Challenges Faced by Radiography Students During Clinical Training
Clinical Medicine Research
Volume 4, Issue 3-1, May 2015, Pages: 36-41
Received: Jan. 30, 2015;
Accepted: Jan. 30, 2015;
Published: Mar. 21, 2015
Views 3661 Downloads 211
Kyei K. A., Department of Radiography, School of Biomedical and Allied Health Sciences, University of Ghana, Korle-Bu, Accra, Ghana
Antwi W. K., Department of Radiography, School of Biomedical and Allied Health Sciences, University of Ghana, Korle-Bu, Accra, Ghana
Bamfo-Quaicoe K., Department of Radiography, School of Biomedical and Allied Health Sciences, University of Ghana, Korle-Bu, Accra, Ghana
Offei R. O., Department of Radiography, School of Biomedical and Allied Health Sciences, University of Ghana, Korle-Bu, Accra, Ghana
Follow on us
Background: Clinical training forms part of the requirements of every radiography student, for the award of Bachelor’s degree at the University of Ghana. The effectiveness of clinical training is responsible for the competency level that would be demonstrated by qualified radiography students. However, the capabilities of department to provide adaptive and well managed clinical training for undergraduate students have been reported as a limiting factor. Aim: The purpose of the study was to identify challenges facing the student radiographers during clinical training. Methods: The study was a quantitative one which employed a descriptive survey approach. The survey comprised of levels 300 and 400 students of the department of radiography which gathered forty-two (42) participants. A questionnaire was used to collect data for the study. Data obtained was summarized as frequencies, percentages, means and standard deviations using SPSS version 16.0. Results: The study revealed challenges faced by radiography students such as the gap between theory and practices, inadequate exposure to certain specialized procedures and time allotted to each treatment room. Conclusion: The study showed that clinical training can be enhanced by providing enough equipments and clinical areas for students, also films and cassettes must be made available before the date and time of clinical training. Finally, the theory aspects of clinical training must be in tune with the practice to enhance effective learning experience by students.
Clinical Training, Challenges, Skill Development; Supportive Learning
To cite this article
Kyei K. A.,
Antwi W. K.,
Offei R. O.,
Challenges Faced by Radiography Students During Clinical Training, Clinical Medicine Research. Special Issue: Radiographic Practice Situation in a Developing Country.
Vol. 4, No. 3-1,
2015, pp. 36-41.
Simpson M. (2000). Radiotherapy Service Review: Newcastle Mater Hospital. Newcastle
Baume P. (2002). Radiation Oncology Inquiry. A vision for Radiotherapy. Canberra: Commonwealth of Australia.
General Medical Council (2002). Tomorrow's Doctors. London, General Medical Council Ghana; Demographic and Health Survey (2008) In: Zunia knowledge Exchange UNCDF Smart Aid Research 2013
Papp I., Markkanen M. & Bonsdorff V.M. (2003). Clinical environment as a learning environment: student nurses’ perceptions concerning clinical learning experiences. Nursing Education Today, 23: 262-268.
DunnS V., Ehrich L., Mylonas A. & Hansford B. (2000). Students’ perceptions of field experience in professional development: a comparative study. Journal of Nursing Education, 39 (9): (393–400).
Choi J. & Hannafin M. (1995). Situated cognition and learning environments: roles, structures, and implications for design. Educational Technology Research and Development, 43(2), pp. 53–69.
Hughes J. and Humphrey C. (1990). The policy context. In: Medical audit in general practice a guide to the literature. London: King’s Fund Centre. In medical imaging and radiation oncology sciences, 1-4
Adams V. (2002). Consistent clinical assignment for nursing students compared to multiple placements. Journal of Nursing Education, 41 (2): 80–82.
Lave J., & Wenger E. (1990). Situated Learning: Legitimate Periperal Participation. Cambridge, UK: Cambridge University Press.
Kaviani N. & Stillwell Y. (2000). An evaluative study of clinical preceptorship. Nursing Education Today; 20(3):218e26.
Kember D. (2001). Reﬂective teaching and learning in the health professions. Oxford: Blackwell Science.
King T. (2002). Development of student skills in reﬂective writing. UK: University of Portsmouth.
Knights A.M. (1997). Radiography education and the profession. The Radiographer (September edition).
Parsons TL, Dods J, & Norman KE. (2006). Bridging the gap: MScPT student video-conferences enhance learning on clinical placement
Penman J. & Oliver M. (2000). Meeting the challenges of assessing clinical placement venue in a bachelor of nursing programme. Nurse Educator, 8: 410-415.
Penman J. & Oliver M. (2004). Meeting the challenges of assessing clinical placement venues in a Bachelor of nursing programme. Journal of University and learning practice, 6: 59-73.
Kulewicz S.J., (2001). Service learning: Head Start and a baccalaureate nursing curriculum working together. Pediatrics Nursing, 27(1): (37-43).
Sachdeva A. K (1996). Use of effective feedback to facilitate adult learning. Journal of CancerEducation 11(2):106-118.