1
|
Grehan J, Rainford L, Ryan ML. The evolution of mandatory continuing professional development (CPD) for diagnostic radiographers in Ireland - A longitudinal study. Radiography (Lond) 2023; 29:1054-1062. [PMID: 37741143 DOI: 10.1016/j.radi.2023.09.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2023] [Revised: 08/13/2023] [Accepted: 09/07/2023] [Indexed: 09/25/2023]
Abstract
INTRODUCTION This longitudinal research study reports on aspects of CPD immediately before and in the years following the simultaneous introduction of state registration and mandatory CPD for diagnostic radiographers in Ireland. METHODS Surveys captured information through closed and open questions distributed nationally across various hospital types in hard copy and online formats. Opinion was gathered over 8-years at three time points, prior to the introduction of mandated changes, post-introduction at the end of the first audit cycle, and as society was emerging from a period of pandemic. RESULTS Responses were received across age and grade ranges with response rates in keeping with previous surveys. The overall importance with which radiographers held CPD decreased over time, and while small changes were seen, the narrow focus of what radiographers considered CPD had stayed the same, with attendance-based activities remaining the most popular. Respondents indicated that their enthusiasm for undertaking CPD and willingness to undertake CPD outside of working hours had also decreased, with the perceived primary barrier to CPD shifting from funding to time. CONCLUSIONS An appetite to undertake CPD amongst the majority is evident; however, addressing issues such as decreasing importance levels and willingness to use personal time for CPD is crucial. While the perceived cost of CPD has lessened as a barrier, lack of time for CPD is now a principal concern. Further research is recommended to explore the broader impacts of time pressures and optimises CPD for radiographers. IMPLICATIONS FOR PRACTICE Findings highlight the need for collaborative engagement and support to optimise CPD opportunities for all radiographers in the future.
Collapse
Affiliation(s)
- J Grehan
- Radiography and Diagnostic Imaging, UCD School of Medicine, University College Dublin, Ireland.
| | - L Rainford
- Radiography and Diagnostic Imaging, UCD School of Medicine, University College Dublin, Ireland
| | - M-L Ryan
- Radiography and Diagnostic Imaging, UCD School of Medicine, University College Dublin, Ireland
| |
Collapse
|
2
|
Kandeepan K, Robinson J, Reed W. Pandemic preparedness of diagnostic radiographers during COVID-19: A scoping review. Radiography (Lond) 2023; 29:729-737. [PMID: 37207374 DOI: 10.1016/j.radi.2023.04.021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2023] [Revised: 04/20/2023] [Accepted: 04/29/2023] [Indexed: 05/21/2023]
Abstract
INTRODUCTION As chest imaging is a tool for detecting coronavirus disease 2019 (COVID-19), diagnostic radiographers are a key component of the frontline workforce. Due to its unforeseen nature, COVID-19 has challenged radiographers' preparedness in combating its effects. Despite its importance, literature specifically investigating radiographers' readiness is limited. However, the documented experiences are prognostic of pandemic preparedness. Hence, this study aimed to map this literature by addressing the question: 'what does the existing literature reveal about the pandemic preparedness of diagnostic radiographers during COVID-19?'. METHODS Using Arksey and O'Malley's framework, this scoping review searched for empirical studies in MEDLINE, Embase, Scopus, and CINAHL. Consequently, 970 studies were yielded and underwent processes of deduplication, title and abstract screening, full-text screening, and backward citation searching. Forty-four articles were deemed eligible for data extraction and analysis. RESULTS Four themes that reflected pandemic preparedness were extrapolated: infection control and prevention, knowledge and education, clinical workflow, and mental health. Notably, the findings highlighted pronounced trends in adaptation of infection protocols, adequate infection knowledge, and pandemic-related fears. However, inconsistencies in the provision of personal protective equipment, training, and psychological support were revealed. CONCLUSION Literature suggests that radiographers are equipped with infection knowledge, but the changing work arrangements and varied availability of training and protective equipment weakens their preparedness. The disparate access to resources facilitated uncertainty, affecting radiographers' mental health. IMPLICATIONS FOR PRACTICE By reiterating the current strengths and weaknesses in pandemic preparedness, the findings can guide clinical practice and future research to correct inadequacies in infrastructure, education, and mental health support for radiographers in the current and future disease outbreaks.
Collapse
Affiliation(s)
- K Kandeepan
- Medical Imaging Sciences, University of Sydney, Camperdown, NSW 2050, Australia.
| | - J Robinson
- Medical Imaging Sciences, University of Sydney, Camperdown, NSW 2050, Australia
| | - W Reed
- Medical Imaging Sciences, University of Sydney, Camperdown, NSW 2050, Australia
| |
Collapse
|
3
|
Cordato DJ, Fatima Shad K, Soubra W, Beran RG. Health Research and Education during and after the COVID-19 Pandemic: An Australian Clinician and Researcher Perspective. Diagnostics (Basel) 2023; 13:diagnostics13020289. [PMID: 36673098 PMCID: PMC9858508 DOI: 10.3390/diagnostics13020289] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Revised: 12/23/2022] [Accepted: 01/09/2023] [Indexed: 01/15/2023] Open
Abstract
Introduction: The COVID-19 pandemic had an unprecedented global effect on teaching and education. This review discusses research, education and diagnostics from the perspectives of four academic clinicians and researchers across different facilities in Australia. Materials and methods: The study adopted a literature review and an Australian researcher's perspective on the impact of the COVID-19 pandemic on health education, research and diagnostics. Results: At the start of the pandemic, medical facilities had to adhere urgently to major work restrictions, including social distancing, mask-wearing rules and/or the closure of facilities to protect staff, students and patients from the risk of COVID-19 infection. Telemedicine and telehealth services were rapidly implemented and adapted to meet the needs of medical education, the teaching of students, trainee doctors, nursing and allied health staff and became a widely accepted norm. The impact on clinical research and education saw the closure of clinical trials and the implementation of new methods in the conducting of trials, including electronic consents, remote patient assessments and the ability to commence fully virtual clinical trials. Academic teaching adapted augmented reality and competency-based teaching to become important new modes of education delivery. Diagnostic services also required new policies and procedures to ensure the safety of personnel. Conclusions: As a by-product of the COVID-19 pandemic, traditional, face-to-face learning and clinical research were converted into online formats. An hybrid environment of traditional methods and novel technological tools has emerged in readiness for future pandemics that allows for virtual learning with concurrent recognition of the need to provide for interpersonal interactions.
Collapse
Affiliation(s)
- Dennis J. Cordato
- Department of Neurophysiology, Liverpool Hospital, Locked Bag 7103, Liverpool BC, Sydney, NSW 1871, Australia
- Ingham Institute for Applied Medical Research, Campbell St Liverpool, Sydney, NSW 2170, Australia
- South Western Sydney Clinical School, University of NSW, Liverpool, Sydney, NSW 2170, Australia
| | - Kaneez Fatima Shad
- Ingham Institute for Applied Medical Research, Campbell St Liverpool, Sydney, NSW 2170, Australia
- School of Life Sciences, University of Technology, Ultimo, Sydney, NSW 2007, Australia
- Faculty of Health Sciences, Australian Catholic University, 40 Edward St, Sydney, NSW 2060, Australia
- School of Medical Sciences, ISRA, University of Hyderabad Pakistan, Hyderabad 71000, Pakistan
| | - Wissam Soubra
- Ingham Institute for Applied Medical Research, Campbell St Liverpool, Sydney, NSW 2170, Australia
- School of Life Sciences, University of Technology, Ultimo, Sydney, NSW 2007, Australia
- A Healthy Step Podiatry, Lakemba, Sydney, NSW 2195, Australia
| | - Roy G. Beran
- Department of Neurophysiology, Liverpool Hospital, Locked Bag 7103, Liverpool BC, Sydney, NSW 1871, Australia
- Ingham Institute for Applied Medical Research, Campbell St Liverpool, Sydney, NSW 2170, Australia
- South Western Sydney Clinical School, University of NSW, Liverpool, Sydney, NSW 2170, Australia
- School of Medicine, Griffith University, Southport, QLD 4222, Australia
- School of Medicine, Western Sydney University, Sydney, NSW 2170, Australia
- Faculty of Sociology, Sechenov Moscow First State University, Moscow 119991, Russia
- Correspondence: ; Fax: +61-0287383648
| |
Collapse
|
4
|
Elshami W, Abuzaid MM, McConnell J, Floyd M, Hughes D, Stewart S, McFadden S. The impact of COVID-19 on the clinical experience and training of undergraduate Student radiographers internationally: The clinical tutors' perspective. Radiography (Lond) 2022; 28 Suppl 1:S59-S67. [PMID: 35987883 PMCID: PMC9385275 DOI: 10.1016/j.radi.2022.07.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Revised: 06/30/2022] [Accepted: 07/20/2022] [Indexed: 11/24/2022]
Abstract
Introduction The impact on the clinical training and education of healthcare students by COVID-19 has been documented. However, the thoughts and experiences of clinical tutors (CTs) about radiography students attending for clinical training and education during this now elongated period beyond first recognition of the virus has not been explored. This paper will discuss data collected from CTs in the UK Devolved Nations (UKDN) and the United Arab Emirates (UAE) who were compared because of their similarities in delivery based on individual ‘rules of engagement’ devised by their various health departments. Aim The purpose of this study was to examine the clinical tutors' thoughts and experiences of supervising radiography students attending clinical placement during the COVID-19 pandemic. Methods The UK Devolved Nations (UKDN) and the United Arab Emirates (UAE) were selected for comparison on an international level as they are geographically distinct with a comparable population and education accredited/acknowledged by the Society and College of Radiographers (SCoR). Data was collected data from CTs across the UKDN and the UAE. The study used an online questionnaire (Google Forms) with closed questions in four themes including: students' experiences, impact on students' clinical placement, attitude of the clinical staff and the potential effects of COVID-19 on future graduates’ skills and competencies. Further data was gathered on the experience of CTs mentoring students during the COVID-19 pandemic. Results Data were collected from 59 CTs (81%, n = 48) from UKDN and (19%, n = 11) UAE. Twenty-seven (46%) respondents reported that COVID-19 had a negative impact on clinical practical experience. However, 32 (54%) identified that COVID-19 had no impact on student supervision/feedback or on clinical achievements. Eleven (19%) respondents thought that students should not have been on clinical placement during the pandemic but a further 51% (n = 30) were happy with the students on placement and expressed willingness to delegate work to students. Interestingly, 58% (n = 34) of CTs suggested that future graduates may need a longer preceptorship after they graduate due to receiving decreased clinical experience during the pandemic. Overall, 78% (n = 46) of respondents thought that students improved their clinical confidence by working directly with COVID-19 positive patients. Conclusion The current study has identified conflicting opinions across CTs in different clinical departments. Whilst some felt that students should not be in the hospital during the pandemic, others reported that working directly with COVID-19 patients had a positive impact on students as it improved their clinical confidence. Despite the challenges presented by COVID-19, CTs were able to provide direct clinical supervision and feedback to students on clinical placement throughout the pandemic. Nevertheless, future graduates may need a longer preceptorship period due to decreased clinical experience during the pandemic. Implications for practice Clinical placements should continue during subsequent COVID-19 waves of infection or future pandemics to ensure development of skills in resilience and adaptability. Underdeveloped skills due to a decreased range of examinations can be rectified when any wave of the infection subsides by providing tailored training based on individual student's needs.
Collapse
Affiliation(s)
- W Elshami
- Medical Diagnostic Imaging Department, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates.
| | - M M Abuzaid
- Medical Diagnostic Imaging Department, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | | | | | | | | | - S McFadden
- Diagnostic Radiography and Imaging School of Health Sciences, University of Ulster Shore Road Newtownabbey Co. Antrim, BT37 OQB, UK
| |
Collapse
|