
Finding ways to support radiographers as teachers
Author(s) -
Thompson Andrea,
Taylor Darci
Publication year - 2020
Publication title -
journal of medical radiation sciences
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.484
H-Index - 18
eISSN - 2051-3909
pISSN - 2051-3895
DOI - 10.1002/jmrs.399
Subject(s) - thematic analysis , medical education , descriptive statistics , focus group , qualitative property , psychology , qualitative research , medicine , computer science , social science , statistics , mathematics , marketing , machine learning , sociology , business
Teaching and supervision of medical imaging students are part of the role of many radiographers, yet they are frequently unsupported in the development of their role as a teacher. This study explores radiographers’ experiences and level of confidence in teaching and establishes the areas of support they require to be more effective in their clinical teaching role. Methods Sixty radiographers from across Australia completed an anonymous questionnaire, and nine radiographers participated in focus groups. Thematic analysis was conducted on the qualitative data, whilst quantitative data were analysed using one‐way ANOVA and reported as descriptive statistics. Results The findings demonstrate that radiographers were mostly confident in the domains of familiarising students to the practice environment , supervising students and assisting students to integrate into the practice environment, but were less confident in facilitating students’ learning . Radiographers have identified the teaching skills and attributes they currently possess and the areas in which they need further development. Conclusions This study calls for support for radiographers in their teaching role and provides guidance for education providers wanting to design education to support radiographers’ learning needs for teaching.