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.
Many radiographers enrol upon academic postgraduate courses as part of their Continuing Professional Development (CPD), working towards Postgraduate Certificates, Diplomas and Masters Degrees. Such ...study is generally undertaken whilst the radiographer continues to work full-time, and it has to be managed around the demands of their family and their social lives. This may result in the radiographer suffering varying degrees of stress. A qualitative analysis of data collected during semi-structured interviews with radiographers involved in this type of CPD has been undertaken. The results indicate that radiographers do experience considerable stress during their course, which results from a wide range of problems. Radiographers also highlighted the coping methods used to effectively manage the stress. A series of recommendations to assist radiographers considering such CPD opportunities is presented. (This paper presents a summary of a dissertation submitted by the author for the award of Master of Science in Medical Imaging.)
Due to the absence of general education (ie, arts and sciences) competencies in radiography accreditation standards, individual programs vary with regard to the amount and type of general education ...offered. Throughout the last 15 years, renowned educators have repeatedly suggested that, amongst other things, career mobility for the radiographer could be improved as a result of introducing general education into the curriculum. A method for incorporating general education competencies in the radiography curriculum through revision of the accreditation standards is presented.
The perception of visual information Hendee, W R
Library Union Catalog of Bavaria, Berlin and Brandenburg (B3Kat Repository)
7, Številka:
6
Journal Article
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