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

From classroom to global impact: How radiography education advances the sustainable development goals

OBJECTIVE

Radiography education is uniquely positioned to advance the United Nations Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 17 (Partnerships for the Goals). This narrative review explores the role of radiography education in supporting the SDGs through curriculum development, interdisciplinary learning, and global partnerships.

KEY FINDINGS

In line with SDG 3, radiography plays a pivotal role in non-communicable disease prevention, early diagnosis, and treatment through advanced imaging technologies such as computed tomography (CT) and mammography. Programs such as BreastScreen Australia exemplify the contribution of radiography in reducing mortality through early detection. SDG 4 is reflected in the continuous evolution of radiography curricula to incorporate sustainable practices, ensuring that graduates are well-prepared for the future of healthcare. SDG 17 emphasizes the importance of international collaboration, and radiography education exemplifies this through partnerships with global institutions. These collaborations enhance knowledge exchange, capacity building, and research efforts, particularly in low- and middle-income countries.

CONCLUSION

Radiography education is integral to achieving the SDGs by equipping healthcare professionals with the necessary skills to promote sustainable healthcare practices. Through interdisciplinary learning, curriculum enhancement, and international partnerships, radiography programs contribute to both local and global health initiatives. To strengthen its impact, radiography education must prioritize the integration of sustainability-focused practices, expand interdisciplinary collaborations, and advocate for equitable access to education and healthcare services. Future efforts should focus on leveraging innovative teaching strategies, such as AI-enhanced learning and remote imaging operation, while addressing global health inequities through targeted initiatives. By fostering these sustainable education practices, radiography can have a lasting global impact on public health and development.

IMPLICATIONS FOR PRACTICE

By fostering these sustainable education practices, radiography can have a lasting global impact on public health and development, address critical healthcare challenges and contribute to a more sustainable future.

Clinical insights into cross-sectional imaging integration in radiography education

INTRODUCTION

Clinical practice is a critical component of radiography curricula, offering students with essential skills and training for proficient practice. Educational institutions are challenged to review and develop strategies to meet evolving service demands regularly. This study aims to gain insight into the inclusion of cross-sectional imaging within pre-registration radiography training.

METHODS

An online questionnaire, based on previous European Federation of Radiographer Societies (EFRS) surveys, included closed-ended questions and ascertained the level of qualification, cross-sectional imaging incorporation, and tasks and assessments within programmes. The questionnaire was distributed through the EFRS Research Hub at the European Congress of Radiology (ECR) 2023 and online via social media. Closed-ended questions were summarised using descriptive statistics.

RESULTS

Responses were received from 64 individual radiography educators across 29 different countries. Fifty-seven respondents (91.9 %) reported including cross-sectional imaging training in their institution's pre-registration radiography programme. An increase in the amount of time dedicated to clinical training in cross-sectional imaging was reported by 24 respondents (42.1 %). Overall, 32 individuals (53.3 %) stated that CT is a specialised modality, and dedicated training should be for radiographers once they obtain their basic qualifications. In contrast, 36 respondents (61 %) agreed that MRI should also be reserved as a specialised modality.

CONCLUSION

Study findings indicate a lack of consistency among pre-registration radiography programmes in terms of how they include cross-sectional imaging in their curricula. Differing opinions on this issue are likely to be guided by national standards and workforce requirements upon qualification.

IMPLICATIONS FOR PRACTICE

Variations in training curricula can present significant challenges for graduates. To align with the most recent Standards of Proficiency, curricula must be regularly reviewed and updated. Such Standards now typically require radiographers to perform a range of CT scans, including those of the head, C-spine, chest, and abdomen. Therefore, integrating comprehensive training in cross-sectional imaging into pre-registration education is crucial to ensure that future professionals meet these essential competencies and are fully prepared for their roles.

Interprofessional education and collaborative practice with practicing radiographers: A mixed methods scoping review

INTRODUCTION

There is increasing evidence substantiating the advantages of Interprofessional Education and Collaborative Practice (IPECP) in healthcare. Despite this, global adoption is still in its infancy. Whilst there has been some recognition of the importance of collaborative practice in healthcare, implementation of IPECP programs remain limited in many countries.

METHODS

This scoping review aimed to synthesise global evidence for the implementation and effectiveness of IPECP on practicing radiographers and to further identify the enablers and barriers to the implementation of IPECP within radiography. The JBI guidelines for the conduct of scoping reviews and the PRISMA guidelines for reporting scoping reviews were followed. Databases searched included Medline, CINAHL, Scopus, Embase, Cochrane library, and JBI. Grey literature was searched through Google, Google Scholar, and the ProQuest Dissertations and Theses Global.

RESULTS

Following full text screening, 21 articles were included in the review, and data was extracted onto a custom-developed template. IPECP competencies identified in the included studies were mapped against the Canadian Interprofessional Health Collaborative (CIHC) framework of competencies.

CONCLUSION

Results indicate that while certain factors such as peer support and interprofessional communication facilitated IPECP, numerous barriers impeded its implementation on a wider scale.

IMPLICATIONS FOR PRACTICE

Implications for practice, policy and research include the need to prioritise funding for IPECP initiatives and to establish regulatory frameworks that support interprofessional collaboration.

Insights into enhanced learning through virtual reality

INTRODUCTION

This 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.

METHODS

The 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.

RESULTS

The 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.

CONCLUSION

The 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.

Graduate competencies, employability and the transnational Radiography workforce shortage: A systematic literature review of current pre-registration Radiography education and training models

INTRODUCTION

Transnational mobility of the Radiography workforce is challenged due to issues with standardisation of current education and training models which has added to the workforce shortage. To address the growing volume, scope and complexity of clinical Radiography service delivery, educational models need to be given a critical look for transnational relevance in modern times. This study aims to synthesise the characteristics of current pre-registration radiography educational programmes linked with effective knowledge, skill acquisition, and graduate employability to address the current workforce challenges through the development of newer training models.

METHODS

Using a mixed methods systematic review approach, secondary data was obtained from an EBSCOhost search involving key databases including MEDLINE, CINAHL, Academic Search Ultimate, ScienceDirect, and SCOPUS. Themes were developed following a result-based convergent data synthesis.

RESULTS

Forty articles met the predefined inclusion criteria following the study identification and screening phases. The included studies were conducted from across diverse settings including both low- and middle-income countries (LMIC) and high-income countries (HIC). Two broad themes were developed from the findings including: 1. Factors influencing graduate employability and 2) Radiography education and training programme characteristics.

CONCLUSION

The findings highlight and advocate for an innovative model for Radiography education and underscores the significance of graduates possessing multi-modality skills, varied competencies, and effective accreditation processes for training. Prioritising alignment with industry needs and holistic skill development is vital to closing the employability gap, ultimately improving graduate skills and competencies to address workforce shortage while improving patient care outcomes.

IMPLICATIONS FOR PRACTICE

Radiography training institutions should explore the development of new innovative models for multi-modality pre-registration education. This should offer adaptable routes that align seamlessly with the evolving regulatory, technological, and clinical trends.