Qualitative content analysis of image interpretation education in UK pre-registration diagnostic radiography programmes |
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| Affiliation: | 1. School of Dentistry & Medical Sciences, Faculty of Science & Health, Charles Sturt University, Port Macquarie, NSW, Australia;2. School of Medicine, University of Leeds, Leeds, UK;1. Health and Social Sciences, Singapore Institute of Technology, 10 Dover Drive, 138683, Singapore;2. Radiography Department, Singapore General Hospital, 31 Third Hospital Avenue, 168753, Singapore;1. Department of Medical Radiation Science, University of Canberra, University Drive, Bruce, ACT 2617, Australia;2. Medical Imaging, University of Exeter, UK;3. Department of Medical Imaging and Radiation Sciences, University of Johannesburg, South Africa;1. Medical Diagnostic Imaging Department, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates;2. Radiology Department, NHS Greater Glasgow and Clyde, Scotland, UK;3. Diagnostic Radiography and Imaging, School of Health Sciences, University of Ulster, Ireland;1. Discipline of Medical Imaging and Radiation Therapy, School of Medicine, University College Cork, Ireland;2. Medical Education Unit, School of Medicine, University College Cork, Ireland |
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| Abstract: | IntroductionImage interpretation is a required capability for all UK pre-registration programmes in diagnostic radiography to meet the needs of graduate practice. It also provides a potential educational foundation for future advanced clinical practice. The aim of this study was to explore how image interpretation education is designed, delivered, and assessed within contemporary UK pre-registration diagnostic radiography programmes.MethodsQualitative content analysis of open-source image interpretation curriculum data extracted from UK Higher Education Institute (HEI) websites.ResultsExtracted search data was initially coded and three overarching themes emerged, image interpretation education vision, operationalisation, and delivery and assessment.ConclusionThis study identified significant heterogeneity in all aspects of UK pre-registration image interpretation education which may suggest an equal heterogeneity can be expected in the image interpretation knowledge, skill, confidence between newly registered practitioners.Implications for practiceThere may be a need for clearer expectations on HEIs by professional and regulatory bodies to ensure consistency in pre-registration image interpretation education. |
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| Keywords: | Image interpretation Education Diagnostic radiography |
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