Radiographers' experiences on learning arenas, learning needs and lifelong learning in the radiography profession

Abstract

Purpose: This study aims to qualitatively explore radiographers' learning needs and to better understand important learning arenas for radiographers in order to promote lifelong learning (LLL). Lifelong learning and continuing professional development (CPD) are both activities and catalysts for exploring the learning needs of radiographers. Investigating radiographers' learning needs and the location for best learning is important in order to effectively utilise current and future CPD programmes and directives. Methods: Six radiographers working in a public Norwegian medical imaging department (MID) took part in the study. A combination of individual interviews and a focus group were used. Grounded Theory (GT) was used to qualitatively explore the learning needs and learning arenas important to these radiographers. Results: The radiographers defined their work place as the best learning arena. On‐the‐job training, knowledge sharing through peer practice and interdisciplinary collaboration were important in the learning process. The radiographers placed a strong importance on technical sub‐specialising in modalities as well as reflecting on the completeness in the radiographic role. The need for a better merge between theoretical education and applied radiographic practice was identified. Conclusion: Experiential learning was found to be central to the radiographers' learning. The learning needs of the radiographers embraced specialisation as well as the theoretical domain and there was evidence that the rapid technological pace impacted upon the radiographers' sense of achievement, motivation and adequacy. The participating radiographers acknowledged the necessity of lifelong learning, but also called to attention the importance of collegial guidance, interprofessional collaboration and feedback in creating a reflective practitioner.

Continuing professional development (CPD) in radiography: A collaborative European meta-ethnography literature review

“…There have been moves away from a more intensive technical instruction to a scope of reflection approach of learning or critical reflective practice 49 especially in modalities 47,50 .…”

“…Multi-modal CPD activity is documented 34,36,43,50,52,54,55,56 and cited as good practice including (this list not exhaustive); reflection, workshops, patient testimonials, service user testimonials, courses, study days, Higher Education Institution (HEI) accredited learning, research and audit. Benefits have been cited in the literature in having several modes of CPD activity running alongside one another for better learning outcomes 47,56 .…”

“…Benefits have been cited in the literature in having several modes of CPD activity running alongside one another for better learning outcomes 47,56 . A range of learning 'spaces'; such as workplace experiential learning (on-the-job), home and HEI arenas are evident in the discourse 41,50,52,54,57 . There is debate concerning the ideal 'space' for learning…”

“…Technology is driving collaborative learning in 'everyday' life through social media which whilst in its infancy in CPD, has an untapped potential 40,61,62 . In the hospital environment for example, communication via PACS has created collegial networks through electronic mediums 50 .…”

Factors That Affect Knowledge-Sharing Behaviors in Medical Imaging Departments in Cancer Centers: Systematic Review

“…The importance of teamwork was reported in 18% (7/39) of the studies [ 41 , 44 , 47 , 52 , 55 , 58 , 59 ]. It has a significant role in knowledge sharing by allowing health care resources to be used in the proper way and minimizing service duplication [ 41 ].…”