Lifelong Learning in Medical Radiation Science: Views from a Teaching Perspective

Rapid technological changes in Medical Radiation Science (MRS) practice are having a profound impact on the profession. The recent introduction of the Continuing Profession Development model in 1999 by the Australian Institute ofRadiography (Malbon 1999), emphasises the need for members of the profession to continue learning beyond graduation. Graduates who have the attributes of lifelong learners are known to be more successful in adapting to the ever-changing working environment (Candy et al 1994). Therefore. the role of higher education in the development and promotion of lifelong learning attributes is crucial. What is a lifelong learner? What does it mean to be a lifelong learner in a profession? How do educators ensure that these characteristics are developed and enhanced in students? This paper, as part of ongoing research on lifelong learning in MRS, reports on the outcome of a focus group discussion on lifelong learning involving MRS academics. Results from the discussions, which took place during the 7th Australasian Association of Educators in Medical Radiation Science (AAEMRS) Conference in July 1999 at Monash University, indicated that most participants were familiar with the many advantages of lifelong learning. However, one point that was a major concern to many participating academics was the mismatch that currently exists between university culture and workplace culture. It was felt that in order for lifelong learning to thrive in MRS, more practitioners needed to change to support a lifelong learning environment in the workplace.