Dickson D M, Kay M
Research Centre for Health, Department of Podiatry and Radiography, School of Health and Life Sciences, Glasgow Caledonian University, 70 Cowcaddens Road, Glasgow, G4 0BA, UK.
Research Centre for Health, Department of Podiatry and Radiography, School of Health and Life Sciences, Glasgow Caledonian University, 70 Cowcaddens Road, Glasgow, G4 0BA, UK.
Radiography (Lond). 2024 Dec;30 Suppl 2:26-33. doi: 10.1016/j.radi.2024.09.056. Epub 2024 Oct 1.
The newly introduced National Ultrasound Training Programme within the NHS Scotland Academy provides an alternative clinical learning environment for postgraduate medical ultrasound learners. Learners during academic year 2022/23 were supported with up to five weeks of clinical education within the NHS Scotland Academy, as an alternative to their local Health Board. This study explores the perceptions and experiences of the first cohort of learners and their practice educators.
An interview guide was developed comprising questions to explore learners and practice educator experiences and perceptions of the National Ultrasound Training Programme. Ten semi-structured interviews were conducted (Learners n = 5 and Practice Educators n = 5). Thematic analysis was performed by two independent researchers following an established six-stage process.
Three themes emerged:1. Importance of the Clinical learning environment, 2. Relationships and 3. Skills and confidence. Organisational challenges within the NHS Health Boards pose barriers to Learners and Practice Educators supporting clinical education. Learners benefitted from both the clinical learning environments while practice educators recognise the advantage of alternative clinical education for their Learner and wider ultrasound services. Further collaboration to capitalise on knowledge exchange was identified for enhancement.
The NHS Scotland Academy can play a pivotal role in delivering learner-centred, protected clinical education as an adjunct to traditional models of practice education.
Employers and Practice Educators must identify and acknowledge barriers to postgraduate medical ultrasound education. Protected learning time, recognising roles of Learners and Educators and a supportive clinical learning environment are paramount. Learner-centred best practice clinical education can be successfully delivered within the NHS Scotland academy as an adjunct to acute health board clinical education and adopting a collaborative approach will provide enhancements for stakeholders.
苏格兰国民保健服务学院新推出的国家超声培训计划为研究生医学超声学习者提供了一个替代的临床学习环境。在2022/23学年，学习者在苏格兰国民保健服务学院获得了长达五周的临床教育支持，作为其当地卫生委员会的替代选择。本研究探讨了首批学习者及其实践教育者的看法和经历。
制定了一份访谈指南，其中包含一些问题，以探讨学习者和实践教育者对国家超声培训计划的经历和看法。进行了十次半结构化访谈（学习者n = 5，实践教育者n = 5）。两名独立研究人员按照既定的六个阶段流程进行了主题分析。
出现了三个主题：1. 临床学习环境的重要性，2. 关系，3. 技能和信心。国民保健服务卫生委员会内部的组织挑战对支持临床教育的学习者和实践教育者构成了障碍。学习者从两种临床学习环境中都受益，而实践教育者认识到替代临床教育对其学习者和更广泛的超声服务的优势。确定了进一步合作以利用知识交流来进行改进。
苏格兰国民保健服务学院可以在提供以学习者为中心的、受保护的临床教育方面发挥关键作用，作为传统实践教育模式的补充。
雇主和实践教育者必须识别并承认研究生医学超声教育的障碍。受保护的学习时间、认识到学习者和教育者的角色以及支持性的临床学习环境至关重要。以学习者为中心的最佳实践临床教育可以在苏格兰国民保健服务学院成功实施，作为急性卫生委员会临床教育的补充，采用合作方法将为利益相关者带来改进。
