Introduction Previous studies on radiographers` professional work have shown that this

7 INTRODUCTION 8 BACKGROUND 10 RATIONALE 22 AIM OF THE THESIS 23 SPECIFIC AIMS OF THE PAPERS 23 THEORETICAL FRAMEWORK 24 METHODS 27 ETHICAL CONSIDERATIONS 35 FINDINGS 37 DISCUSSION 48 CONCLUSIONS 53 FUTURE STUDIES 54 ACKNOWLEDGEMENTS 55 7 ABSTRACTThose follow ing the profession of rad iographer m ainly w ork in the healthcare sector, w ith im age prod uction in m ed ical im aging or w ith rad iotherapy treatm ents. Rad iographers are responsible for patient care and hand ling technology in this professional field . Rad iographers' practice is interesting to stud y in relation to technical d evelopm ents and changing cond itions for perform ing professional w ork.

X-ray-guided interventions have increased in number and complexity. Mandatory radiological protection training includes both theoretical and practical training sessions. A recent additional training tool is real-time display dosemeters that give direct feedback to staff on their individual dose rates. Ten staff members who regularly perform pulmonary bronchoscopy wore an extra dosemeter during four 2-month periods. We controlled for the patient air kerma area product and the number of procedures in each period. Between periods 1 and 2, radiological training sessions were held and during period 3 the staff used the real-time display system. Focus-group interviews with the staff were held to obtain their opinion about learning radiological protection. We hypothesised that neither training nor the additional real-time dose rate display alters the personal dose equivalent, Hp(d); d = 0.07 and 10 mm. Useful experiences from radiological protection training were obtained, and median staff doses did decrease, however not significantly.

Radiographers work with image production in medical imaging, a professional field that is undergoing rapid technical development. There is a need to understand how students in radiography education learn within this evolving practice. The aim of this paper is to investigate how radiography students learn professional knowledge in practice during clinical placements. Data collection was through qualitative design using observations and individual interviews. The theoretical framework for the study was a practice-orientated approach. Three themes describing the learning in practice of radiography students emerged as the final result. 1) Attuning to practice: Learning through listening and observing showed how students reconstruct prior knowledge into practical knowing and learn the situated practice. 2) Embodied knowing: Learning through acting in practice illustrated how students reconstructed prior embodied knowledge through their own acting in practice. 3) Dealing with the unexpected: Learning from breakdowns explains how students learn in situations in which unexpected things happen with materiality or relations. On these occasions, relationships with other people were important for developing the students’ knowing about the relationship between materiality, actions and people practicing radiography. This study it gives insight into radiography students’ learning during clinical placement, which can be useful for planning curricula, as well as clinical learning in radiography education.

No abstract