Innovative Learning Activities to Prepare Radiography Students for Final-Year Clinical Placements: An Educational Perspective

Abstract

Introduction/Background

The aim of this educational perspective is to describe a program of learning activities developed to prepare radiography students for final year clinical placements. Authors’ reflections are integrated with student feedback to discuss the educational value and feasibility of implementing the activities presented.

Methods

A program of six components was developed: (1) Simulation-based learning, (2) clinical supervision, (3) tutorials and workshops, (4) medical imaging facility learning tours (5) lecture series and (6) journal club. Student volunteers provided anonymous and voluntary feedback on each activity's engagement, effectiveness, promotion of interaction and collaboration, role in future placement or professional role, and the perceived value to their learning needs.

Results

Activities with clear links to practice were rated highest by students, including clinical supervision, 2-day simulation program, CT tutorials and interprofessional simulation. All students reported that half of all activities (6/12, 50%) were either very valuable or valuable, with only a minority of students indicating three activities to not be valuable to their learning needs.

Discussion

Student feedback highlighted activities considered to support skill development, stemming from active learning opportunities. Overall characteristics considered to support students’ clinical skill development were interprofessional teaching team, mixture of activities including simulation, and collaboration with clinical and industry partners.

Conclusion

Based on student feedback and academics’ perceptions of suitability of activities for preparing students for final year clinical placement, faculty have shifted their focus towards dedicated resources to support scale-up and sustainability pertaining to integration into curriculum. The goal is to embed these activities into the core curriculum, offering students consistent, up-to-date learning, while expanding preparatory activities with diverse, specialised clinical scenarios to better prepare them for practice.