The value of pre-application clinical department visits in radiotherapy: a qualitative evaluation

Abstract

BackgroundThe mandatory clinical radiotherapy department visit undertaken by potential applicants aims to provide understanding of the profession and therefore reduce attrition. Increasing pressure on clinical departments makes visits a logistical challenge. This additional step may also present as an unnecessary barrier to applicants. With no evidence relating to visits, this study aimed to explore the perceptions of both students and clinical educators concerning potential benefits and challenges.MethodA focus group interview method was used to gather in-depth qualitative data concerning the clinical department visit experiences from first-year undergraduate students and clinical educators.ResultsThree themes emerged from the student focus groups: the perceived purpose of the clinical visit, the visit content and the outcomes and impact arising from the visit. Clinical educator data also followed these themes in addition to ‘logistical impact’ theme.ConclusionThe clinical visit has value to applicants in affirming their decision to study radiotherapy. There is variation in expectation and content for these visits and they are logistically challenging. Nationally agreed guidelines for visit structure and content could improve visit efficiency and effectiveness. A national clinical visit form may reduce workload for educators and applicants.

The changing role of pre-admission work experience (clinical visits) in Therapeutic Radiography, Diagnostic Radiography and Operating Department Practice: Student perspectives (Part 1)

“…First year students from the three professions discussed their pre-admission experiences, and while the different professions had different requirements, the focus groups highlighted that clinical visits affirmed rather than inspired career choices, also reported in a study of radiotherapy clinical visits by Bridge et al 25 Clinical visits were linked by the students interviewed in this study to the potential for reducing attrition, providing students with a more realistic understanding of professional expectations. Enabling students to explore this interplay between student expectations and the reality of professional practice appears to be one of the most significant features of a useful clinical visit, also recognised by the RePAIR project.…”

“…Health Education England in their report on work experience 20 also acknowledge that too often those from underrepresented and disadvantaged groups, through no fault of their own, miss out on these opportunities. This issue may be perpetuated by the variability noted by our students and other studies 25 in requirements for access between the different professions and between different NHS Trust sites. This variation was starkly demonstrated within the review of Online Prospectus entries; students suggested that the requirements for clinical visits present a confusing picture for prospective students who may be searching several HEI websites.…”

“…Observing professional-patient encounters and interacting with current students on placement was the most valued aspect as identified in the Bridge et al study, 25 and while these visits were observational in nature, students appreciated any opportunities for involvement in activities. While clinical visits were deemed 'vital' to our radiography student career choices, the ODP students who could not access visits were comfortable with videos and simulation, though some of these resources were found to be uninspiring as also noted by Bridge et al 25 Partly as a consequence of the Covid-19 pandemic, digital resources and online experiences (Technology Enhanced Learning TEL) have emerged as alternatives to clinical visits, including e-learning platforms, virtual reality materials and sessions delivered via virtual meeting software. According to a recent Health Education England report, 20 "they can reach more people and provide new, rich insights into roles including challenges but require robust evaluation and basis in educational theory."…”