School of Health & Social Care Professions, Buckinghamshire New University, High Wycombe, UK.
Institute of Health Sciences Education, Faculty of Medicine & Dentistry, Queen Mary, University of London, UK.
Radiography (Lond). 2024 Jun;30 Suppl 1:102-107. doi: 10.1016/j.radi.2024.07.018. Epub 2024 Aug 6.
This narrative review aims to describe opportunities to embed sustainability as a core concept in radiography education by exploring teaching strategies to increase awareness about sustainability and its importance in radiography; encourage a culture of personal responsibility and investigate effective teaching methods to engage students in exploring sustainable radiography practices. Climate change can adversely affect the health of populations worldwide. Medical imaging and radiotherapy services are recognised as substantial contributors to the ecological impact of the healthcare industry. There is a need to address the inclusion of sustainability in radiography education due to its increasing relevance to complex cultural and environmental problems.
Literature searches were conducted using CINAHL and Google Scholar, focusing on keywords such as "Sustainability," "Healthcare," and "Radiography Curriculum." A variety of teaching strategies are available to facilitate the instruction of sustainable healthcare practices. Many pedagogical methods promote emancipation and transformative learning, such as problem-based learning, case-study learning, debate, and participatory action research, contributing to a student-centred learning experience. Traditional lecturing and interprofessional teaching also enhance the learner experience by stimulating new ways of thinking.
Communicating about climate change is important. The radiography curriculum should include education on sustainability for meaningful global health literacy, encourage active research involvement, and ensure that sustainable healthcare principles are incorporated into daily practice.
Radiographers possess the ability to assess the various elements influencing a patient's health status and identify which aspects might affect their capacity for behaviour change. This empowers patients to effectively control their conditions within the framework of personalised care. Radiographers have the potential to motivate actions, shape policies, and drive transformation as advocates for environmental and health messengers.
本叙事性综述旨在通过探索提高对可持续性及其在放射学中重要性的认识的教学策略、鼓励个人责任感文化，并调查有效的教学方法来鼓励学生探索可持续放射实践，从而将可持续性作为放射学教育的核心概念加以嵌入。气候变化会对全球人口的健康产生不利影响。医学影像和放射治疗服务被认为是医疗保健行业对生态影响的重要贡献者。由于可持续性与复杂的文化和环境问题日益相关，因此需要在放射学教育中纳入可持续性。
使用 CINAHL 和 Google Scholar 进行了文献检索，重点关注“可持续性”、“医疗保健”和“放射学课程”等关键词。有多种教学策略可用于促进可持续医疗保健实践的教学。许多教学方法促进解放和变革性学习，例如基于问题的学习、案例学习、辩论和参与式行动研究，为学生提供以学习为中心的体验。传统的讲座和跨专业教学也通过激发新的思维方式来增强学习者的体验。
传播有关气候变化的信息很重要。放射学课程应包括可持续性教育，以实现有意义的全球健康素养，鼓励积极参与研究，并确保可持续医疗保健原则融入日常实践。
放射技师能够评估影响患者健康状况的各种因素，并确定哪些方面可能影响他们改变行为的能力。这使患者能够在个性化护理的框架内有效控制自己的病情。放射技师有潜力作为环境和健康信息的倡导者，激励行动、塑造政策并推动变革。
