Radiography最新文献

{"title":"Entrepreneurial thinking in radiography: Developing an imaging facility to support the future workforce","authors":"C.E. Mercer ,&nbsp;A.P. Clarke","doi":"10.1016/j.radi.2024.10.012","DOIUrl":"10.1016/j.radi.2024.10.012","url":null,"abstract":"<div><h3>Objectives</h3><div>This article explores the significance of recognising and utilising entrepreneurial attributes—such as knowledge, skills, talent, and experience—to develop radiography education guided by a LUCID framework. It aims to demonstrate how enterprising behaviours and competencies can enhance human actions and address healthcare challenges, thereby improving employability in line with the College of Radiographers Education and Career Framework and industry demands.</div></div><div><h3>Key findings</h3><div>The article defines the concepts of Enterprise and Entrepreneurship and discusses the importance of understanding one's accumulated skills and experiences, known as Human Capital, for personal and professional growth. It illustrates how entrepreneurial thinking and utilisation of the LUCID framework facilitated the development of an imaging facility, which reflects a commitment to innovation and excellence in radiography education.</div></div><div><h3>Conclusion</h3><div>The article concludes that adopting entrepreneurial practices and reflecting on one's human capital can significantly benefit radiographers and educators. This approach not only enhances personal and professional development but also adds value to the profession, employers, and patients.</div></div><div><h3>Implications for practice</h3><div>Radiographers and educators are encouraged to adopt entrepreneurial practices and reflect on their human capital to identify areas for improvement. This can lead to better healthcare outcomes, improved employability, and alignment with industry demands and the College of Radiographers Education and Career Framework.</div></div>","PeriodicalId":47416,"journal":{"name":"Radiography","volume":"30 ","pages":"Pages 74-78"},"PeriodicalIF":2.5,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142539782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Artificial intelligence in medical imaging education: Recommendations for undergraduate curriculum development","authors":"E. Crotty ,&nbsp;A. Singh ,&nbsp;N. Neligan ,&nbsp;C. Chamunyonga ,&nbsp;C. Edwards","doi":"10.1016/j.radi.2024.10.008","DOIUrl":"10.1016/j.radi.2024.10.008","url":null,"abstract":"<div><h3>Objectives</h3><div>Artificial intelligence (AI) is rapidly being integrated into medical imaging practice, prompting calls to enhance AI education in undergraduate radiography programs. Combining evidence from literature, practitioner insights, and industry perspectives, this paper provides recommendations for medical imaging undergraduate education, including curriculum revision and re-alignment.</div></div><div><h3>Key findings</h3><div>A proposed modular framework is outlined to assist course providers in integrating AI into university programs. An example course design includes modules on data science fundamentals, machine learning, AI ethics and patient safety, governance and regulation, AI tool evaluation, and clinical applications. A proposal to embed these longitudinally in the curriculum combined with hands-on experience and work-integrated learning will help develop the necessary knowledge of AI and its real-world impacts. Authentic assessment examples reinforce learning, such as critically appraising published research and reflecting on current technologies. Maintenance of an up-to-date curriculum will require a collaborative, multidisciplinary approach involving educators, clinicians, and industry professionals.</div></div><div><h3>Conclusion</h3><div>Integrating AI education into undergraduate medical imaging programs equips future radiographers in an evolving technological landscape. A strategic approach to embedding AI modules throughout degree programs assures students a comprehensive understanding of AI principles, skills in utilising AI tools effectively, and the ability to critically evaluate their implications.</div></div><div><h3>Implications for practice</h3><div>The practical implementation of undergraduate AI education will prepare radiographers to incorporate these technologies while assuring patient care.</div></div>","PeriodicalId":47416,"journal":{"name":"Radiography","volume":"30 ","pages":"Pages 67-73"},"PeriodicalIF":2.5,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Medical imaging and radiation science students' use of artificial intelligence for learning and assessment","authors":"S. Lewis ,&nbsp;F. Bhyat ,&nbsp;Y. Casmod ,&nbsp;A. Gani ,&nbsp;L. Gumede ,&nbsp;A. Hajat ,&nbsp;L. Hazell ,&nbsp;C. Kammies ,&nbsp;T.B. Mahlaola ,&nbsp;L. Mokoena ,&nbsp;L. Vermeulen","doi":"10.1016/j.radi.2024.10.006","DOIUrl":"10.1016/j.radi.2024.10.006","url":null,"abstract":"<div><h3>Introduction</h3><div>Artificial intelligence has permeated all aspects of our existence, and medical imaging has shown the burgeoning use of artificial intelligence in clinical environments. However, there are limited empirical studies on radiography students' use of artificial intelligence for learning and assessment. Therefore, this study aimed to gain an understanding of this phenomenon.</div></div><div><h3>Methods</h3><div>The study used a qualitative explorative and descriptive research design. Data was obtained through five focus group interviews with purposively sampled undergraduate medical imaging and radiation science students at a single higher education institution in South Africa. Verbatim transcripts of the audio-recorded interviews were analysed thematically.</div></div><div><h3>Results</h3><div>Three themes and related subthemes were developed: 1) understanding artificial intelligence, 2) experiences with the use of artificial intelligence with the subthemes of the use of artificial intelligence in theoretical and clinical learning and challenges of using artificial intelligence, and 3) incorporation of artificial intelligence in undergraduate medical imaging and radiation sciences education with the subthemes of student education, ethical considerations and responsible use and curriculum integration of artificial intelligence in relation to learning and assessment.</div></div><div><h3>Conclusion</h3><div>Participants used artificial intelligence for learning and assessment by generating ideas to enhance academic writing, as a learning tool, finding literature, language translation and for enhanced efficiency. Simulation-based artificial intelligence supports students' clinical learning, and artificial intelligence within the clinical departments assists with improved patient outcomes. However, participants expressed concerns about the reliability and ethical implications of artificial intelligence-generated information. To address these concerns, participants suggested integrating artificial intelligence into medical imaging and radiation sciences education, where educators need to educate students on the responsible use of artificial intelligence in learning and consider artificial intelligence in assessments.</div></div><div><h3>Implications for practice</h3><div>The study findings contribute to understanding medical imaging and radiation sciences students’ use of artificial intelligence and may be used to develop evidence-based strategies for integrating artificial intelligence into the curriculum to enhance medical imaging and radiation sciences education and support students.</div></div>","PeriodicalId":47416,"journal":{"name":"Radiography","volume":"30 ","pages":"Pages 60-66"},"PeriodicalIF":2.5,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Artificial intelligence (AI) in radiography practice, research and education: A review of contemporary developments and predictions for the future","authors":"C. Malamateniou,&nbsp;T. O'Regan,&nbsp;S.L. McFadden,&nbsp;M. Jackson","doi":"10.1016/j.radi.2024.09.062","DOIUrl":"10.1016/j.radi.2024.09.062","url":null,"abstract":"","PeriodicalId":47416,"journal":{"name":"Radiography","volume":"30 ","pages":"Pages 56-59"},"PeriodicalIF":2.5,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142433363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student radiographers’ confidence of adapting practice for autistic patients: A qualitative survey on the role of placement experiences","authors":"B. Potts ,&nbsp;H.P. White","doi":"10.1016/j.radi.2024.09.055","DOIUrl":"10.1016/j.radi.2024.09.055","url":null,"abstract":"<div><h3>Introduction</h3><div>Healthcare services can be inaccessible to autistic people without adaptions to clinical practice and the care provided. Therefore, understanding how radiographer education develops students' confidence in adapting care for autistic patients is crucial. This study aimed to explore how placement experience impacts student radiographer confidence in adapting care for autistic patients.</div></div><div><h3>Methods</h3><div>UK final-year student diagnostic and therapeutic radiographers were invited to complete a qualitative online survey. The survey asked for a description of placement experiences; of observing and/or performing the care of autistic patients and how this impacted confidence in caring for autistic patients. The data was thematically analysed.</div></div><div><h3>Results</h3><div>43 responses (of 44 received) were included, from which 5 themes emerged. Those who felt placement experiences developed confidence described opportunities to apply theory learnt at university (theme 1) or drew attention to the benefit of prior (external) experience with autistic people (theme 3). However, the balance of power with the supervising radiographer (theme 2), witnessing autistic patients in distress (theme 4), and the heterogeneous nature of autism (theme 5) disrupted students’ development of confidence.</div></div><div><h3>Conclusion</h3><div>Several participants in this study found clinical placement developed confidence with autistic patients through applying knowledge and providing an opportunity for reflexive learning. However, various obstacles hindered this development, such as witnessing distressed patients, limited experiences with autistic patients and difficulty navigating relationships with radiographers.</div></div><div><h3>Implications for practice</h3><div>To improve student radiographers’ confidence of providing care for autistic patients, educators should consider methods, e.g., co-produced simulation, to fill potential gaps in their experience. There is also a pressing need for all radiographers to understand their responsibility in educating students and their impact on student wellbeing.</div></div>","PeriodicalId":47416,"journal":{"name":"Radiography","volume":"30 ","pages":"Pages 34-41"},"PeriodicalIF":2.5,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142376127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing radiography education through immersive virtual reality","authors":"S. Acosta,&nbsp;D. López","doi":"10.1016/j.radi.2024.09.054","DOIUrl":"10.1016/j.radi.2024.09.054","url":null,"abstract":"<div><h3>Introduction</h3><div>This study evaluates the integration of Virtual Reality (VR), utilising Virtual Medical Coaching software, with traditional Siemens radiographic equipment in radiography education, comparing traditional and hybrid training models.</div></div><div><h3>Methods</h3><div>The study included 165 first-year radiography programme students from two groups. One group used traditional radiographic simulation equipment, while the other employed a hybrid approach combining VR simulations with physical simulations. Assessments focused on room setup, patient comfort, and radiographic positioning across various anatomical regions. Methods included practical exams, cost analysis, and data analysis using descriptive and inferential statistics, including ANCOVA.</div></div><div><h3>Results</h3><div>The hybrid group showed significantly superior performance in room setup, achieving more efficient and accurate configurations. For radiographic positioning, the hybrid group exhibited greater precision and adaptability in handling different anatomical regions, such as the lumbar spine, knee, chest, shoulder, and cervical spine. These students also demonstrated a quicker learning curve and higher retention rates in practical skills. In terms of patient comfort, both groups performed equally well. Financial analysis indicated that the hybrid approach reduced training costs by decreasing the need for repeated use of physical resources and shortening educational hours.</div></div><div><h3>Conclusion</h3><div>Incorporating VR into radiography training significantly enhances educational outcomes, student engagement, and clinical skills. The hybrid model, which utilises both Virtual Medical Coaching's VR tools and traditional Siemens equipment, proves to be an effective, scalable, and engaging educational method.</div></div><div><h3>Implications for practice</h3><div>Given the enhanced performance and cost-efficiency of the hybrid model, radiography programmes are encouraged to adopt VR-enhanced simulation training. This approach prepares students more effectively for the technical and interpersonal demands of radiographic technology careers.</div></div>","PeriodicalId":47416,"journal":{"name":"Radiography","volume":"30 ","pages":"Pages 42-50"},"PeriodicalIF":2.5,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142376126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dementia education for Diagnostic Radiography students: Impact on confidence, knowledge, and attitudes towards dementia","authors":"E. Berry,&nbsp;C.S. Mc Nally,&nbsp;A. Barbosa,&nbsp;C. Mason,&nbsp;D. Jones","doi":"10.1016/j.radi.2024.09.057","DOIUrl":"10.1016/j.radi.2024.09.057","url":null,"abstract":"<div><h3>Introduction</h3><div>Diagnostic radiographers play a key role in the healthcare of people living with dementia, capturing and producing diagnostic images in a range of settings. Diagnostic radiographers often lack the confidence and skills to assess people with dementia appropriately, and people with dementia often report negative experiences within imaging departments. There is a lack of radiography-specific dementia education within pre-registration programmes in the UK so newly qualified radiographers enter the workforce unprepared. The aim of this study was to evaluate the impact of a co-produced dementia education programme on student radiographers’ preparedness to care, knowledge, confidence and attitudes towards dementia.</div></div><div><h3>Methods</h3><div>A 3-hour co-produced dementia education was delivered and evaluated using a pre-test-post-test design. A single self-administered questionnaire, comprising validated instruments, was used to assess second-year radiography students' knowledge, confidence and attitudes towards dementia. Wilcoxon signed-rank test was used to compare scale scores before and after the education.</div></div><div><h3>Results</h3><div>Participants knowledge, confidence and preparedness to care for people with dementia significantly increased following the intervention. Attitudes were also more positive post-intervention. Participants reported that they found the education valuable.</div></div><div><h3>Conclusions</h3><div>Dementia education comprising of taught theory and simulation-based education, co-produced with experts by experience, effectively improves diagnostic radiography students’ knowledge, confidence and attitudes in caring for people living with dementia.</div></div><div><h3>Implications for practice</h3><div>Combined theory and practice-based dementia education should be included in undergraduate diagnostic radiography curriculums.</div></div>","PeriodicalId":47416,"journal":{"name":"Radiography","volume":"30 ","pages":"Pages 51-55"},"PeriodicalIF":2.5,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142376171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Could surface imaging in breast cancer radiotherapy detect early lymphoedema? : The Calibrate Study","authors":"Heidi Probst,&nbsp;Stephanie Hill,&nbsp;Laura Jacques,&nbsp;Michael Thelwell","doi":"10.1016/j.radi.2024.09.014","DOIUrl":"10.1016/j.radi.2024.09.014","url":null,"abstract":"","PeriodicalId":47416,"journal":{"name":"Radiography","volume":"30 ","pages":"Pages S6-S7"},"PeriodicalIF":2.5,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cranio-Spinal Irradiation in low-middle income setting: A dosimetric comparison and literature review","authors":"W. Kaabia ,&nbsp;A. Yousfi ,&nbsp;T. Boussaid ,&nbsp;N. Bouzid ,&nbsp;G.E.F. Noubbigh ,&nbsp;S. Yahyaoui ,&nbsp;M. Besbes ,&nbsp;S. Zarraa ,&nbsp;C. Nasr","doi":"10.1016/j.radi.2024.09.065","DOIUrl":"10.1016/j.radi.2024.09.065","url":null,"abstract":"<div><h3>Introduction</h3><div>Volumetric modulated arc therapy (VMAT) is a relatively new treatment technique in the middle-east and north African region. More so, is its application for cranio-spinal irradiation (CSI). We report the experience of this implementation in Tunisia, by comparing dosimetric outcomes between VMAT and Three-Dimensional Conformal Radiotherapy (3DCRT) and evaluating their efficiency in terms of treatment delivery time.</div></div><div><h3>Methods</h3><div>We conducted an in-silico dosimetric study, on 29 patients treated with CSI. Patients treated with 3DCRT were replanned in VMAT and vice-versa. Doses to target volumes (TV) and organs at risk (OAR) were collected from the Treatment Planning System (TPS). Recorded treatment time was extracted from the TPS and beam-on-times were calculated.</div></div><div><h3>Results</h3><div>VMAT provided higher TV coverage for CSI PTV (V95 % = 97.4 % vs 93.4 %, p &lt; 0.001) and for boost PTV (96.3 % vs 93.4 %, p = 0.005). VMAT demonstrated better conformity (0.97 vs 0.93) and homogeneity (0.1 vs 0.26) indexes (p &lt; 0.001). Both techniques met constraints for OAR, but neither achieved recommended limits for the skin, lens, or pituitary gland. VMAT showed lower maximum doses for the majority of OAR and achieved lower mean doses to the cochlea, parotids, heart, oesophagus, pancreas and bladder. However, it resulted in higher low doses to non-target tissue (V5Gy = 45.6 % vs 27.5 %, p &lt; 0.001). Recorded treatment time was longer with VMAT compared to 3DCRT (1387 vs 683 s; p &lt; 0.001), as well as the beam-on-time (453 and 162 s, p &lt; 0.001).</div></div><div><h3>Conclusion</h3><div>VMAT offered improved TV coverage, conformity, and homogeneity. It protected some OAR better. This came at the expense of higher low-dose exposure to non-target tissue. Treatment times were longer with VMAT.</div></div><div><h3>Implications for practice</h3><div>Our study suggests the feasibility of implementing VMAT for CSI in low-middle-income countries. Follow-up is required to study the clinical translation of the dosimetric outcomes of VMAT.</div></div>","PeriodicalId":47416,"journal":{"name":"Radiography","volume":"30 6","pages":"Pages 1588-1596"},"PeriodicalIF":2.5,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Coaching to empower for change – beyond the training","authors":"Sheena Chauhan,&nbsp;Alison Sanneh,&nbsp;Kirsty Marsh","doi":"10.1016/j.radi.2024.09.030","DOIUrl":"10.1016/j.radi.2024.09.030","url":null,"abstract":"","PeriodicalId":47416,"journal":{"name":"Radiography","volume":"30 ","pages":"Pages S14-S15"},"PeriodicalIF":2.5,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142417715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}