22 7.24. A work integrated learning education and training programme for radiography in South Africa Presenter: Jeanetta Du Plessis, Central University of Technology, Free State, South Africa Authors: Ms. J du Plessis; Dr. J Bezuidenhout Introduction: With the enforced inclusion of work-integrated learning as a structured part of many qualifications in South Africa since 2007, this research study provides valuable information regarding the processes to be followed in the re-curriculation process and the implementation of best practice in work-integrated learning in Radiography education at higher education institutions in South Africa. The aim of this study was to conduct a critical analysis of the current practices in the delivery of work-integrated learning at universities offering Radiography training in South Africa. This analysis was done to identify strengths and weaknesses in the current practice of work-integrated learning in Radiography training with the intention to optimise the delivery of radiographic services by training work-ready graduates. The necessity of the investigation was supported by concerns voiced by more-and-more employers about the quality of the graduates exiting from Radiography training. The ultimate gaol of the study was to develop an education and training programme for workintegrated learning in Radiography in South Africa in order to ensure better service delivery to the community. The development of an education and training programme for work-integrated learning from the results of the study will inform programmes in Radiography and other health related professions regarding curriculum design, teaching and learning and assessment practices in the work-integrated learning environment ensuring the delivery of quality graduates for the labour market in South Africa. Methods: To provide the necessary information on the perceptions of and current practices for work-integrated learning, semi-structured questionnaires were used. Three different questionnaires were circulated to three different groups of participants. Results: The results from the investigation showed that in many instances work-integrated learning does not exist in the format it is intended to be and that practices related to work-integrated learning are still dominated by workplace learning. By ascertaining that workplace learning is a structured part of work-integrated learning, curriculum developers can benefit from the results of this study to rectify shortcomings in the workintegrated learning components of their training. 7.25. Education of Radiography Students in a Rural Setting in Australia Presenter: Hazel Harries-Jones, University of Newcastle Department of Rural Health, NSW, Australia Authors: H Harries-Jones, T Smith. University of Newcastle Department of Rural Health, NSW, Australia Introduction: Access to equitable health care services for rural and remote Australians is long-standing, serious problem. Rural health services and health outcomes are significantly worse than in the major cities. Improving the recruitment and retention of staff has been a major means of addressing this problem and providing the opportunity for health care students to spend part of their course in a rural area has been seen as an innovative way of attracting future staff to rural areas. University Departments of Rural Health were first set up in 1998 and there are now 11 across Australia, funded by the Australian Department of Health. These centres have grown into thriving multidisciplinary student communities where students from multiple health professions are able to continue to follow their programmes of study remote from their main campus. The University Of Newcastle Department Of Rural Health (UoNDRH) is one such centre, which was set up in 2002. Diagnostic Radiography students from Newcastle are able to spend their final year at one of two rural sites. The presence of University education facilities also provides local practitioners with access to libraries, academic staff and CPD opportunities. Methods: Lectures are by video conference from the main campus, with tutorials delivered locally. Clinical time is spent at local imaging centres. Extra-curricular activities include interprofessional learning, community engagement and cultural training. Results: In 2003, 24 radiography students undertook the program (99 student-weeks). In 2013, 59 students participated (413 student-weeks). In 2012/13, 100% secured pre-registration year posts. Longitudinal studies follow graduate practice in rural areas. The UoNDRH gives students a unique set of experiences useful for their future career and it is a popular alternative to studying on the main campus. They develop a more holistic view of healthcare and understand the roles of other professions. 7.26. Evolution of Curriculum Delivery for a Radiation Therapy Distance Education Program 10 Years Post Implementation; Embracing the Electronic Era Presenter: Caroline Wright, Monash University, Australia Authors: Caroline Wright, Catherine Osborne, Kellie Knight Introduction: The Master of Medical Radiations in Radiation Therapy (MMRRT) is a unique graduate entry program which was the first of its kind in Australia. It is delivered by distance education, over two calendar years incorporating 63 weeks of clinical placement. This mode of delivery makes it ideal for clinical centres in regional and remote areas of Australia that find recruitment and retention of students and staff a challenge. However, with this model they can recruit local students and retain them in the workforce post-graduation. The program commenced in 2003 with the majority of theoretical content being delivered as hard copy material, supported with an on-line learning platform for discussion and reflection. Over the past decade, there have been significant advances in curriculum delivery, including use of the VERT simulated learning environment and a greater emphasis on the use of electronic learning systems and resources, such as on-line assessment and ‘real-time’ on-line support sessions. This paper describes how the curriculum has evolved to embrace these innovations and new electronic technologies. It discusses how we have adapted these for delivery off campus to meet the needs of our distance education students and continue to provide a quality program. Methods: This paper is a commentary and critical reflection with respect to current literature on how curriculum delivery has evolved in the electronic era. A review of the literature was undertaken on electronic databases to support the authors’ reflections. Results: New educational technologies have had a significant impact on curriculum delivery for our distance education program. Implementation of these technologies is resource intensive in the first instance however, student support has been strengthened. As there continues to be an increase in the rural and regional radiation therapy service across Australia, our innovative program will continue to adapt to provide a flexible but robust model of radiation therapy entry level education. 7.27. Maintaining privacy and professionalism in an age of social networking Presenter: Lori Boyd, Monash University, Melbourne, Australia Author: Lori Boyd Introduction: The use of social media platforms such as Facebook has increased exponentially in the past decade. In 2013 it was estimated that there were 1.26 billion Facebook users worldwide with over 50% penetration of the North American market. Health professionals are heavy users of social networking sites. Research has found that in 2013 in the U.S. over 60% of health care professionals enhanced their social profile and furthermore that only one in three health professionals refrained from posting negative content on their or other’s sites. Professional health organizations and regulatory health boards are aware that Facebook is regularly accessed by both health professionals and patients and that these interactions can lead to problems related to privacy breaches and unprofessional conduct by practitioners - especially when personal health information is discussed or uploaded. In the U.S. it is estimated that 59% of all health workers are blocked from accessing social media networks while at work. However, such measures cannot adequately address the problem of privacy breaches and unprofessionalism with social networking. As a result of a number of high profile cases, many health institutions, health professional associations and regulatory boards have developed guidelines and policies on the use of social media by employees and members - especially those representing physicians, nurses and pharmacists. This presentation considers both the benefits and potential risks associated with the use of social media by radiographers and suggests methods to decrease online breaches of privacy and other instances of unprofessional conduct related to the use of social networking sites. Methods: A literature search was conducted on issues related to the use of social media in healthcare and related policies and guidelines. Key features of these issues, policies and guidelines are characterized and presented.
ISRRT | Book Of Abstracts
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