Radiography and research: A United Kingdom perspective

Abstract

In the past two decades radiography has experienced a wealth of changes, involving the teaching site, learning methods, curriculum, professional status, educational funding, and public expectations. Consequently this period witnessed the transition of radiography from a mainly hospital-linked to a mainly university-linked degree, from a knowledge-based discipline to an evidence-based practice. The early 1990s saw the establishment of graduate programs, the role expansion of radiographers, the technological advancements in medical imaging, the participation of the Radiography Schools in Research Assessment Exercise (RAE) schemes.

Given the educational, technological and social advancements the engagement of radiographers in research is emphasized as a priority that will bring the profession forward and help to maintain high standards of patient care.

Research in radiography is a requirement, as by definition professions are expected to contribute to the body of knowledge necessary for a profession to progress. Funding, ethical considerations, mentorship, proficiency in research methodology, commitment, and ability to work in a multi-disciplinary team are just a few of the requirements for high quality radiography research.

There has been a definite increase in the number of radiographers who are research aware and active as well as in the number of radiographers who pursue purely academic and research careers. However intensification of personal efforts and formulation of strategic decisions are required so that research forms an integral part of the profession. Recent developments in strengthening the research base of radiography are encouraging.