This study assesses the need for education in forensic medicine and forensic radiology among radiographers by investigating the perceptions and experiences of Korean radiographers working in medical ...institutions. A structured questionnaire was administered to participants, collected, and analyzed. The results showed that despite receiving frequent forensic cases, Korean radiographers face difficulties in taking appropriate measures about forensic radiology due to a lack of awareness and knowledge of its forensic aspects. The participants indicated that university education in forensic medicine and forensic radiology is necessary. Therefore, it is imperative to develop and implement policies for forensic education programs to enhance radiographers’ forensic knowledge and capabilities. Universities should conduct courses on forensic radiology and provide continuing education for radiographers working in this field.
•Radiographers have limited knowledge of forensic medicine and forensic radiology.•It jeopardizes justice for victims and legal proceedings resulting in just convictions.•Forensic radiology subjects should be incorporated in university curricula.
Simulation forms a key element of undergraduate Radiography education as it enables students to develop their clinical skills in a safe environment. In this study, an immersive three-dimensional (3D) ...virtual radiography simulation tool was piloted in an undergraduate Radiography curriculum and user feedback retrieved.
The 3D virtual simulation tool by Virtual Medical Coaching Ltd was introduced to first year radiography students (n = 105). This technology guided students through a comprehensive process of learning anatomy, radiographic positioning and pathology. Students then X-rayed a virtual patient in the VR suite using HTC Vive Pro™ headsets and hand controllers. Instant feedback was provided. An online survey was later disseminated to students to gather user feedback. Thematic and descriptive statistical analyses were applied.
A response rate of 79% (n = 83) was achieved. Most respondents (58%) reported enjoying VR simulation, whilst some felt indifferent towards it (27%). Ninety-four percent would recommend this tool to other students. The mean length of time it took for students to feel comfortable using the technology was 60 min (10–240 min). Most respondents (58%) desired more VR access. Students attributed enhanced confidence in the areas of beam collimation (75%), anatomical marker placement (63%), centring of the X-ray tube (64%) and exposure parameter selection (56%) to their VR practice. Many students (55%) advocated the use of VR in formative or low stakes assessments. Issues flagged included technical glitches, inability to palpate patient and lack of constructive feedback.
Student feedback indicates that 3D virtual radiography simulation is a valuable pedagogical tool in radiography education
3D immersive VR simulation is perceived by radiography students to be a valuable learning resource. VR needs to be strategically implemented into curricula to maximise its benefits.
This study aimed to identify the impact of the COVID-19 pandemic upon radiography education across Latin American countries.
A survey containing 20 questions was circulated to radiography students, ...across 13 universities in 11 countries of Latin America using Google Forms. The survey contained open and closed questions. Answers were analysed with descriptive statistics and the methodology of interpretative phenomenological analysis for the open answers.
Of the 1310 responses only 23.9% (n = 313) of students reported attending clinical placements and from this cohort only 8.9% (n = 28) became infected with COVID-19. In response to how the pandemic had impacted upon the students’ academic progression, the most common topic in the open answers was “Concerns about the lack of clinical training”, mentioned by 629 students. Students in middle and later years of their radiography education expressed the greatest concern about future clinical placements. Almost all radiography students (95.2%/n = 1247) indicated that their main concerns regarding COVID-19 infection while undertaking clinical placements was in relation to the risk of infecting their families as most students stated they cohabited with relatives (86.6%/n = 1134).
Compared to European findings co-habitation trends increased anxiety related to infection and impacted their mental health. Students expressed concern about the quality of education they were receiving during the pandemic and access to resources to facilitate on-line learning was inadequate. Socio-economic and internet connectivity factors specific to Latin America were identified and these issues need to be addressed if on-line education is required in the future.
The COVID-19 pandemic has impacted Latin America and this study identifies the implications for radiography students related to their clinical and academic training and highlights factors which require consideration to support radiography students as the pandemic continues.
To investigate student clinical placement concerns and opinions, during the initial COVID-19 pandemic outbreak and to inform educational institution support planning.
Between mid-June to mid-July ...2020, educational institutions from 12 countries were invited to participate in an online survey designed to gain student radiographer opinion from a wide geographical spread and countries with varying levels of COVID-19 cases.
1277 respondents participated, of these 592 had completed clinical placements during January to June 2020. Accommodation and cohabiting risks were identified as challenging, as was isolation from family, travel to clinical placements, and to a lesser extent childcare. Students stated they had been affected by the feeling of isolation and concerns about the virus whilst on placement. Overall 35.4% of all respondents were ‘Not at all worried’ about being a radiographer, however, 64.6% expressed varying levels of concern and individual domestic or health situations significantly impacted responses (p ≤ 0.05). Year 4 students and recent graduates were significantly more likely to be ‘Not worried at all’ compared to Year 2 and 3 students (p ≤ 0.05). The need for improved communication regarding clinical placements scheduling was identified as almost 50% of students on clinical placements between January to June 2020 identified the completion of assessments as challenging. Furthermore, only 66% of respondents with COVID-19 imaging experience stated being confident with personal protective equipment (PPE) use.
Student radiographers identified key challenges which require consideration to ensure appropriate measures are in place to support their ongoing needs. Importantly PPE training is required before placement regardless of prior COVID-19 imaging experience.
As the next academic year commences, the study findings identify important matters to be considered by education institutions with responsibility for Radiography training and as students commence clinical placements during the on-going global COVID-19 pandemic.
The main goal of this literature review is to discuss the emerging trends, challenges and opportunities in the field of medical imaging education in Europe due to the Covid-19 pandemic scenario that ...forced the remodeling of the teaching and learning process. A bibliographic search was carried out in the main databases and from resources available in scientific and professional associations in Europe. Exclusion criteria included articles without contributions on distance learning or active learning. Education and training in medical imaging field had to readapt and the usual opportunities for medical imaging and radiotherapy (MIR) students to learn in person in the classroom, lab and clinical settings, had to be quickly transformed into distance learning opportunities. Thus, online education became a pedagogical shift from traditional method to the modern approach of teaching and learning from classroom to Zoom, from personal to virtual and from seminars to webinars, leading to the emergence of innovative teaching models. Moreover, student-centered strategies such as flipped classroom and game-based learning have been recently applied in health professions education with positive and very promising results. In conclusion, due to the pandemic crisis, MIR educators and students find themselves in the situation where they felt compelled to embrace the digital academic experience, allowing the progressive innovation of e-learning. In this context, game-based learning appears to be effective for improving knowledge, skills, attitudes and satisfaction and should be considered as a potential systematic tool in the field of medical imaging education. Therefore, preparedness of radiographers depends on the application of effective training and education methodologies that allows excellent clinical performance and maintaining high quality and safety standards, both through undergraduate course and continuous professional development.
Abstract Purpose To establish a picture of clinical education models within radiography programmes across Europe by surveying higher education institutions registered as affiliate members of the ...European Federation of Radiography Societies (EFRS). Method An online survey was developed to ascertain data on: practical training, supervisory arrangements, placement logistics, quality assurance processes, and the assessment of clinical competencies. Responses were identifiable in terms of educational institution and country. All educational institutions who were affiliate members at the time of the study were invited to participate (n = 46). Descriptive and thematic analyses are reported. Results A response rate of 82.6% (n = 38) was achieved from educational institutions representing 21 countries. Over half of responding institutions (n = 21) allocated in excess of 60 European Credit Transfer and Accumulation System (ECTS) credits to practical training. In nearly three-quarters of clinical placements there was a dedicated clinical practice supervisor in place; two-thirds of these were employed directly by the hospital. Clinical practice supervisors were typically state registered radiographers, who had a number of years of clinical experience and had received specific training for the role. Typical responsibilities included monitoring student progress, providing feedback and completing paperwork, this did however vary between respondents. In almost all institutions there were support systems in place for clinical placement supervisors within their roles. Conclusions Similarities exist in the provision of clinical radiography education across Europe. Clinical placements are a core component of radiography education and are supported by experienced clinical practice supervisors. Mechanisms are in place for the selection, training and support of clinical practice supervisors. Professional societies should work collaboratively to establish guidelines for effective clinical placements.
Objective:
This study aimed to determine the relationship between emotional intelligence (EI) and grade point average (GPA) in a cohort of sonography (DMS) or radiography (RT) students. Furthermore, ...this study explored whether an EI model, such as the Trait Emotional Intelligence Questionnaire (TEIQue), demonstrated a significant association with GPA and could potentially be used as a part of the admission process.
Materials and Methods:
The TEIQue questionnaire that collected participants’ EI and demographic data was administered to students in both educational programs. Data were obtained at the beginning of each respective program and 1 year later. Students’ GPA was examined over three college semesters.
Results:
In total, 26 participants enrolled. This cohort included 10 DMS and 16 RT students enrolled for an associate’s degree in an applied sciences program within a community college. No significant relationship was observed between academic GPA and global EI, as well as three subscales of trait EI. Global trait EI for DMS (P = .35) and RT students (P = .05) demonstrated nonsignificant relationships with students’ GPAs, respectively.
Conclusion:
These results demonstrated that there was no significant relationship between noncognitive variables, such as EI, among DMS or RT students and academic GPA. Further studies should investigate whether these findings were similar to those in other diagnostic imaging programs.
The recent validation of three Diagnostic Radiography programmes in the south of England involved a rigorous approval process with multiple Professional and Statutory Regulatory Bodies (PSRB's). Part ...of the validation process was evidencing that approximately 50% of each programme is spent undertaking practice-based learning. As well as clinical placements, practice-based learning includes simulation-based education (SBE).
From May 2022 to June 2022, a questionnaire was sent to all 22 simulation education facilitators from health courses belonging to the University School Simulation Group. Ethical approval was reviewed and approved by the Learning and Teaching Hub Research Ethics Panel.
Of the initial 22 participants invited, the response rate was 59% (13 participants). The main themes arising from the analysis was the use of a theoretical or conceptual framework, a breakdown of the simulation session components and the role of simulation training.
This questionnaire study demonstrated that there was a need for a standardised guide on how to deliver SBE. There is also a lack of feedback, training, and reassurance for facilitators. However, facilitators would welcome training or further training and HEE and the University have taken steps to prioritise SBE.
The study highlighted how health professionals are delivering SBE within their subjects in innovative and creative ways. These ideas have helped to structure SBE within the new diagnostic radiography courses at the University.
The sudden onset of the COVID-19 pandemic has brought significant and rapid changes to the traditional ways of providing radiography education, including adaptations to teaching and learning styles ...as well as disruptions to students’ clinical placement. This review explored the impact of the pandemic on clinical radiography education globally.
A systematic literature search was conducted on relevant databases, including PubMed, Science Direct, CINAHL (Cumulative Index of Nursing and Allied Health Literature, and SCOPUS. All relevant articles were critically appraised for quality and subjected to information extraction and results-based convergent synthesis.
A total of 17 articles met the inclusion and exclusion criteria for this review. The key findings are themed around challenges and benefits with the introduction of new teaching and learning approaches and resilience exhibited by students during the pandemic to overcome: inadequate support and mentorship while transitioning to fully qualified professionals, challenges with PPE usage, and impact on personal and academic life.
Globally, radiography students experienced several challenges, especially during the initial acute phase of the pandemic. The pandemic-related challenges identified in this review could negatively influence the radiography student attrition rates, consequently worsening the existing radiography workforce shortage. Thus, urgent institutional level support systems and interventions would be necessary to mitigate the pandemic impact and improve the students' learning experience.
L'apparition soudaine de la pandémie de COVID-19 a entraîné des changements importants et rapides dans les méthodes traditionnelles d'enseignement de la radiographie, notamment des adaptations des styles d'enseignement et d'apprentissage ainsi que des perturbations dans les stages cliniques des étudiants. Cette revue a exploré l'impact de la pandémie sur l'enseignement de la radiographie clinique au niveau mondial.
Une recherche documentaire systématique a été menée sur les bases de données pertinentes, notamment PubMed, Science Direct, CINAHL (Cumulative Index of Nursing and Allied Health Literature, et SCOPUS. Tous les articles pertinents ont fait l'objet d'une évaluation critique de la qualité et ont été soumis à une extraction d'informations et à une synthèse convergente basée sur les résultats.
Dix-sept (17) articles au total ont répondu aux critères d'inclusion et d'exclusion de cet examen. Les principales conclusions portent sur les défis et les avantages liés à l'introduction de nouvelles approches d'enseignement et d'apprentissage et sur la résilience dont ont fait preuve les étudiants pendant la pandémie pour surmonter le manque de soutien et de mentorat pendant la transition vers des professionnels pleinement qualifiés, les défis liés à l'utilisation de l'EPI et l'impact sur la vie personnelle et universitaire.
À l'échelle mondiale, les étudiants en radiographie ont fait face à plusieurs défis, en particulier pendant la phase initiale aiguë de la pandémie. Les défis liés à la pandémie identifiés dans cette étude pourraient avoir une influence négative sur les taux d'attrition des étudiants en radiographie, aggravant ainsi la pénurie actuelle de main-d'œuvre en radiographie. Ainsi, des systèmes de soutien et des interventions urgentes au niveau institutionnel seraient nécessaires pour atténuer l'impact de la pandémie et améliorer l'expérience d'apprentissage des étudiants.
Radiography practice is fast developing with new imaging updates and challenging scenarios to deal with on a frequent basis. There is a need to equip students with the skill to be independent ...learners and develop critical thinking skills, so they can change their practice as the profession evolves. Problem Based Learning (PBL) has widely been adopted in medical and nursing training worldwide as a result of its desirable benefits. In order to ascertain the efficacy of the technique, this paper presents a review of the essential aspects of PBL, such as the theories, process, key roles and implication for radiography education and practice.
The use of a defined model provides a useful structure to the PBL exercise with the addition of reflection, which is a pertinent inclusion within the process. The role of the facilitator in PBL is significant to students' learning as they help guide the students to the learning outcomes and provide support to the group; however, their skills development is an important factor to consider in PBL.
This teaching approach has key benefits in radiography education and training in particular, its impact on preparing students for autonomous clinical practice.
The application of PBL in developing students' critical thinking and decision-making abilities support the narrowing of the spoon-feeding expectation of students and render it a useful pedagogical implementation within radiography programmes.
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