Characteristics of an ideal practice educator: Perspectives from practice educators in diagnostic radiography, nuclear medicine, nutrition and dietetics, occupational therapy and physiotherapy and radiation therapy

Francis, A.; Hills, Caroline; MacDonald‐Wicks, Lesley; Johnston, Catherine; James, Daphne; Surjan, Yolanda; Warren‐Forward, Helen

doi:10.1016/j.radi.2016.04.001

Cited by 20 publications

(8 citation statements)

References 19 publications

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“…Studies were from the USA, [15][16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31][32][33][34] Australia, 14,[35][36][37][38][39][40][41][42][43] Canada, 28,[44][45][46][47][48] the UK, [49][50][51][52] South Africa 53 and Nigeria. 54 Professions represented included physiotherapy, 15,19,21,27,29,31,33,36,38,45,…”

Section: Resultsmentioning

confidence: 99%

“…54 Professions represented included physiotherapy, 15,19,21,27,29,31,33,36,38,45,[49][50][51][52][53][54] occupational therapy, 20,26,28,37,39,[41][42][43]47 dietetics, 22,34,40,44,46,48 pharmacy, 23,25,30 psychology, 32 speech and language therapy, 16 social work, 24 radiography, 18 genetic counsellors 17 and mixed allied health groups involving diagnostic radiography, nuclear medicine, dietetics, occupational therapy, physiotherapy and radiation therapy. 14,35 Of the qualitative papers, 14 investigated student perceptions, four investigated those of placement educators and seven investigated both. The qualitative methods for describing behaviours and skills of effective CEs used a range of methodologies involving students, academics, programme directors and CEs (Table S2).…”

Section: Resultsmentioning

confidence: 99%

“…Five studies derived the content of the survey question from the literature, 15,17,19,22,44 six were based on pre-existing instruments, 14,18,20,23,53,54 two were derived from the literature and student feedback, 50,51 one from student feedback, 16 from previous surveys 49 and three were derived from both the literature and pre-existing instruments. 35,36,53 Descriptions of effective CE skills and attributes were identified by students' and educators' perceptions. Objective learning outcomes, student success and patient care were not measured in any of the studies.…”

Section: Resultsmentioning

confidence: 99%

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Clinical educators’ skills and qualities in allied health: a systematic review

et al. 2018

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Background The skills and qualities of effective clinical educators are linked to improved student learning and ultimately patient care; however, within allied health these have not yet been systematically summarised in the literature. Aims To identify and synthesise the skills and qualities of clinical educators in allied health and their effect on student learning and patient care. Method A systematic search of the literature was conducted across five electronic databases in November 2017. Study identification, data extraction and quality appraisal were performed in duplicate. Qualitative and quantitative data were extracted separately but analysed together using a thematic analysis approach whereby items used in quantitative surveys and themes from qualitative approaches were interpreted together. Results Data revealed seven educator skills and qualities: (i) intrinsic and personal attributes of clinical educators; (ii) provision of skillful feedback; (iii) teaching skills; (iv) fostering collaborative learning; (v) understanding expectations; (vi) organisation and planning; and (vii) clinical educators in their professional role. Across all themes was the concept of taking time to perform the clinical educator role. No studies used objective measurements as to how these skills and qualities affect learning or patient care. Discussion and conclusion Despite much primary evidence of clinical educator skills and qualities, this review presents the first synthesis of this evidence in allied health. There is a need to examine clinical education from new perspectives to develop deeper understanding of how clinical educator qualities and skills influence student learning and patient care.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Clinical educators’ skills and qualities in allied health: a systematic review

et al. 2018

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“…Other challenges and frustrations radiographers faced in their ‘teacher’ role were inadequate time to teach, including competing demands and other responsibilities. The constraint of time for teaching in clinical settings has been well documented in the literature 3,4,5,24 . To enable radiographers to jointly teach and meet service requirements, it may be valuable to equip them with efficient teaching frameworks to plan a teaching event, such as the set–dialogue–closure framework described by Peyton 25 …”

Section: Discussionmentioning

confidence: 99%

Finding ways to support radiographers as teachers

Thompson

Taylor

2020

J of Medical Radiation Sci

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Introduction Teaching and supervision of medical imaging students are part of the role of many radiographers, yet they are frequently unsupported in the development of their role as a teacher. This study explores radiographers’ experiences and level of confidence in teaching and establishes the areas of support they require to be more effective in their clinical teaching role. Methods Sixty radiographers from across Australia completed an anonymous questionnaire, and nine radiographers participated in focus groups. Thematic analysis was conducted on the qualitative data, whilst quantitative data were analysed using one‐way ANOVA and reported as descriptive statistics. Results The findings demonstrate that radiographers were mostly confident in the domains of familiarising students to the practice environment, supervising students and assisting students to integrate into the practice environment, but were less confident in facilitating students’ learning. Radiographers have identified the teaching skills and attributes they currently possess and the areas in which they need further development. Conclusions This study calls for support for radiographers in their teaching role and provides guidance for education providers wanting to design education to support radiographers’ learning needs for teaching.

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“…24,25 Mentoring is recommended for students. 26,27 This study found that students had particularly high expectations of mentors related to communication while performing mammograms in intimate learning situations. To support the transition from general communication skills to mammography specific skills, pivotal communication mentoring is needed in the learning situations at the clinical placement.…”

Section: Building Bridgesmentioning

confidence: 81%

Challenges in mammography education and training today: The perspectives of radiography teachers/mentors and students in five European countries

et al. 2018

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The short study period allocated to this discipline and lack of material resources were considered the main limitations in mammography education, both impacting on the development of students' skills. Breast positioning, patient communication and quality control were considered key factors affecting mammography performance, patient experience and diagnostic outcome and should therefore be the core focus in mammography education.

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Characteristics of an ideal practice educator: Perspectives from practice educators in diagnostic radiography, nuclear medicine, nutrition and dietetics, occupational therapy and physiotherapy and radiation therapy

Cited by 20 publications

References 19 publications

Clinical educators’ skills and qualities in allied health: a systematic review

Clinical educators’ skills and qualities in allied health: a systematic review

Finding ways to support radiographers as teachers

Challenges in mammography education and training today: The perspectives of radiography teachers/mentors and students in five European countries

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