Our role as radiographers is intricately connected to technology. As practitioners, we are aware of the importance of professional development to remain conscious and competent with contemporary imaging techniques, equipment, and patients. Our field has always been at the forefront of technological advancement; a realisation which other fields are only just adopting with the increasing popularity of artificial intelligence. With increasing pressure to meet these demands, the responsibility of producing work-ready professionals turns to our universities and educational institutions. The effectiveness of radiography education hinges on how well it integrates clinical advancements, highlighting the importance for curricula to evolve simultaneously and in collaboration with the clinical environment. Institutions are tasked with creating educational strategies that uphold the core principles of our profession, while propelling it into the future by reflecting both modern healthcare and educational practices. Radiographers have profound memories of their education, and some may wonder how modern students coming through, are developing their competence and professional identity, just as they did in years before. This piece discusses aspects of contemporary radiography education, with particular emphasis on the plethora of modern topics and tools being implemented by educational providers. 

Radiography education has certainly evolved from the discovery of X-rays in the late 1800’s. For many years following this, there was little differentiation between the professions we now distinguish as radiographer and radiologist. The Society of Radiographers was formed in the UK in 1920, and soon led education initiatives which saw a rapid increased the number of approved education providers ⁽¹⁾. ‘Diplomas’ then transitioned to ‘degrees', when the first radiography degree in the UK was offered by the University of Portsmouth in 1989 ⁽¹⁾. Traditional education focused on what a graduate ‘needed to do and how they needed to do it’. However, in a landscape of rapid technology and social advancement, this simply wasn’t efficient. Education today seeks to instil the necessary skills and attitudes for graduates to think critically and evolve their practice through continuous professional development ⁽², ³⁾.

We can all remember having a mentor: they were likely instrumental in the development of our competency, and professional identity. For a new graduate, the preliminary years following graduation are inherently challenging. Whilst they navigate their new roles with the guidance of more experienced professionals, they often find themselves in the dual role of mentoring students who were in their position just weeks before. It is therefore essential that emerging radiographers are equipped with skills and attitudes to lead our industry forward through the mentoring of others. It is not uncommon for radiographers to acquire mentoring skills through observation of their own mentors. However, with the modern demands of healthcare, professionals often find themselves having to prioritise their patients and duties over mentoring roles. To combat this, ‘near-peer’ mentoring is a valuable tool that can complement conventional mentoring programmes. This allows students to guide peers of a similar academic or social standing, fostering the development of communication, problem-solving, and leadership skills. Universities may pair final year students with those from the lower cohorts, a practice which provides mutual benefits for both groups. The positive attitudes toward mentoring that is fostered in both groups, has been proven to enhance a willingness of participants to take on mentoring roles in their future careers ⁽⁴⁾.

Radiographers play a crucial role within the multidisciplinary team. We work collaboratively to meet the needs of our patients and assist other healthcare professionals in doing the same. Teamwork is a necessity in this pursuit, as healthcare systems globally face challenges in meeting patient needs. Interprofessional learning (IPL) or education (IPE) aims to address this by teaching students an understanding of the roles of other health professionals they may engage with. It serves to enhance communication and collaborative skills, preparing students to practice in an effective and team-driven workforce ⁽⁵⁾. Today, radiography educators work closely with academics, clinicians and students from a myriad of health disciplines to reflect the collaborative nature of our clinical practice. 

Globally, regulatory bodies and advocacy groups in medical radiation recognise the critical importance of cultural competence and cultural safety in our diverse society. It is therefore critical that educational programmes are designed to produce practitioners who: a) recognise the factors which impact individual and community health, b) acknowledge personal biases and deliver racism-free care, c) respect self-determined decision-making, and d) create a supportive environment that upholds the rights and dignity of First Nations peoples. Many healthcare practitioners remain unaware of the disparities that affect healthcare delivery ⁽⁶⁾. Given radiographers increasingly serve patients with diverse linguistic and cultural backgrounds, it is crucial they are equipped with the knowledge, attitudes and skills required to navigate varying presentations. 

Another essential component of high-quality patient care involves identifying and responding to a patient's deteriorating condition. It is becoming significantly important for radiographers to be able to recognise a patient whose condition contradicts established norms, or who are unable to proceed with an examination and be able to refer the patient back to the appropriate expert. Timely and appropriate responses to these situations are vital. Yes, these capabilities rely on a certain degree on intuition; however, this can be fostered through exposure to the clinical environment and supplementary education. In our context, these situations can arise through reactions to medication or contrast media, unexpected acute episodes including mental health, and complications pertaining to the patients’ condition.

As has been for many years, universities naturally rely on work-integrated learning for the education of radiographers. Clinical placements are still regarded as the ‘gold standard’ for students to gain clinical experience ⁽⁷⁾. Where student numbers increase, and clinical placements don’t necessarily keep up with this demand, other educational methods are required to fulfill this gap. As a result, educators are continually forced to re-evaluate their approaches to nurturing practical clinical skills. In many contexts, it is no longer sufficient for students to be academically prepared for work-integrated learning. Rather, they must be provided opportunities to develop their technical skills outside the confines of the radiology department. 

Luckily, like the technological advancement of medical imaging has continually met the needs of our patients, so to has educational advancement done the same for our students. ‘Simulation’, in particular ‘virtual reality’ or VR, is a highly effective tool for mimicking the clinical environment. These softwares allow students to undergo radiographic duties on virtual patients and operate virtual equipment in a digitally simulated clinical environment. The effectiveness of these tools has been confirmed in the literature; one study found that virtual reality was more effective at improving clinical skills than conventional teaching methods ⁽⁸⁾. Our students also benefit from simulation through improved confidence, teamwork, and preparedness. Not only do students improve their competence through VR, but they enjoy using it as well - an outcome of education that is often forgotten in the pursuit of more tangible ones such as academic performance.

Lastly, radiography is working towards a future with AI-enabled healthcare. Evidence-based knowledge, skills and attitudes will equip radiographers in utilising AI properly and appropriately. Despite this, there is a limited number of established educational offerings to equip radiographers with the knowledge, skills and attitudes pertaining to AI ⁽⁹⁾. A recent survey of UK radiography educators found that only 14% indicated they have completed some formal training relating to AI ⁽¹⁰⁾. The survey indicated that although the majority of UK undergraduate institutions have introduced some form of AI education, it is limited in depth and unstandardized across institutions. 

Conclusion

Education will allow radiographers the capacity to participate in research, develop new imaging techniques, and contribute to advancements in technology. One postgraduate programme at City, University of London allows radiographers to learn about the clinical applications of AI, ethical considerations associated with AI, patient and healthcare acceptability, and industry-led workshops to introduce state-of-the-art AI applications and foster networking ⁽¹¹⁾. Implementing such education in the undergraduate setting will only help to propel our graduates, and our industry forward.

The quality of a graduate’s practice and the care their patients receive is directly related to how university and clinical educators reflect modern education and clinical advancements within their teaching. To echo an ancient philosopher’s words, it seems the only constant in life (…and radiography) is change. As our profession embarks through exciting times of social and technological progress, education continues to forge the next cohort of future radiographers. 

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