Responsible AI practice and AI education are central to AI implementation: a rapid review for all medical imaging professionals in Europe.

Artificial intelligence (AI) has transitioned from the lab to the bedside, and it is increasingly being used in healthcare. Radiology and Radiography are on the frontline of AI implementation, because of the use of big data for medical imaging and diagnosis for different patient groups. Safe and effective AI implementation requires that responsible and ethical practices are upheld by all key stakeholders, that there is harmonious collaboration between different professional groups, and customised educational provisions for all involved. This paper outlines key principles of ethical and responsible AI, highlights recent educational initiatives for clinical practitioners and discusses the synergies between all medical imaging professionals as they prepare for the digital future in Europe. Responsible and ethical AI is vital to enhance a culture of safety and trust for healthcare professionals and patients alike. Educational and training provisions for medical imaging professionals on AI is central to the understanding of basic AI principles and applications and there are many offerings currently in Europe. Education can facilitate the transparency of AI tools, but more formalised, university-led training is needed to ensure the academic scrutiny, appropriate pedagogy, multidisciplinarity and customisation to the learners' unique needs are being adhered to. As radiographers and radiologists work together and with other professionals to understand and harness the benefits of AI in medical imaging, it becomes clear that they are faced with the same challenges and that they have the same needs. The digital future belongs to multidisciplinary teams that work seamlessly together, learn together, manage risk collectively and collaborate for the benefit of the patients they serve.

Narratives in the Journal of Medical Imaging and Radiation Sciences: Publishing stories in an academic journal.

Healthcare narratives can be used for education to elicit an emotional or affective response, develop critical thinking, and gain perspective on individuals' experiences with life and illness to cultivate person-centered care. This editorial describes the recent experience of the Journal of Medical Imaging and Radiation Sciences (JMIRS) in developing a new narrative submission format. The processes of engaging and supporting patient authors as well as creating a more accessible submission and review process are presented. Finally, the paper discusses the emerging impact of published narratives and the benefit of working with patients as experts and authors.

Artificial intelligence education for radiographers, an evaluation of a UK postgraduate educational intervention using participatory action research: a pilot study.

BACKGROUND: Artificial intelligence (AI)-enabled applications are increasingly being used in providing healthcare services, such as medical imaging support. Sufficient and appropriate education for medical imaging professionals is required for successful AI adoption. Although, currently, there are AI training programmes for radiologists, formal AI education for radiographers is lacking. Therefore, this study aimed to evaluate and discuss a postgraduate-level module on AI developed in the UK for radiographers. METHODOLOGY: A participatory action research methodology was applied, with participants recruited from the first cohort of students enrolled in this module and faculty members. Data were collected using online, semi-structured, individual interviews and focus group discussions. Textual data were processed using data-driven thematic analysis. RESULTS: Seven students and six faculty members participated in this evaluation. Results can be summarised in the following four themes: a. participants' professional and educational backgrounds influenced their experiences, b. participants found the learning experience meaningful concerning module design, organisation, and pedagogical approaches, c. some module design and delivery aspects were identified as barriers to learning, and d. participants suggested how the ideal AI course could look like based on their experiences. CONCLUSIONS: The findings of our work show that an AI module can assist educators/academics in developing similar AI education provisions for radiographers and other medical imaging and radiation sciences professionals. A blended learning delivery format, combined with customisable and contextualised content, using an interprofessional faculty approach is recommended for future similar courses.

Coronavirus-related anxiety and fear among South African diagnostic radiographers working in the clinical setting during the pandemic.

INTRODUCTION: The current coronavirus pandemic has impacted the healthcare sector significantly. Policies and practices had to be amended to ensure maximum safety for both patients and healthcare professionals, including radiographers. This led to negative impacts on the occupational wellbeing and mental health of radiographers. PURPOSE: The aim of this study was to fill the gap in knowledge about coronavirus-related anxiety and fear among diagnostic radiographers across South Africa in order to inform policy and practice so as to mitigate the negative influence the coronavirus pandemic conditions has on the occupational wellbeing of diagnostic radiographers working on the frontline. METHODOLOGY: A quantitative, descriptive research design, using a cross-sectional approach, was employed. Two-hundred and forty-eight (n=248) South African diagnostic radiographers working in the clinical setting during the current coronavirus pandemic were recruited through social media. Data pertaining to their coronavirus-related anxiety and fear were collected through a digital questionnaire comprising three parts: demographics, coronavirus anxiety scale (CAS), and fear of coronavirus-19 scale (FCV-19S). RESULTS: Most of the participants' coronavirus anxiety scale scores are indicative of probable dysfunctional anxiety (69.8%). The participants had higher levels of coronavirus-related fear compared to anxiety. Anxiety levels were dependent on biological sex. For all other demographic variables anxiety and fear levels were independent. CONCLUSION: Support strategies should be implemented to mitigate the negative impacts of a pandemic such as the coronavirus pandemic on the occupational wellbeing and mental health of diagnostic radiographers. More research in this area is recommended to inform future policy and workforce development as well as practice amendments.

Strategies for Inclusive Medical Imaging Environments for Sexual and Gender Minority Patients and Radiographers: An Integrative Literature Review.

BACKGROUND: Sexual and gender minority patients, and radiographers, experience several challenges that hinder realisation of their rights to equality and to a standard of living which is adequate for their well-being and health, in clinical environments. To this extent, a person-centred care approach is advocated for the medical radiation science professions so that a more inclusive medical imaging environment for patients and radiographers is provided. There is no summation of the body of knowledge available to promote all-encompassing environments for sexual and gender minority groups in medical imaging. PURPOSE: The purpose of this study was to establish the current evidence available on strategies that can be and are used to foster inclusive medical imaging environments for sexual and gender minority patient groups and radiographers. KEY FINDINGS: Four articles, predominantly written from a global north perspective and within the last three years, formed part of this review. The strategies that emerged from the analysed articles were categorised into three themes, namely, using inclusive language, educating radiographers, and creating affirming health care environments. CONCLUSION: Limited evidence exists on the strategies used to promote more inclusive medical imaging environments for sexual and gender minority patients and radiographers. Hence, more work in this area is needed from a diagnostic radiography perspective. Recommendations for possible future research are provided.

The Mmogo-Method: Application, Experiences, and Lessons Learnt in Researching Radiography Students' Experiences and Coping With Death and Dying.

PURPOSE: This study aimed to share the application, experiences, and lessons learnt regarding the value of the Mmogo-method that is a visual projective research method, in the context of exploring the experiences and coping of undergraduate diagnostic radiography students with death and dying patients in the workplace. METHODS: Verbatim data were gathered during the debriefing phase of the adapted Mmogo-method technique from the participants. In addition, the reflective memos of the independent coder and interviewer were used as data sources. RESULTS: The experiences of various stakeholders positively supported the use of the visual projective research method. The method enabled them to freely and openly verbalise their experiences of coping with death and dying in the workplace. Juxtaposing these was one experience of indifference. CONCLUSION: The Mmogo-method provides rich data and enables an ethically and methodologically rigorous opportunity to obtain new insights into sensitive topics. It is recommended for consideration when researching sensitive topics.

Toward interprofessional service-learning and social accountability in health: One South African University's process-oriented-participatory journey.

The Nelson Mandela University in Port Elizabeth, South Africa, seeks to transform its health professions curricula in order to achieve equity in health outcomes. Integral to this are interprofessional education service-learning initiatives attendant to socially accountable objectives. We describe one such initiative, the Zanempilo Mobile Health Education Platform (MHEP), which engages interprofessional healthcare students and faculty members in delivering health services to underserved communities. The Zanempilo MHEP consists of a converted 13-ton truck as a mobile clinic from where student-run services are provided. We illustrate the intentional process by which we, an interprofessional health science working group, created socially accountable learning goals appropriate to the above platform. We developed, employed, and refined a process-oriented-participatory approach rooted in theories of social constructivism and social network development that included the following phases: orientation, analysis, synthesis, production, and dissemination. Out of this approach emerged several socially accountable learning goals for students and faculty members working on the Zanempilo MHEP. These goals incorporated five educational domains, namely knowledge, attitudes, skills, intentions, and relationships. We anticipate using these goals to identify future curricular objectives and competencies.

Reporting of Trauma-related Radiographic Images in After-hours Trauma Units: Experiences of Radiographers and Medical Practitioners in the Eastern Cape, Republic of South Africa.

BACKGROUND: Radiographer reporting, as a response to the universal shortage of radiologists, is an established practice in several countries across the globe. Effective patient management and improved service delivery have resulted since the implementation of radiographer reporting; however, this practice has not yet materialised in the Republic of South Africa. AIM: The purpose of this study was to explore and describe the experiences of radiographers and medical practitioners regarding the reporting of trauma-related radiographic images in after-hours trauma units. METHODOLOGY: A qualitative, exploratory, descriptive, and contextual method of inquiry was used. Semistructured in-depth interviews were conducted with a sample of 10 participants working in two different public sector hospitals in the Nelson Mandela Bay Municipality. Data were analysed using Tesch's eight steps of coding for thematic synthesis. RESULTS: Three main themes surfaced after data analysis. The themes related to challenges and constraints radiographers and medical practitioners experienced and suggestions as to how radiographers' skills can be optimised regarding the reporting of trauma-related radiographic images. CONCLUSION: The elicited experiences of radiographers and medical practitioners are described in relation to the reporting of trauma-related radiographic images in after-hours trauma units, including the rationale for the ad hoc collaboration among these health care professionals. Radiographers can make a significant contribution to more holistic health care and positive patient outcomes by reporting on radiographic images in after-hours trauma units; therefore, it is suggested that the regulatory regulations of the professional body be adjusted.