A teaching model for biomedical imaging informatics.

INTRODUCTION: Radiology played a leading role in the transformation of medicine to a digital environment. To ensure the smooth operation and managing workflow in a digital imaging environment, dedicated, well-trained individuals are needed. The objective of this study was to develop a teaching and learning model for imaging informatics. METHODS: Quantitative and qualitative data were collected through a literature review and three structured questionnaires. Results from literature and questionnaires informed the Delphi statements. Three Delphi rounds with medical informatics and higher education experts were completed - all data contributed to developing the teaching and learning model. RESULTS: Literature provided the frame of reference related to regulation and inclusions in the model. Six summated imaging informatics themes with categories that included topics, teaching, learning and assessment as well as project management, and clinical engineering were included in the first Delphi questionnaire. The three-round Delphi resulted in consensus achieved for 142 of the 184 statements and the stability of 37 statements. The model created aligns with the context, goals, content, learning experiences and assessment that lead to holistic student development. CONCLUSION: Feedback from a variety of sources assisted the development of the teaching model for image informatics. The model can be regarded as having a broad scope but also depth since expert refinement strengthened the final inclusions. The flexible, holistic nature of this model addresses not only the educational impediments associated with curriculum development but additionally catalyses a pragmatic approach to implementation and operationalisation thereof. IMPLICATIONS FOR PRACTICE: The developed teaching and learning model could serve to improve the training of radiographers and IT specialists to become certified imaging informatics professionals. This model may be incorporated to assist the integration of all systems - to improve quality and service.

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.

Radiographers' experiences of the management of quality assurance programmes in public hospitals, South Africa.

INTRODUCTION: In radiology departments, quality assurance (QA) is central to the production of good quality images. Radiographers who manage QA programmes are often faced with challenges that hinder the execution of the required quality control (QC) tests. The objective of this research study was to explore and describe the experiences of diagnostic radiographers and radiography managers who are responsible for the management of QA programmes in digital diagnostic imaging departments (DDIDs) in public hospitals of a large metropolitan area. This study was conducted in a South African (RSA) context. METHODS: A qualitative, explorative, descriptive, and contextual research design was utilised, data were collected by means of semi-structured interviews. The target population comprised of 16 public hospital radiographers and radiography managers and data collection continued until data saturation was achieved (n = 10). RESULTS: The participants provided pragmatic information regarding their experiences of the management of QA programmes in public DDIDs from which two main themes emerged. The first indicated that management support is required to ensure the success of the QA programme. The second provided suggestions on how to optimise the QA programme. CONCLUSION: Participants articulated the importance of management guidance in QA programmes, with specific emphasis on staffing, training, time allocation and budgeting. Difficulties in terms of equipment maintenance were linked to inadequate budgeting. Participants experienced a need for all staff to be trained and involved in the QA programme in order to reduce delay in the performance of the QC tests when the QA officer was not available.

Transitioning from analogue to digital imaging: Challenges of South African analogue-trained radiographers.

INTRODUCTION: The work of a radiographer includes using technology to produce x-ray images. The technology employed could either be analogue or digital technology. Over the last 20-25 years analogue-trained radiographers in South Africa have had to produce x-ray images using digital technology. The aim of this paper is to explore and describe the experiences of analogue-trained radiographers utilising digital imaging in projection radiography. METHODS: The study used a qualitative, exploratory, descriptive design. Purposive sampling was employed and individual, in-depth, semi-structured interviews were conducted. RESULTS: Two themes emanated from the data. The first concerned the evolution of the radiographer when faced with the advances in technology. The second addressed the role that the work environment played in the manner that the participants experienced the change. CONCLUSION: Evidence was found of radiographer indifference towards exposure selection, dose optimisation and placement of anatomical side markers in the primary beam when using digital imaging. Further evidence emerged of interprofessional and intergenerational conflict as a result of the introduction of the new technology.