21 Methods: The course consists of 5 areas given in EU legislation. There are 16 hours lectures and 2 hours demonstration with c-arm, 2 hours written exam and 20 hours independent work (reading legislation and articles). Features and technical parameters of C-arm. Results: About 80% of the participants passed the test in first time and only 1% needed third exam. Mostly participants were nurses and nurse students. The most difficult areas were the basic concepts: radiation and it’s features, effects of radiation at the molecular, cellular and tissue levels, deterministic and stochastic effects of radiation, dose motoring and categories A and B, controlled and supervised areas and monitoring of radiation exposure of workers. 7.20. Interprofessional learning of trauma patient´s imaging and collaboration Presenter: Aino-Liisa Jussila, Oulu University of Applied Sciences, Oulu, Finland Author: Jussila Aino-Liisa Introduction: The group of 27 students - representing nursing, physiotherapy, radiography paramedics and social work - is presented with a problem or ‘trigger’ and they are allotted a certain amount of time to consider what they already know about the trigger and what they don’t know. From the discussion, the group decides what they should learn in order to solve the trigger. During the following week, the students seek out and assimilate new information. A week after their initial group meeting, the students reconvene to resolve/solve the trigger with their new-found knowledge. The tutor or ‘facilitator’ sits in on the student group sessions and ensures the students stay on track with their learning activities. Methods: The students were expected 1) to be active in the learning process, 2) to be able to explain about what they know and do; their perception of this suggested it helped them consolidate their own understanding, 3) to be able to make new links Results: It was noted that the opportunity to interact with people ‘you would not normally interact with’ helps to reinforce your own knowledge. It was explained that telling somebody else about what you know and what you do can help consolidate your own understanding. It was considered an excellent way to make new links and contacts and communicate with people from Italy, Portugal, Romania, Greece, Namibia, Lithuania and Finland. 7.21. Perceptions of Clinical Education Preparedness at a Large Urban US University: Is There a Difference Between US-Born and Non-US Born Students? Presenter: Timmerie Cohen, Virginia Commonwealth University, U.S.A Authors: Timmerie Cohen Virginia Commonwealth University M. Ferell Justice, Virginia Commonwealth University Melanie C. Dempsey Virginia Commonwealth University Introduction: This research compared three clinical preparedness domains, communication ability, social comfort, and clinical confidence, between US-born and non-US born radiation sciences students. The aim of the study was to determine if there were perceived differences in clinical preparedness between them. Student’s place of birth was found to be an influencing factor in each of the clinical preparedness domains. Informing faculty, clinical instructors, and hospital staff of the perceived differences in clinical education preparedness among non-US born students may serve as a catalyst for instructional change. Educators can then formulate instructional strategies to better prepare non-US born students Methods: A quantitative design compared the perceived levels of communication ability, social comfort, and clinical confidence between students born in the US and those who were not born in the US. Means were tested for each of the 24 survey questions. Results: It was found that a student’s place of birth was an influencing factor in each of the clinical preparedness domains. Realizing that cultural influences can affect clinical education experiences, clinical instructors can formulate modifications or additions in instruction that help non-US born students feel more clinically prepared. Modifications in instruction could heighten awareness of the barriers non-US born students may encounter in clinical education. 7.22. Competencies in dental imaging: systematic literature review Presenter: Anja Henner, Oulu University of Applied Sciences, Finland Authors: Anja Henner 1, Eija Metsälä 2, Marja Ekholm 3, 1 Oulu University of Applied Sciences, 2 Metropolia University of Applied Sciences 3 Helsinki University institute of dentistry Introduction: Dental radiography accounts for nearly one third of the total number of radiological examinations in the European Union. Radiographers, dentists and oral hygienists perform panoramic, intrapral and now also cone beam computer tomogragraphy (CBCT) examinations. Therefore special attention is needed with regard to radiation protection and dose optimization. In order to lower patient doses the staff performing dental examinations must have competence in imaging as well as in radiation protection issues. A systematic review of the core competencies needed by health care staff; radiographers, dental hygienists and dentists performing digital dental radiological imaging quality assurance was accomplished. Methods: Following databases were searched: Pubmed, Cinahl, Pro Quest and IEEXplore digital library. Some dental imaging journals and doctoral thesis (Finnish universities) were searched. The search was performed using both MeSH-terms and keywords by option. Results: All together 1119 titles about the topic were found with the keywords and Mesh-terms used. After this the titles were looked from the viewpoint of relevance and most of the titles (n=1022) were found irrelevant. Abstracts of studies with the relevant looking titles were reviewed (n=97). After that 57 papers were read in full text and final selection mostly on the basis of methodological quality was made. This resulted 43 papers. 7.23. Finding ways to fortify the student learning experience Presenter: Andrea Thompson, Unitec, NZ and University of Auckland, New Zealand Author: Andrea Thompson Introduction: A curriculum comprising a significant academic and clinical component is designed to prepare medical radiation technology (MRT) students for their role as medical radiation technologists. Importantly, the academic and clinical components are integrated to achieve this goal, however, it can be demanding for the students who need to meet numerous educational requirements and expectations. The medical imaging curriculum is frequently reviewed and updated to ensure relevancy and currency of learning outcomes, teaching and learning approaches, and assessment procedures. However, in addition to addressing the procedural aspects of a curriculum, it is imperative that students’ experiences of learning are taken into account. Consideration must be given to the curriculum as ‘experienced’ (Barnett & Coate, 2005; Billett, 2006). Students’ experiences of learning should be valued and considered in planning teaching and learning approaches. It is essential, therefore, to develop a more holistic understanding of the educational experience for the students and to establish how their learning is supported so that teaching and learning processes can be fostered and improved. This action research study was structured in two phases. Phase One uncovered the learning experiences of MRT students. Phase Two instigated a learning partnership initiative to improve support for MRT students and their teachers (MRTs). Two key developments, which emerged during the action research process, included the introduction of an online platform to augment the learning partnership and personal digital assistants (PDAs) for students to collect evidence of their clinical learning. Methods: In the qualitative action research study, data was generated from focus groups, interviews, observation in the clinical and academic settings and a series of meetings which informed subsequent steps in the action research process. Results: The learning partnership initiative provided a new way to enhance teaching and learning in the clinical setting. However, the findings of this thesis have revealed some significant tensions for teaching and learning for MRTs, students and clinical tutors. Recommendations of the study include curriculum revision that redefines knowledge for practice and assessment requirements, support for MRTs in their teaching role and consideration of a redistribution of funding for clinical education.
ISRRT | Book Of Abstracts
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