Mentoring relationships are encouraging, nurturing and supportive and are based on mutual trust between mentors and mentees. Peer mentorship allows senior students to support and educate students at ...a lower level in their training. In radiography, carefully planned peer mentorship programs can be beneficial to both mentors and mentees. In this narrative review, mentorship and peer mentorship are discussed. Arguments surrounding the incorporation of social learning theory, gender issues, and love are also included. In addition, challenges associated with mentoring relationships and possible solutions are discussed.
Communication is an essential skill for all healthcare professionals but is particularly challenging for diagnostic radiographers since their role involves conveying extensive information within a ...relatively short amount of time. One method to develop communication skills in radiography is through simulation-based training using high fidelity simulation activities. The use of video recording for reflection and debriefing are also important elements that can be utilised to enhance learning. The aim of this project was to explore student radiographers’ experiences of a simulation-based activity utilising a standardised patient designed to aid development of communication skills.
Fifty-two undergraduate 3rd year diagnostic radiography students at a single Higher Education Institution undertook a simulation roleplay exercise with an expert by experience (EBE) who acted in an anxious manner in order to challenge the student's communication skills following the simulation, students received a debrief session where detailed feedback was provided from the EBE and an academic. Students were also able to watch their video of the simulation and reflect. Students were invited to participate in a focus group to discuss their experience and the learning they had developed and 12 students participated. Transcribed material from the focus groups was thematically analysed to deduce themes of learning developed and ways to improve for future simulations.
Six main themes were identified from the thematic analysis of the transcripts from 12 diagnostic radiography students. These were patient care, radiographer's role and responsibilities, personal development, feelings, fidelity, and pedagogy. The themes represented the key learning points expressed by students and also aspects of the simulation which could be improved.
Overall, the simulation provided a positive learning experience for the students. Having a video recording of the scenario was regarded as beneficial to enable a depth of reflection on non-verbal communication skills, which would be beneficial in future simulation scenarios. Students were aware that even though they used appropriate language their overall manner affected the interaction with the expert by experience more significantly. Students also considered methods to improve their communication if they encountered a similar patient interaction in their future practice.
There is great potential for simulation-based training in developing communication skills for diagnostic radiography students. EBEs are a vital addition to simulation and educational activities in Higher Education Institutions and should be involved with the design of simulation activities also, as they can bring unique patient insight.
La communication est une compétence essentielle pour tous les professionnels de la santé, mais elle est particulièrement difficile pour les radiographes diagnosticiens, car leur rôle consiste à transmettre une grande quantité d'informations dans un laps de temps relativement court. L'une des méthodes pour développer les compétences de communication en radiographie est la formation basée sur la simulation en utilisant des activités de simulation de haute fidélité. L'utilisation de l'enregistrement vidéo pour la réflexion a posteriori et le débriefing sont également des éléments importants qui peuvent être utilisés pour améliorer l'apprentissage. L'objectif de ce projet était d'explorer les compétences de communication des étudiants en radiographie à l'aide d'un patient standardisé par le biais d'un enregistrement vidéo et d'une réflexion.
Cinquante-deux étudiants de troisième année en radiographie diagnostique d'un même établissement d'enseignement supérieur ont participé à un exercice de simulation avec un expert par expérience (EPE) qui a agi de manière anxieuse afin de mettre à l'épreuve les compétences de communication de l'étudiant; après la simulation, les étudiants ont bénéficié d'une séance de débriefing au cours de laquelle l'EPE et un chercheur universitaire ont fourni un retour d'information détaillé. Les étudiants ont également pu visionner leur vidéo de la simulation et y réfléchir. Les étudiants ont été invités à participer à un groupe de discussion pour parler de leur expérience et de l'apprentissage qu'ils ont développé. Douze étudiants ont participé à ce groupe. La transcription des groupes de discussion a fait l'objet d'une analyse thématique afin de déduire les thèmes de l'apprentissage développé et les moyens d'améliorer les futures simulations.
Six thèmes principaux ont été identifiés à partir de l'analyse thématique des transcriptions de 12 étudiants en radiographie diagnostique. Il s'agit des soins aux patients, du rôle et des responsabilités du radiographe, du développement personnel, des sentiments, de la fidélité et de la pédagogie. Les thèmes représentent les principaux points d'apprentissage exprimés par les étudiants ainsi que les aspects de la simulation qui pourraient être améliorés.
Dans l'ensemble, la simulation a constitué une expérience d'apprentissage positive pour les étudiants. Le fait de disposer d'un enregistrement vidéo du scénario a été considéré comme bénéfique pour permettre une réflexion approfondie sur les compétences en matière de communication non verbale, ce qui serait bénéfique pour les futurs scénarios de simulation. Les étudiants étaient conscients que même s'ils utilisaient un langage approprié, leur attitude générale affectait de manière plus significative l'interaction avec l'expert par expérience. Les étudiants ont également envisagé des méthodologies pour améliorer leur communication s'ils étaient confrontés à une interaction similaire avec un patient dans leur pratique future.
La formation basée sur la simulation présente un grand potentiel pour le développement des compétences de communication des étudiants en radiographie diagnostique. Les EPE sont un complément essentiel aux activités de simulation et de formation dans les établissements d'enseignement supérieur et devraient également être impliqués dans la conception des activités de simulation, car ils peuvent apporter un point de vue unique sur les patients.
Objectives: 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.
Method: 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.
Results: 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.
Conclusions: 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.
The impact of the coronavirus disease (COVID-19) outbreak on many parts of our lives cannot be overstated. This study aimed to identify the psychological, physical activity, and educational effects ...of COVID-19 on radiological sciences students and interns at the three campuses of King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Jeddah, and Alahsa.
A cross-sectional study was conducted between November and December 2021 among Saudi-108 radiological sciences students and interns using non-probability convenient sampling at King Saud bin Abdul-Aziz University for Health Science (KSAU-HS), Riyadh, Jeddah, and Alahsa using a validated questionnaire. Statistical analyses were conducted using Excel and JMP statistical software.
102 out of 108 completed the questionnaire resulting in a 94.44% response rate. The percentage of the overall negative psychological impact was 62%. For the physical activity effects of COVID-19 among students and interns, 96% reported a decline in their physical activities. 77% of participants reported a fair impression that the students were able to achieve some of their academic goals and acquired new skills during the pandemic, and 20% reported a good impression. They achieved all their goals and developed new skills, whereas 3% reported bad impressions and needed to achieve their goals or improve their skills.
COVID-19 had a negative psychological and physical activity impact on RADs students and interns at the three KSAU-HS campuses in the Kingdom of Saudi Arabia. Despite technical difficulties, students and interns reported positive academic outcomes from COVID-19.
Introduction
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.
Methods
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.
Results
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.
Conclusions
Through the implementation of the model, radiography educators felt empowered by using a framework of reference to facilitate critical thinking skills of radiography students.
Critical thinking is a much‐needed skill required by radiography students when they graduate. A theory‐generating qualitative, exploratory, descriptive and contextual research design was used for the development, implementation and evaluation of a model to facilitate critical thinking skills of diagnostic radiography students.
MRI is highly physics based yet no research-based inventory of physics learning outcomes specific to MRI radiographers was found in the literature. The purpose of this study was the development of ...such an inventory using a multi-stakeholder, multi-disciplinary approach (as advised by the WHO) and which would support a previously published competence profile.
The inventory was developed in two phases:
Phase 1: Development of an initial version of the learning outcomes inventory required to be able to deliver the competences via an analysis of textbooks and literature and validated by a small (n = 3) expert advisory group
Phase 2: Final validation carried out via a bigger (n = 15) international group of subject matter experts (SMEs). Consensus was achieved via a dichotomous web-based questionnaire.
At 70% level of consensus the expert group validated an inventory of biomedical physics learning outcomes consisting of 281 knowledge and skill statements. It is subdivided into two sections: ‘fundamental’ physics learning outcomes which are generic to all competences and ‘additional’ physics learning outcomes specific to each individual competence.
The process used is sufficiently generic to be easily adapted to the development of physics learning outcome inventories in other specialties of radiography and for other healthcare professions whose work involves highly technological medical devices. As a result of this study, the current MRI curriculum would need to be revised as it was not based on a formal systematic research process and many learning outcomes are in fact missing.
•The inventory inform about the physics knowledge and skill required for MRI services.•The learning outcomes assists healthcare education institutions to update curricula.•Use the learning outcomes as benchmark against which performance and qualifications are assessed.•Inform competence assessment frameworks to facilitate progression of skill and life long learning.•Inform students and radiographers of what knowledge and skills are expected during practice.
This study aims to compare motivations, expectations and work plans of students and teaching-staff from four different European radiography programs, it aims also to explore areas that could be ...included to advance post graduate studies.
Two different questionnaires (open- and closed-end questions) were applied to key-informants, students who had just completed their bachelor thesis and teaching-staff, to collect data regarding motivations, expectations, challenges and potentials for radiography education and, plans for further work. Descriptive statistics and thematic analysis were performed according to the nature of the questions.
The response rates were 45% (students) and 68% (teaching-staff). The motivations to study radiography were similar between students: to work in a healthcare-service, helping people, manipulating high-end technologies, providing service while combining different knowledge (physics, patient-care, physiology, anatomy). 75% of the students did not reach all their expectations due to the lack of focused and updated content for some areas. The teaching-staff were expecting an extension of the radiographers' role. The development of advance studies in computed tomography and magnetic resonance was highlighted as important by students. Future work plans included: self-improvement, continuation of studies, specialization, research and collaborations.
This study increased the understanding of radiography education and provides insights into future perspectives. Participants have similar motivations, expectations and future plans. Improvements in education should focus on technological developments and meeting job market demands. Further studies should be performed to identify approaches that acknowledge the specific needs of each country, while also providing strategies to harmonize radiography education in Europe.
•Merging various sciences is the main motivation for students to select radiography.•Students did not reach all their expectations because updated content is necessary.•Future plans similar for all students: work and advance studies.•Teachers want to achieve more research and international collaborations.•In teachers' opinion radiographer’ extension role is critical to grow profession.
Abstract Purpose To establish an understanding of patient safety within radiography education across Europe by surveying higher education institutions registered as affiliate members of the European ...Federation of Radiographer Societies (EFRS). Method An online survey was developed to ascertain data on: programme type, patient safety definitions, relevant safety topics, specific areas taught, teaching and assessment methods, levels of teaching and curriculum drivers. Responses were identifiable in terms of educational institution and country. All 54 affiliated educational institutions were invited to participate. Descriptive and thematic analyses are reported. Results A response rate of 61.1% (n = 33) was achieved from educational institutions representing 19 countries. Patient safety topics appear to be extremely well covered across curricula, however, topics including radiation protection and optimisation were not reported as being taught at an ‘advanced level’ by five and twelve respondents, respectively. Respondents identified the clinical department as the location of most patient safety-related teaching. Conclusions Patient safety topics are deeply embedded within radiography curricula across Europe. Variations exist in terms of individual safety topics including, teaching and assessment methods, and the depth in which subjects are taught. Results from this study provide a baseline for assessing developments in curricula and can also serve as a benchmark for comparisons.
This article explores the student experience of simulated learning in post-compulsory radiography education. The content is based on the varied experiences of students using both laboratory-based ...simulation exercises and a virtual reality computer simulation activity by situating these views within a wider understanding of the students' journey through their undergraduate and postgraduate studies. Much research on the application of technology in pedagogy in post-compulsory education has sought to find ways of measuring the efficacy of such interventions in raising student achievement. This research reveals a diverse range of student experiences in learning with technology. There are potential pedagogical benefits with computer simulation in radiography education; however, the research reveals the need for educators and policy-makers to recognise the sheer complexity of radiography practice and the importance of evaluating simulation within a holistic view of the curriculum. The data were gathered via four focus group discussions; one research interview; and reflections that were made about simulated learning within research diaries. The article contributes to new knowledge about the use of simulated learning in post-compulsory medical education.
To describe research methodology and findings concerning radiography students' learning.
Health sciences databases were searched to perform a traditional narrative literature review. Thirty-five ...peer-reviewed articles published between 2000 and 2014 were analyzed using thematic analysis.
Specific methods of learning were found to be of the most interest. The studies focused primarily on the use and usability of a method or the students' general experiences of it. The most commonly studied methods were e-learning and interprofessional learning, which students perceived as positive methods for theoretical studies and clinical training. Students' learning regarding research was the focus of only one article reporting a wide variety of students' research interests. Most studies reported quantitative research gathered from questionnaires and surveys.
Additional research, especially from a qualitative point of view, is needed to deepen the evidence-based knowledge of radiography student learning.
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