Developing critical practitioners: A review of teaching methods in the Bachelor of Radiography and Medical Imaging

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Abstract

Background: The capacity to apply critical thinking clinically is no longer an option for radiographers. Radiographers are obliged by their registration board to embrace a contemporary and integrated conceptualisation of competence, including the capacity to think critically and reflectively to resolve clinical challenges. The study examines the complexity of critical thinking, identifies the skill set and personal traits necessary to enact it practically. Methods: Third and final year radiography students perceptions of three teaching approaches used within the undergraduate course were explored using peer reviewed survey instruments. Thematic analysis and descriptive analyses were applied to the data to make sense of the responses. Conclusions: Students are exhibiting the capacity to formulate, evaluate and revise their own work practices through critical thinking. Educational activities that have been proven effective in empowering students with the skills necessary to meet professional standards and the personal traits required to enact them should be prioritised in curricula. The study has shown that establishment of an audit trail for the educational activities in use within radiography programs can facilitate the acquisition of evidencebased and reflective practice skills amongst students. An assessment of student s perceptions of the learning activities they engage with is an important step on this trail, though a before and after measure could be applied.
Original languageEnglish
Pages (from-to)e40-e53
Number of pages14
JournalRadiography
Volume22
Issue number1
DOIs
Publication statusPublished - Feb 2016

Keywords

  • Critical thinking
  • Student perception
  • Learning activities
  • Audit trail

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