Bridging theory and practice: Experiences of diagnostic radiography students during clinical training in resource-constrained settings.

INTRODUCTION

Clinical training is crucial for diagnostic radiography students, bridging theoretical knowledge with practical skills. In resource-constrained settings, this training may face unique challenges that might significantly impact learning outcomes and future practice. Despite its importance, the experiences of diagnostic radiography students during clinical placements remain understudied, particularly in Sub-Saharan Africa. This study aimed to explore and describe the experiences of diagnostic radiography students during clinical training at two resource-constrained Sub-Saharan public hospitals.

METHODS

A qualitative phenomenological study was conducted using face-to-face, semi-structured interviews with 18 diagnostic radiography students (six each from years 2 to 4) from one participating university. Interviews were audio-recorded, transcribed and analysed using thematic analysis. Trustworthiness was ensured through prolonged engagement, member checking, and researchers' reflexivity. Ethical approval was obtained before data collection commenced.

RESULTS

Three main themes were generated: (1) Clinical Environment Challenges, including equipment shortages and understaffing; (2) Independent Learning and Development, highlighting students' resilience and self-directed learning; and (3) Patient Care Impact, demonstrating students' commitment to quality care despite constraints. Students reported increased confidence and adaptability but also noted negative interactions with healthcare workers and supervision inconsistencies.

CONCLUSIONS

Despite significant challenges, diagnostic radiography students demonstrated remarkable resilience and commitment to patient care. However, resource limitations and interprofessional issues pose substantial barriers to optimal learning experiences. These findings highlighted the need for targeted interventions in diagnostic radiography education within resource-constrained settings, including increased investment in equipment and staffing, enhanced interprofessional education, improved supervision models and curriculum enhancements fostering self-directed learning and resilience.