Codd L, Ramlaul A, Trivedi D
University of Hertfordshire, Department of Allied Health Professions, Midwifery and Social Work UK, and Mount Vernon Cancer Centre, UK.
Buckinghamshire New University, School of Health and Social Care Professions, UK.
Radiography (Lond). 2024 Dec;30 Suppl 2:131-137. doi: 10.1016/j.radi.2024.10.026. Epub 2024 Nov 20.
Student experience impacts outcomes in Higher Education (HE) and has become a focus of interest in ethnicity awarding gap research. The awarding gap is attributed to a range of factors, many of which occur as a result of institutionalised racism. Limited data is available on the experiences of ethnically diverse allied health professionals' students and none in therapeutic radiography (TR).
An online survey featuring quantitative and open-ended questions was sent to fourteen universities as phase 1 of a sequential explanatory mixed methods study. The survey was developed from student collaboration and the evidence base, exploring the experiences of university and clinical placement in radiotherapy undergraduate programmes. Themes of "university and clinical placement learning," "drivers of success and pressure" "racism and microaggressions" and "perceptions of the profession" were examined.
Forty-three responses were received from students recruited via purposive sampling and self-identifying as belonging to an ethnically diverse background. Positive experiences of university and clinical placements were seen but a lower sense of belonging was reported within clinical placement. Sources of support were identified in lecturers, peers, and family. In contrast, family was also identified as a source of pressure. Incidents of racism and microaggressions were reported in clinical and university learning environments, but more frequently seen in the placement setting, and attributed to come from both radiographers and patients.
This study indicates that whilst there were frequent positive aspects of university and clinical placement, racialised incidents occurred, impacting the student experience. Clinical placement providers should focus on enhancing belonging, with academic staff supporting radiographers in inclusive teaching practices.
All involved in radiography education must act as allies in calling out incivility, racism, and microaggressions, to support and enhance student experience.
学生体验会影响高等教育（HE）的成果，并且已成为种族奖励差距研究中的一个关注焦点。奖励差距归因于一系列因素，其中许多因素是制度化种族主义的结果。关于不同种族背景的联合健康专业学生的经历，可获得的数据有限，而治疗放射学（TR）领域则没有相关数据。
作为一项顺序解释性混合方法研究的第一阶段，向14所大学发送了一份包含定量和开放式问题的在线调查问卷。该调查问卷是在学生合作和证据基础上制定的，旨在探索放射治疗本科课程中大学学习和临床实习的经历。研究考察了“大学和临床实习学习”“成功和压力的驱动因素”“种族主义和微侵犯”以及“对该专业的认知”等主题。
通过目的抽样招募并自我认定为具有不同种族背景的学生共收到43份回复。学生们对大学和临床实习有积极的体验，但临床实习中的归属感较低。讲师、同学和家人被确定为支持来源。相比之下，家人也被认为是压力来源。在临床和大学学习环境中都有关于种族主义和微侵犯事件的报告，但在实习环境中更为常见，且这些事件被认为来自放射技师和患者。
本研究表明，虽然大学和临床实习经常有积极方面，但种族化事件时有发生，影响了学生体验。临床实习提供者应专注于增强归属感，学术人员应支持放射技师采用包容性教学方法。
所有参与放射学教育的人员都必须成为反对不文明行为、种族主义和微侵犯的同盟，以支持和改善学生体验。
