Benchmarking of Emotional Intelligence in radiography students within KwaZulu- Natal, South Africa

Diagnostic radiography clinical resources in a workplace-based learning setting

INTRODUCTION

Workplace-based learning (WBL) is a method that combines theoretical knowledge with practical experience, promoting learner autonomy. Diagnostic radiography students in South Africa face challenges due to inconsistencies in clinical resources from the public and private sectors. Insufficient clinical resources can negatively impact students' competence and confidence in their skills. This study explored diagnostic radiography students' understanding of clinical resources.

METHODS

A qualitative exploratory-descriptive and contextual study with 21 participants at a single Higher Education institution (HEI) in South Africa was conducted through one-on-one semi-structured interviews on Microsoft Teams. The data collection tool was an interview guide. Students' narratives were transcribed and analysed using thematic analysis.

RESULTS

Thematic analysis revealed four themes: Theme one: Defining clinical resources in WBL; Theme two: Experiences with clinical resources in WBL; Theme three: Accessibility of clinical resources in WBL and Theme four: Defining clinical resources in WBL.

CONCLUSION

Clinical resources are essential for radiography learning, promoting skills development and independent work. Balancing these resources with other activities is crucial for a comprehensive WBL experience. However, unequal access can hinder learning. Alternative solutions should be explored for specialised imaging techniques. Integrating simulation and collaborative practice between clinical practices and HEIs can enhance students' preparedness for real-world scenarios.

Emotional intelligence of radiography students in a low resource setting: A cross-sectional survey

INTRODUCTION

Understanding noncognitive traits like emotional intelligence (EI) is valuable for radiography students, academics, practitioners, and educators. It helps them become aware of how these traits can impact their training, placements, and careers. This study aimed to evaluate the EI of radiography students at a tertiary institute in Harare, Zimbabwe.

METHODS

A quantitative cross-sectional study using a validated Trait EI questionnaire was conducted on students at a tertiary institute in Harare, Zimbabwe. Student t-test, analysis of variance (ANOVA), and Spearman's rho were employed for data analysis.

RESULTS

A total of 84 radiography students were enrolled in this study. The students had relatively lower EI scores (4.31 +/-0.49) as compared to most of their global counterparts. A significant positive monotonic relationship was identified between age and self-control factor (Spearman's rho = 0.22, p = 0.04). There were no statistically significant differences in mean scores for the global and the four EI factors when stratified by gender, even though males had slightly higher scores than females in all but the emotionality factor. There were no significant differences in the mean scores of the global as well as the four factors by year of study.

CONCLUSION

Deliberate, time-intensive curriculum interventions are needed to improve the EI of radiography students in Zimbabwe and this trend is potentially similar to other resource-limited settings. However, more context-specific evidence is needed to formulate the best techniques for EI interventions.