Sá Dos Reis C, Pires-Jorge J A, York H, Flaction L, Johansen S, Maehle S
Medical Radiation Sciences, Curtin University, Perth, Western Australia, Australia; Escola Superior de Tecnologia da Saúde de Lisboa/Instituto Politécnico de Lisboa (ESTeSL/IPL), Portugal.
Haute École de Santé Vaud/University of Applied Sciences and Arts Western Switzerland (HES-SO), Switzerland.
Radiography (Lond). 2018 Aug;24(3):e61-e68. doi: 10.1016/j.radi.2018.03.002. Epub 2018 Mar 22.
The aim of this study was to compare radiography curricula, teaching/learning strategies, skill development, clinical practice outcomes and research development delivered by four European educational institutions.
This study was carried out in two phases: the first focused on curricula analysis; the second involved online questionnaires to ascertain data from two key-informants: students who had recently completed their bachelor thesis and teaching-staff. Questionnaires were designed to capture teaching and learning strategies, skill acquisition and outcomes of clinical practice and research. Descriptive statistics and thematic analysis were performed according to the nature of the questions.
The European Credits Transfer System dedicated per core subject area (natural sciences, clinical practice, research, imaging technology, humanities) differed between institutions. Students classified technical, practical and communication skills as the most important, teaching-staff highlighted also critical thinking. The students defined as "very good" their experience in radiography (58.5%) and computed-tomography (45%). Magnetic resonance imaging practice was considered "Average" by 53% of the UK-students and "Good" by the other European students (40%). According to 71% (55/78) of the students, research work contributed to the development of critical/reflective thinking.
The four radiography programs presented variations in curricula, contact-hours, clinical experience and outcomes. Research units allowed the participant-students to develop their critical thinking capabilities. The outcomes from clinical practice differ across the institutions, mainly due to differences in background and access to specialities. Further work is necessary to assess the real impact of different radiography programs on professional and academic mobility across Europe.
本研究旨在比较四所欧洲教育机构提供的放射学课程、教学/学习策略、技能发展、临床实践成果和研究进展。
本研究分两个阶段进行：第一阶段侧重于课程分析；第二阶段涉及在线问卷调查，以从两名关键信息提供者处获取数据：最近完成学士学位论文的学生和教师。问卷旨在获取教学和学习策略、技能获取以及临床实践和研究的成果。根据问题的性质进行描述性统计和主题分析。
各机构之间每个核心学科领域（自然科学、临床实践、研究、成像技术、人文科学）的欧洲学分转换系统有所不同。学生将技术、实践和沟通技能列为最重要的技能，教师也强调批判性思维。学生将他们在放射学（58.5%）和计算机断层扫描（45%）方面的经历评为“非常好”。53%的英国学生认为磁共振成像实践“一般”，其他欧洲学生则认为“良好”（40%）。71%（55/78）的学生认为研究工作有助于批判性/反思性思维的发展。
四个放射学课程在课程设置、授课时长、临床经验和成果方面存在差异。研究单元使参与研究的学生能够培养他们的批判性思维能力。各机构临床实践的结果有所不同，主要是由于背景和专业领域获取途径的差异。有必要进一步开展工作，以评估不同放射学课程对欧洲专业和学术流动的实际影响。
