Btech Radiography, Milpark Hospital, South Africa.
Health Sciences, Department of Medical Imaging and Radiation Sciences, Medical Imaging and Radiation Sciences University of Johannesburg, South Africa.
J Med Imaging Radiat Sci. 2024 Dec;55(4):101742. doi: 10.1016/j.jmir.2024.101742. Epub 2024 Aug 29.
Workplace-based learning (WBL) is a method that combines theoretical knowledge with practical experience, promoting learner autonomy. Diagnostic radiography students in South Africa face challenges due to inconsistencies in clinical resources from the public and private sectors. Insufficient clinical resources can negatively impact students' competence and confidence in their skills. This study explored diagnostic radiography students' understanding of clinical resources.
A qualitative exploratory-descriptive and contextual study with 21 participants at a single Higher Education institution (HEI) in South Africa was conducted through one-on-one semi-structured interviews on Microsoft Teams. The data collection tool was an interview guide. Students' narratives were transcribed and analysed using thematic analysis.
Thematic analysis revealed four themes: Theme one: Defining clinical resources in WBL; Theme two: Experiences with clinical resources in WBL; Theme three: Accessibility of clinical resources in WBL and Theme four: Defining clinical resources in WBL.
Clinical resources are essential for radiography learning, promoting skills development and independent work. Balancing these resources with other activities is crucial for a comprehensive WBL experience. However, unequal access can hinder learning. Alternative solutions should be explored for specialised imaging techniques. Integrating simulation and collaborative practice between clinical practices and HEIs can enhance students' preparedness for real-world scenarios.
基于工作场所的学习（WBL）是一种将理论知识与实践经验相结合的方法，促进学习者的自主性。南非的诊断放射学学生由于公共和私营部门的临床资源不一致而面临挑战。临床资源不足会对学生的技能能力和信心产生负面影响。本研究探讨了诊断放射学学生对临床资源的理解。
在南非的一所高等教育机构（HEI）中，对 21 名参与者进行了定性探索性描述和情境研究，通过在 Microsoft Teams 上进行一对一的半结构化访谈进行。数据收集工具是访谈指南。使用主题分析对学生的叙述进行转录和分析。
主题分析揭示了四个主题：主题一：WBL 中临床资源的定义；主题二：WBL 中临床资源的经验；主题三：WBL 中临床资源的可及性；主题四：WBL 中临床资源的定义。
临床资源对于放射学学习至关重要，可促进技能发展和独立工作。在 WBL 体验中平衡这些资源与其他活动至关重要。然而，机会不均等可能会阻碍学习。应该探索专门成像技术的替代解决方案。整合模拟和临床实践与 HEI 之间的协作实践可以提高学生对现实场景的准备程度。
