm, and effective. Hence, it can be rationalized that patient-centered care (PCC) is a necessary and vital approach in South African healthcare as well. A study conducted by Hyde and Hardy in the United Kingdom (UK) explored measures of PCC from radiography patients, radiographers, radiography managers, radiography educators, and radiography students' perspectives. This study was duplicated to define informed measures of PCC from a South African perspective. Therefore, this study aimed to gain perspectives on PCC measures in diagnostic radiography within a sample of the South African community. This paper focuses on the perspectives of the clinical radiographer and patient respondents. MethodThis study was conducted using a quantitative approach with the use of an online survey. The Qualtrics software was utilized to design the survey. The survey consisted of three PCC themes; use of technology, comfort and emotional support, and control over the environment. Recruitment of the subgroups was via advertisement in social media, email networks, and word of mouth. ResultsThere were 28 radiographer responses and 14 patient responses. The data were analyzed using SPSS software version 28. Patient care while explaining the use of technology in radiography, received positive responses from both respondent groups. Patient care measures that explored comfort and emotional support received varied responses from patients and radiographers. Important PCC concepts, such as asking the patient about their care needs and health problems, were lacking. Patients indicated that radiographers do not include their family members in the discussion of the care needs even though family involvement is a PCC element. ConclusionThe perceptions of PCC measures differed between the two groups which indicated that there are still some gaps in clinical practice. Patient involvement in their care and individualized care should be prioritized. There is a need for family involvement during radiography procedures to be better highlighted within clinical practice. It is also recommended that more importance be placed on PCC during undergraduate training. While service delivery is important, radiographers must not disregard their PCC responsibilities towards the patient.

Transistion from clinical practitioner to academic educator: the experiences of radiography lecturers in Nigeria

Background: Clinical educators are essential in radiography education programmes. Transitioning from clinical practicing radiographers to academic educators is a rewarding journey. This study was designed to examine the experience of Radiography Lecturers in the Nigerian universities that converted from radiography practitioners to academic educators. Materials and methods: A Google form questionnaire-based study design was conducted among 35 radiography lecturers in Nigeria. Only lecturers in Nigerian Universities who had worked as radiography clinical practitioners before transited to academics and consented to participate in this study were included. The questionnaire captured responses on socio-demographic variables, challenges, barriers, successes of transition from practitioners to academic educators. Results: The majority 17(48.6%) of the respondents earned income of above #251,000.00 as a practicing radiographers. Of the 35 respondents, the majority 12(34.3%) each respectively earned #101,000.00 -#150,000.00 and #151,000.00 - #200,000.00 as an academic radiographers. Majority 17(48.6%) of the respondents agreed that the main challenge they are encountering as an academic educator is rigorous research activities. Family issues affected smooth transition process as 23(65.7%) of the respondents agreed to that. Majority 18(51.4%) perceived mentorship as the key factor responsible for smooth transition from practice to academic. There was statistically significant relationship between gender and challenges encountered by the responders (χ2 = 28.194, p = 0.00). Conclusion: The respondents experienced different challenges as they transited from clinical practice to academic. Mentorship is the key factor that militated against the smooth transition process. There was statistically significant relationship between gender and challenges encountered by the responders.

Sustainability in radiography education: A case study of a tertiary institution in Zimbabwe

IntroductionTo equip radiographers to tackle the negative impacts of climate change, it is crucial to offer in-depth education on planetary health and sustainability. This study aimed to use a tertiary institution in Zimbabwe as a case study to assess radiography students' views on the integration of sustainability into their curriculum. MethodsA quantitative cross-sectional study using a questionnaire took place at a tertiary institution in Harare, Zimbabwe, where students were sampled consecutively. Categorical variables were described using frequencies and percentages. Data analysis was carried out using Stata 13.1. ResultsA total of 96 out of 111 students participated, with an 86% response rate. The majority of students believed in the importance of environmentally friendly radiography practices (90.62%) and felt that sustainability is crucial for better patient care. While sustainability teaching was acknowledged in the curriculum, many students were not confident about the topic in exams. There was no consensus on the preferred methods of teaching sustainability. University lecturers specializing in climate-related fields were seen as the most suitable teachers for sustainability education. ConclusionsThe curriculum reflects efforts in sustainability education, but student confidence and awareness of climate-focused research units require improvement. Continuous education is crucial to link sustainability awareness with practical implications in radiography. Future studies should investigate tailored teaching methods to engage students effectively in sustainable radiography practices. Implications for practiceThe findings highlight the importance of ongoing education and awareness campaigns to address the disconnect between understanding the importance of sustainability and implementing it effectively in radiography practice.

Students’ Perception of the Impact of Class Numeric Strength on the Quality of Radiography Education and Training in Some Nigerian Universities

Students’ Perception of the Impact of Class Numeric Strength on the Quality of Radiography Education and Training in Some Nigerian Universities

A Three-Arm Delphi Process for Exploring Australian Radiography Stakeholder Prioritisation of Graduate Skill Development and their Perception of How Often These Skills are Demonstrated by Graduate Radiographers

Introduction: Clinical skills education requires commitment from academic staff, clinical supervisors, and the students themselves to ensure the attainment of specific learning goals. The aims of this study were to identify specific skill areas that radiography education stakeholders feel are important to develop in Australian radiography students, and to evaluate how frequently the stakeholders believe graduate radiographers demonstrate these skills. Methods: A three-arm Delphi process of consensus development was used to survey radiography academic educators, radiographers, and radiography students as three separate expert groups. Three to four rounds covered the nomination of professional skills important to participants, the rating and ranking of importance of these skills, and identification of how well the stakeholder groups feel graduate radiographers demonstrate these skills. Results: Twenty-four stakeholders participated in the study. Thirty-four professional capabilities were identified as being important by at least one stakeholder group. Six capabilities were rated as being very or extremely important by all groups with no large differences of ratings identified between groups for the remaining capabilities. The student group felt that graduate radiographers demonstrate identified clinical skills more frequently than was perceived by the other groups. Conclusion: The agreement between radiographer education stakeholder groups as to the importance of identified professional capabilities indicates that each group is likely to place similar emphases on the teaching and learning of these skills. Differences of opinion between students and educators around student/graduate performance levels can inform areas for improvement in student performance and educator feedback approaches.

Empowering Radiographers: A Call for Integrated AI Training in University Curricula.

Artificial intelligence (AI) applications are rapidly advancing in the field of medical imaging. This study is aimed at investigating the perception and knowledge of radiographers towards artificial intelligence. An online survey employing Google Forms consisting of 20 questions regarding the radiographers' perception of AI. The questionnaire was divided into two parts. The first part consisted of demographic information as well as whether the participants think AI should be part of medical training, their previous knowledge of the technologies used in AI, and whether they prefer to receive training on AI. The second part of the questionnaire consisted of two fields. The first one consisted of 16 questions regarding radiographers' perception of AI applications in radiology. Descriptive analysis and logistic regression analysis were used to evaluate the effect of gender on the items of the questionnaire. Familiarity with AI was low, with only 52 out of 100 respondents (52%) reporting good familiarity with AI. Many participants considered AI useful in the medical field (74%). The findings of the study demonstrate that nearly most of the participants (98%) believed that AI should be integrated into university education, with 87% of the respondents preferring to receive training on AI, with some already having prior knowledge of AI used in technologies. The logistic regression analysis indicated a significant association between male gender and experience within the range of 23-27 years with the degree of familiarity with AI technology, exhibiting respective odds ratios of 1.89 (COR = 1.89) and 1.87 (COR = 1.87). This study suggests that medical practices have a favorable attitude towards AI in the radiology field. Most participants surveyed believed that AI should be part of radiography education. AI training programs for undergraduate and postgraduate radiographers may be necessary to prepare them for AI tools in radiology development.

Design and Implementation of a Problem-Based Learning Module in a Clinical Radiography Course to Foster Image Critique Skills: An Evaluative Case Study

Numerous studies have been conducted to examine the effectiveness of problem-based learning (PBL) in higher education programs that prepare health professionals for their clinical careers, such as undergraduate nursing programs. Even though undergraduate nursing education and radiography education have similarities, studies that focus on the effectiveness of PBL in radiography have not been documented in the literature. While the nature of the nursing and radiography disciplines may lead radiography educators to believe that PBL use in radiography education may be appropriate, based on existing research in nursing, its effectiveness and student attitudes need to be researched before curriculum-wide PBL implementation is planned. A mixed methods evaluative case study was conducted to investigate if a PBL module had an effect on radiography students’ image critique skills and their perceptions. Quantitative data collection instruments consisted of a pretest and a posttest to assess students’ image critique skills before and after PBL. Qualitative data collection instruments included a pre- and post-PBL survey, as well as structured reflections after the PBL module. The results showed a statistically significant difference between the pretest and the posttest, suggesting that the PBL module improved image critique skills in radiography students. In addition, students reported to feel significantly better prepared for image critique after PBL, and perceived working in a group as a good way to practice critiquing images. Difficulties reported were related to working in a group and transitioning to PBL, most likely due to being accustomed to lecture-based instruction.

An analysis of the effectiveness of reflective learning through watching videos recorded with smart glasses-With multiple views (student, patient, and overall) in radiography education.

The Objective Structured Clinical Examination (OSCE) is designed to assess medical students' skills and attitude competencies before clinical practice. However, no method of reflective learning using video-based content has been used in OSCE education. This study aimed to confirm whether using smart glasses-based educational content is effective for OSCE reflective learning using multiple views (patient, student, and overall). This educational intervention study included a control group exposed to the traditional learning method and an intervention group exposed to a learning method incorporating smart glasses. Participants were 117 (72 in the control group and 45 in the intervention group) third-year radiological technology students scheduled to take the OSCE and 70 (37 in the control group and 33 in the intervention group) who met the eligibility criteria. Mock OSCEs were administered before and after the educational intervention (traditional and smart glasses-based education) to investigate changes in scores. After the educational intervention, a self-reported comprehension survey and a questionnaire were administered on the effectiveness of the video-based content from different views for student reflective learning. Unexpectedly, the OSCE evaluation score after the preliminary investigation significantly increased for the smart glasses control group (0.36±0.1) compared to the intervention group (0.06±0.1) setting up the radiographic conditions (x-ray center and detector center; p = 0.042). The intervention group's lower score in the mock OSCEs may have been due to the discomfort of wearing the smart glasses to perform the radiography procedure and their unfamiliarity with the smart glasses, which may have affected their concentration. The findings suggest that smart glasses-based education for OSCEs can be improved (e.g., being easy to handle and use and trouble-free).

Effectiveness of group work among the final radiography students of the National Diploma.

Group work is employed in higher education institutions to foster communication, collaborative learning, leadership qualities and teamwork skills. The rationale behind group work as a learning strategy is to ensure that graduates are equipped with teamwork skills. The aim of this study was to establish whether the final-year radiography students of the National Diploma curriculum in three universities in South Africa were exposed to effective group work. The study was conducted in three universities in South Africa, all of which offer diagnostic radiography programmes. This study used a non-experimental descriptive design to collect data. A purposive sampling technique was used to select participants. This was an attempt to conduct a census on 167 students, out of which 124 students responded to the questionnaire, giving a response rate of 74.25%. The findings show that the majority (n = 81; 66.9%) of students did not enjoy group work, as 101 (81.5%) of them preferred less group projects. The results further demonstrated that participants rated factors such as co-operation, leadership, choice, diversity and effectiveness of group work neutral on the Likert scale. The study results imply that factors that contribute towards the effectiveness of group work should be incorporated into group activities in order for student radiographers to be exposed to effective group work. The gaps identified in this study indicate the need for a follow-up study within the current 4-year bachelor's degree in radiography. Identification of a gap in radiography education, which group work needs to be facilitated effectively.

Impact of the COVID-19 Pandemic on Radiography Education from the Perspectives of Students: A Survey on Medical Imaging Students UniSZA

The Covid-19 pandemic has caused many changes in the norms of daily life and affected various fields as well as industries. One of the areas affected by this epidemic is education. Due to the limitation of physical meetings, while avoiding the spread of the virus, learning and teaching activities have changed from physical learning to online learning. Radiography education is also affected where students have to learn theoretical and practical courses virtually. Radiography education involves learning to position patients and operate medical imaging equipment, so it's challenging to learn online. Therefore, this study was conducted to see the impact of the pandemic on radiography education from the students' perspective. The survey was performed among UniSZA medical imaging students who have undergone theoretical learning and clinical training within the period from March 2020 to March 2022. The survey was done by distributing an online questionnaire through Google Forms. The questionnaire consists of four parts; demographic, perspective on theoretical learning during the pandemic, perspective on clinical training during the pandemic and challenges experienced in online/virtual learning. A total of 55 students participated in this study and the responses were analyzed using descriptive statistics. The result shows the majority of the students (54.55%) agree that learning basic radiography subjects through online learning during a pandemic is hard to focus on. From the perspective of clinical training during the pandemic period, the majority of students (56.63%) worried about being infected with the Covid-19 virus as this could interrupt the clinical training sessions. The majority of the students (41.82%) experienced difficulty with internet connectivity and inadequate time for online discussion during the online learning within the pandemic period. In conclusion, the Covid-19 pandemic has highly impacted learning activities for medical imaging students at UniSZA.

The impact of the early stages of the COVID-19 pandemic on academic studies, clinical training, and their opinion on vaccination among radiography students

&lt;b&gt;Objectives: &lt;/b&gt;Since its inception, the COVID-19 pandemic has generated challenges for healthcare professions and educational institutions worldwide. This study aimed to investigate the effect of COVID-19 on radiography students’ education in Jordan.&lt;br /&gt; &lt;b&gt;Method: &lt;/b&gt;A cross-sectional online survey was conducted during the initial COVID-19 lockdown period (31 March to 30 May 2020). All diagnostic radiography year groups at governmental universities (the Hashemite University, Al-Hussein Bin Talal University, and Jordan University of Science and Technology) were invited to complete the anonymous survey in Jordanian using Microsoft Forms.&lt;br /&gt; &lt;b&gt;Results:&lt;/b&gt; There were 417 responses. Findings showed that Jordan’s radiography students’ education has been significantly impacted by the COVID-19 epidemic. The majority of survey participants were not convinced the online learning platforms were user-friendly. Comparing remote teaching versus face-to-face instruction, 51% of participants had difficulty concentrating. Access to clinical placements was the biggest issue raised; 86% of respondents stated that their clinical experience differed from what was outlined in the curriculum. 42% of the students were in favor of receiving the COVID-19 vaccines.&lt;br /&gt; &lt;b&gt;Conclusions: &lt;/b&gt;Clinical radiography education in Jordan has been significantly impacted by the COVID-19 pandemic. The availability of necessary facilities for online training, the efficiency of the online platforms, and motivation to learn were the significant issues. The adoption of blended learning strategies and the use of simulation to enhance practical placement chances need to be taken into consideration when developing future training curricula and responses to pandemics.

An investigation into academic career pathways across Radiography education centres internationally

IntroductionRobust academic pathways are critical to support of radiography faculty within third level education. As the profession of Radiography grows its' research activity, it is important that academic opportunities meet the needs of the profession. The purpose of this research was to investigate current academic career pathways across radiography education centres internationally. MethodsAn online survey was developed and administered to radiography academics and clinical/academic staff members internationally. The survey questions (n = 28) include demographic data; teaching and research requirements; academic promotion criteria; identification of the challenges and benefits of being an academic, including equality, diversity and inclusion (EDI) matters. ResultsA total of 175 responses were obtained (6 continents and 39 countries), with a variety of experience levels amongst academics that primarily held permanent work contracts. Regarding the highest qualifications held, 31.4% (n = 55) had a Doctorate and 45.7% (n = 80) a Master's degree, and most respondents were employed as academic lecturers (40.6%; n = 71), with 17.7% (n = 31) employed at professorial level. The minimum time requirement to achieve a permanent contract was variable, ranging from no delay (5.7%; n = 10) to more than 10 years (12.6%; n = 22). Doctorate qualification is currently not necessary in order to career progression for 126 (72%) respondents, while 52% (n = 91) provided specific research requirements. 106 (60.6%) respondents indicated that their institution has EDI policy. ConclusionThis study has captured details related to academic pathways across international radiography education centres. Whilst some heterogeneity exists, there are numerous differences impacting standardised academic career opportunities for Radiography academics. These may challenge academic career opportunities and discourage those interested in an academic career. Implications for practiceThe profile and educational background of these academics has been highlighted as well as the perceived barriers and advantages of a career in academic.

How radiography educators teach the concept of caring to undergraduate radiography students

IntroductionCaring is a key part of a radiographers work and the education of student radiographers. Despite recent literature highlighting the importance of putting the patient at the centre of care and being caring, research describing the educational approaches used by radiography educators to facilitate the teaching of caring is lacking. The aim of this paper is to explore the teaching and learning strategies used by radiography educators to facilitate the development of caring in students. MethodsA qualitative, exploratory research design was used. Purposive sampling was used to select radiography educators (n = 9). This was followed by quota sampling to ensure all four radiography disciplines, namely diagnostic radiography, diagnostic ultrasound, nuclear medicine technology and radiation therapy were represented in the sample. Data was analysed thematically and themes were identified. ResultsThe findings indicated that radiography educators use teaching strategies such as peer role play, learning through observation and role modelling to facilitate teaching and learning of caring. ConclusionThe study suggested that although radiography educators know the teaching strategies that facilitate caring, aspects such as clarification of professional values and the refinement of reflection seems to be lacking. Implications for practiceThe teaching and learning approaches that can assist students in developing as caring radiographers can add to the evidence-based pedagogies that shape the teaching of caring in the profession.

A model to facilitate critical thinking of radiography students.

Critical thinking is a much-needed skill required by radiography students, across disciplines, when they graduate. The facilitation of critical thinking is a task that radiography educators are faced with in order to produce graduates who can apply these skills in the clinical setting, for the best care of the patient. The development of critical thinking skills is challenging, and currently there is no radiography-specific model which has been implemented and evaluated as a framework of reference for radiography educators. The aim of this article is to present a critical thinking model as a framework of reference that was implemented and evaluated by diagnostic radiography educators. A theory-generating qualitative, exploratory, descriptive and contextual design was used for the development of a model to facilitate critical thinking skills of diagnostic radiography students in a South African setting. A theory-generation model to facilitate critical thinking skills for radiography students was developed. The model was implemented and evaluated by radiography educators. Three themes emerged from the evaluation of the model after implementation. The results indicated the implementation of the model provided a platform for radiography educators to collaborate and purposefully tailor activities to incorporate critical thinking into their teaching. Through the implementation of the model, radiography educators felt empowered by using a framework of reference to facilitate critical thinking skills of radiography students.

‘The world (of radiography) has changed, and we must change with it’: An exploration of strategies to meet accreditation standards in radiography education

The role of the radiographer is highly dependent on sophisticated technology and protocols which are constantly subject to evolution [ [1] Munn Z McArthur A Mander GTW Steffensen CJ Jordan Z. The only constant in radiography is change: A discussion and primer on change in medical imaging to achieve evidence-based practice. Radiography (Lond). 2020; 26 (Suppl): :S3-s7 Google Scholar ]. Even among practicing practitioners, continual professional development is required to adapt to new imaging procedures, technologies and modes of work [ [2] Bwanga O. Barriers to continuing professional development (CPD) in radiography: a review of literature from Africa. Health Professions Education. 2020; 6: 472-480 Crossref Scopus (0) Google Scholar ]. Currently, the field is subject to a substantial amount of diversification in roles and responsibilities brought upon by new technologies and advocation for advanced practice [ [3] Fiagbedzi E Gorleku PN Nyarko S Frimpong B Adjei A Nkrumah A. Perception of final year radiography students towards the proposed six-year Doctor of Radiography/Medical Imaging program. Radiography Open. 2022; Crossref Google Scholar ]. In universities, there is a growing need to satisfy these shifting needs. The discipline of radiography is built upon the effectiveness of educational strategies underpinning it, so its progress must be reflected in the curricula which fosters the next generation of practitioners. Universities are continually challenged with developing diverse strategies that not only retain the fundamental concepts which have sustained the profession, but which also considers emerging practices in healthcare, education, and consumer expectations.