Stakeholders' viewpoints on work-integrated learning practices in radiography training in South Africa: Towards improvement of practice

Radiography students' perceptions of the attributes required for clinical educators

INTRODUCTION

A clinical educator (CE) is responsible for the clinical training and supervising of students to acquire skills and knowledge during Work Integrated Learning (WIL). The CE can have a positive or negative influence on students depending on their clinical and interpersonal attributes. The purpose of this qualitative exploratory-descriptive and contextual study was to explore and describe students' perceptions regarding the attributes of their CEs upon the successful implementation of the degree programme at the HEI.

METHODS

Eighteen radiography students studying at the HEI in South Africa, from 4 disciplines namely, diagnostic radiography, nuclear medicine technology, diagnostic ultrasound and radiation therapy participated in the study. The data collection tool was unstructured interviews. Data was collected through in depth in-person and online interviews and was analysed using thematic analysis.

RESULTS

The study revealed four themes highlighting the students need for CEs who possess personality traits that foster and enhance their performance. These CEs should establish an environment conducive to productive learning for students, encourage learning within the context of workplace-based learning, seamlessly integrate theoretical knowledge into clinical practice and consistently exhibit professional attributes.

CONCLUSION

The findings from the study emphasize how the attributes and personality of CEs can significantly influence students experiential learning (WIL). The presence of a strong moral connection between students and CEs was considered a crucial aspect for successful clinical learning.

Feedback during summative clinical assessments: Experiences of diagnostic radiography students at a higher education institution in South Africa

INTRODUCTION

Summative clinical assessments and feedback, conducted at clinical training sites, are vital for successfully preparing undergraduate diagnostic radiography students to become competent, skilled diagnostic radiographers. However, providing appropriate feedback in a clinical context is a complex matter, as studies show that students often feel intimidated by feedback and may only accept feedback selectively, so as to pass their assessment or course. This article reports on the experiences of radiography students regarding summative clinical assessment feedback.

METHODS

A qualitative, exploratory, descriptive, and contextual research design was used. Data were gathered from radiography students at one higher education institution in South Africa who were registered in year three and year four of a four-year professional Diagnostic Radiography degree. Five semi-structured focus group interviews were conducted, with 26 participants in total. Focus group interviews were audio recorded, transcribed verbatim and coded using Tesch's data analysis method.

RESULTS

Two principle themes emerged from the data analysis. Theme 1 unpacked whether radiography students viewed the assessor as an ally or foe. It was found that various assessor-related characteristics influenced radiography students receptivity towards feedback and this was related to how they viewed the assessor. Theme 2 concerned the radiography students' perceptions of the key elements influencing the nature of a feedback process. These elements were influenced primarily by the assessor, but the attitudes of radiography students towards the feedback process were also important.

CONCLUSION

Radiography students reported various positive experiences regarding assessor feedback during the summative clinical assessments. However, they were also dissatisfied with numerous aspects of how the assessors provided feedback often viewing the assessor as one who is a foe or who is opposed to their success. Subsequently the negative aspects of the feedback process hampered the learning experience of the participants.

IMPLICATIONS FOR PRACTICE

Awareness and the development of feedback skills for assessors and radiography students would be beneficial to the learning process. Radiography students, the radiography profession and ultimately the patients would benefit from the effects of effective feedback.