Establishing a method to support academic and professional competence throughout an undergraduate radiography programme

• Published in: Radiography (London, England. 1995) England. 1995), 2008-08, Vol.14 (3), p.255-264
• Main Authors: Ng, Curtise K.C, White, Peter, McKay, Janice C
• Format: Article
• Language: English
• Subjects: Assessment; Competence; CPD; PACS; Portfolio; Radiography Programme; Radiology
• ISSN: 1078-8174; 1532-2831
• DOI: 10.1016/j.radi.2007.05.003

Abstract Purpose Radiography degree programmes are coming under increasing pressure from the community to ensure that graduates have not only the necessary academic development but also the practice-based skills. This study aims to establish a method of monitoring students' progress towards, and ability to meet, academic and professional competences throughout a radiography programme. Methods Questionnaires were designed for students and academic staff to determine the stages and standards of progress of competence development, and to inform the review process of the current assessment tools throughout the programme. A literature search identified the appropriate pedagogy as a basis for devising the method. Another questionnaire was distributed to overseas radiography institutions to gain insights into other assessment practices to validate the framework. Results and discussion It was established that years of study rather than semester periods were appropriate to allow students to meet the standards. Discrepancies were noted in the expectations between academic staff (higher expectations) and students (more realistic) in terms of the pace of development expected. As students progress at different rates, and do not experience the same clinical exposure, their ability to meet expectations may differ and so both sets of expectations were combined as a range of criteria. A multi-dimensional assessment approach should be adequate to gauge students' progress but time and resource effectiveness has not yet been addressed. The portfolio was identified as the pedagogy capable of integrating all the competence assessment tools, linked by reflective writing, to gather individual outcomes into a whole, and form a holistic framework. Outcome The portfolio framework will initially run as a voluntary activity and standards of progress corresponding to the students' stages will be delivered to participants in advance. Participants will be required to select materials and reflect on these, as evidence of development. Faculty members will provide support and feedback to students and oversee the whole process.