To examine student incivility in radiography classrooms by exploring the prevalence of uncivil behaviors along with the classroom management strategies educators use to manage and prevent classroom ...disruptions.
A survey was designed to collect data on the severity and frequency of uncivil student behaviors, classroom management strategies used to address minor and major behavioral issues, and techniques to prevent student incivility. The participants were educators in radiography programs accredited by the Joint Review Committee on Education in Radiologic Technology.
Findings indicated that severe uncivil student behaviors in radiography classrooms do not occur as often as behaviors classified as less severe. Radiography educators in this study used a variety of strategies and techniques to manage and prevent student incivility; however, radiography educators who received formal training in classroom management reported fewer incidents of student incivility than those who had not received formal training.
The participants in this study took a proactive approach to addressing severe behavioral issues in the classroom. Many radiography educators transition from the clinical environment to the classroom setting with little to no formal training in classroom management. Radiography educators are encouraged to attend formal training sessions to learn how to manage the higher education classroom effectively.
Student incivility is present in radiography classrooms. This study provides a foundation for future research on incivility.
Are radiography lecturers, leaders? Hendry, Julie Anne
Radiography (London, England. 1995),
08/2013, Letnik:
19, Številka:
3
Journal Article
Recenzirano
Abstract This review article aims to explore the concept of radiography lecturers acting as leaders to their student followers. Through a brief review of the literature, a definition of leadership is ...suggested and some leadership theories explored. The path-goal theory, leader–member exchange theory and the contemporary theory of transformational leadership are examined more closely. Links between lecturer-leader behaviour and student motivation and learning are tentatively suggested with transformational leadership appearing to offer the optimal leadership style for lecturers to adopt. The paucity of literature relating directly to radiography is acknowledged and areas for further research are suggested. The article concludes with some of the author's practical ideas for incorporating transformational leadership styles and behaviours into radiography education today.
Abstract Consultant and advanced practice are relatively new concepts in radiography. There is evidence to show that as the career progression framework is being adopted the numbers of consultant and ...advanced practitioners in radiography are growing with the latter growing at a faster rate. The article considers the concept of advanced and consultant practice and the education requirements to support development. Preparation for an advanced practice role begins at the practitioner stage. Masters’ level programmes are available to support the development of advanced practice. Education needs to be flexible as new advanced practice roles emerge. It is necessary to take practitioners beyond a defined modality to include leadership and people skills. These are essential for those aspiring to become consultants. Consultants require a high level of clinical knowledge for expert practice but also strategic vision and interpersonal intelligence to facilitate leadership and practice innovation. A model for developing leadership skills for consultants focussing on competence, confidence and capacity is proposed.
Abstract Purpose To qualitatively compare First Cycle Radiography programmes in Europe and Japan. Methods This qualitative survey was conducted via a series of case-studies of university-based ...radiography curricula in Europe and Japan. Findings and conclusions The main themes arising from the survey were that: (a) in Europe the freedom that most universities have in setting their own curricula and examinations means that in practice there is still a wide variability in curricula between and within states. On the other hand in Japan curricula are more uniform owing to central government guidelines regarding radiography education and a centrally administered national radiography examination. This means that student and worker mobility is much easier for Japanese radiographers. (b) in some countries in Europe principles of reporting and healthcare management are being expanded at the expense of the more technological aspects of radiography. Physical science competences on the other hand are considered highly in Japanese culture and form a major part of the curriculum. This may indicate that Japanese students would be in a much better position to cope with role developments linked to changes in imaging technology. Pragmatically oriented studies need to be carried out to determine ways in which radiographers can enhance their role without sacrificing their technological competences. The profession cannot afford to lose its technological expertise – it is neither in the interest of the profession itself and even less of the patient.
Abstract The debate on degree education for radiographers began in earnest in the mid-1970s. Initially the debate hinged around whether a degree education was necessary for radiographers. One ...argument was that it was felt that a degree would separate academic and clinical training but eventually when degrees were introduced practical skills were assessed formally for the first time; something that had not been achieved with the Diploma of the College of Radiographers (DCR). The DCR itself became a barrier to degree education as the College of Radiographers (CoR) insisted that it was the only qualification recognised for state registration and as such would have to remain embedded as a distinct qualification within a degree. A major breakthrough came when the Council for National Academic Awards (CNAA) recognised the DCR at the same level as an ordinary degree. Around the same time the CoR published its Degree Rationale which announced a change in policy by not insisting that the DCR was sacrosanct. Developments followed rapidly and the first honours degree in radiography was validated in 1989 despite opposition from scientific officers at the Department of Health. Degrees were approved for state registration and radiography became a graduate profession by 1993 following years of debate and after overcoming opposition from both within and external to the profession.
Objective: To improve lectures and training programs on X-ray photography, we aimed to determine the questions that radiography students have regarding X-ray photography. Methods: We collected text ...data from questions on X-ray photography in radiography student reports after an X-ray photography training program. The text data were analyzed using content analysis. Codes were assigned to segments and they were categorized according to similarities. Results: From 111 reports, 348 questions were collected. Four categories and 47 subcategories were obtained. The "Required Knowledge" category comprised subcategories concerning knowledge for the X-ray photography including X-ray radiography methodology and disease knowledge. The "Radiography Service" category comprised subcategories concerning radiographers' responsibilities in a hospital including the role of radiographer and the extent of responsibilities. The "Radiographers' Challenges" category comprised subcategories concerning unusual situations radiographers encounter at work including accurate positioning and communication with patients. The "Patient Types" category comprised subcategories concerning patients in whom X-ray photography was considered difficult including pediatric patients and patients with serious conditions. Questions related to subcategories in "Radiographers' Challenges" and "Patient Types" were interrelated. Radiography students had concerns regarding whether they would be able to handle difficult patients efficiently in clinical situations. Conclusion: We were able to suggest the re-orientation of radiography education according to students' intellectual appetite regarding X-ray radiography.
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.
To develop an inventory of biomedical physics elements-of-competence for diagnostic radiography education in Europe.
Research articles in the English literature and UK documentation pertinent to ...radiography education, competences and role development were subjected to a rigorous analysis of content from a functional and competence analysis perspective. Translations of radiography curricula from across Europe and relevant EU legislation were likewise analysed to ensure a pan-European perspective. Broad Subject Specific Competences for diagnostic radiography that included major biomedical physics components were singled out. These competences were in turn carefully deconstructed into specific elements-of-competence and those elements falling within the biomedical physics learning domain inventorised. A pilot version of the inventory was evaluated by participants during a meeting of the Higher Education Network for Radiography in Europe (HENRE), held in Marsascala, Malta, in November 2004. The inventory was further refined taking into consideration suggestions by HENRE members and scientific, professional and educational developments.
The evaluation of the pilot inventory was very positive and indicated that the overall structure of the inventory was sensible, easily understood and acceptable – hence a good foundation for further development.
Use of the inventory by radiography programme leaders and biomedical physics educators would guarantee that all necessary physics elements-of-competence underpinning the safe, effective and economical use of imaging devices are included within radiography curricula. It will also ensure the relevancy of physics content within radiography education. The inventory is designed to be a pragmatic tool for curriculum development across the entire range of radiography education up to doctorate level and irrespective of whether curriculum delivery is discipline-based or integrated, presentation-based or problem-based. It is suggested that the methodology used in the evolution of the inventory be applied to the development of inventories of elements-of-competence for other learning domains within health professional curricula.
The Influence of Expertise on X-Ray Image Processing Myles-Worsley, Marina; Johnston, William A; Simons, Margaret A
Journal of experimental psychology. Learning, memory, and cognition,
07/1988, Letnik:
14, Številka:
3
Journal Article
Recenzirano
Observers with four different levels of radiological experience performed a recognition memory task on slides of faces and chest X-ray films. Half of the X-ray films revealed clinically significant ...abnormalities and half did not. Recognition memory for faces was uniformly high across all levels of radiological experience. Memory for abnormal X-ray films increased with radiological experience and, for the most experienced radiologists, was equivalent to memory for faces. Surprisingly, recognition memory for normal films actually decreased with radiological experience from above chance to a chance level. These results indicate that radiological expertise is associated with selective processing of clinically relevant abnormalities in X-ray images. Expert radiologists appear to process X-ray images the way that we all process faces, by quickly detecting and devoting processing resources to features that distinguish one stimulus from another. However, the selective processing of X-ray films appears to be restricted to clinically relevant abnormalities. As they develop the ability to detect these abnormalities, radiologists appear to lose the ability to detect variations in normal features.
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