ASSESSMENT OF THE PERSPECTIVE AND ATTITUDE OF RADIOLOGY STAFF TO RADIOGRAPHY STUDENTS FOR CLINICAL TRAINING IN THE RADIOLOGY DEPARTMENT (A CASE STUDY OF UNTH, ESUTH AND NOHE)

ABSTRACT Clinical training of radiography students is part of the medical academic curriculum in a hands-on environment where students are taught skills, behaviors and attitudes required to enter into professional practice. The aims of this research were to assess the perspective and attitude of the radiology staff and its impact on the clinical training of student radiographers during clinical postings. In this study, responses from the target population were prospectively collected and analyzed. Two 5-point Likert scale questionnaires were used for data collection: one for the radiography student respondents and the other for the radiology staff respondents. A sample size of 180 was selected for the students and 93 for the staff using convenience sampling. The results show that, radiology staff see the clinical training of radiography students as an important program me as well as part of their responsibility, but generally they exhibit negative attitude towards the program me contributing to the poor students’ practical performance
TABLE OF CONTENTS Title Page-------i Approval Page------ii Certification------iii Dedication------iv Acknowledgement------v Abstract------vi Table of contents------vii List of Tables----------x CHAPTER ONE 1.1 Introduction------1 1.2 Statement of problem-----3 1.3 Purpose of study------4 1.4 Specific Purpose of study------4 1.5 Hypothesis-------4 1.6 Significance of study------5 1.7 Scope of study------5 1.8 Definition of terms------6 CHAPTER TWO 2.1 Literature review------8 2.2 Theoretical background-----17 2.2.1 Radiologists ------19 2.2.2 Radiographers---- ---19 2.2.3 Radiology Nurses -------20 2.2.4 Medical Physicists -------21 2.2.5 Radiologic Technologist Aides/Assistants ---21 2.2.6 Managers/Administrators ------22 2.2.7 Ancillary Staff -------23 CHAPTER THREE 3.0 Research Methodology------24 3.1 Research Design------24 3.2 Population of study------24 3.2.1 Inclusion Criteria-------24 3.2.2 Exclusion Criteria-------25 3.2.3 Sample size and sampling technique-----25 3.3 Sample Design-------26 3.4 Sources of Data-------26 3.5 Method of Data Collection------27 CHAPTER FOUR 4.0 Data analysis-------29 4.1 Data presentation-------29 CHAPTER FIVE 5.1 Discussion------40 5.2 Test of Hypothesis------45 5.3 Summary of findings------45 5.4 Recommendation------46 5.5 Limitations------47 5.6 Area of further study------47 5.7 Conclusion------47 References Appendix LIST OF TABLES/CHARTS
Table 1: Age and Sex Distribution of student respondents based on their level of study Table 2: Distribution of radiology staff and Hospitals Table 3: Responses given by the radiology staff on the relevant factors affecting clinical postings of Student Radiographers Table 4: Students’ responses on the radiology staff attitude toward their clinical training based on their level of study. Table 5: Students’ comparison of attitude of Radiographers with that of other Radiology staff Table 6: Responses of students on other factors/staff attitude that could enhance clinical training of Student Radiographers  Chart 1: Grading of Radiology staff according to their willingness to the training of Student Radiographers – students’ opinion Chart 2: Grading of Hospitals according to their willingness to the training of Student Radiographers – students’ opinion
INTRODUCTION Clinical training is part of the medical academic curriculum used to practice didactic information in a hands-on environment, with the goal of integrating theory and practice in a controlled setting. Students are taught skills, behaviors and attitudes required to enter into professional practice. Clinical training education evolved from the medical education model for training physicians and is currently based on the nursing model. Other health care professions including Medical Radiography employ similar practices.  The radiology department remains an indispensible department in a standard hospital. It employs the services of different professionals such as Radiographers, Radiotherapists, Radiologists, Radiology Nurses, Darkroom Technicians, Secretaries, Typists, etc,  who work together to achieve quality radio-diagnosis and radiation therapy. Student Radiographers come in close contact with these professionals who in one way or the other impact knowledge and skills to the students. However the disposition of these practicing professionals to training the students and their individual/collective attitude towards training the students differs. Some of their attitudes may encourage proper training of the students while some may not.  In a related study, Patricia et al1 studied the Clinical supervision skills: a Delphi and critical incident technique study. The findings indicated that the students had been poorly prepared for their new role. Many of the students reported learning situations which were task driven rather than student-oriented and the strategies which would support the development of reflective practice of the students were rarely displayed. Professional competence, self-control and certain professional qualities are expected of an acclaimed professional. Jennett2 in her study, Effective Radiography Clinical Instructor Characteristics found out that the most important characteristics of clinical instructors are demonstration of knowledge and clinical skill, explanation of concepts and decisions clearly, demonstration of objectivity and fairness when evaluating students’ clinical performance, approachable, accessibility and availability of the instructors to the students during clinical hours. Helen et al3 in their study, Assessment of Competence in Radiography Education, a project concerning the development of clinical assessment procedures in radiography education investigated the views of university‐based clinical lecturers and hospital radiographers concerning the existing assessment framework. Based on the outcomes of this initial review a revised summative assessment tool was developed, including assessment of professional conduct as well as technical competence. Evaluative comment from radiographers and students on the trialing of the tool was positive, and would seem to indicate a sound basis for further development.  Effective and positive attitude of these professionals towards training of the student radiographers will ensure creation of favorable learning environment, interest in learning and a general success in producing competent and reliable Radiographers. These attitudinal quality of radiology professionals in training student radiographers have not been evaluated or documented in this locality; this is the concern of this research work. This study will also assess staff and students’ perceptions of helpful and hindering characteristics of the practicing professionals in the Radiology department, behaviors and skills in training student radiographers.