Directed Reading: Designing a Professional Development Program for Medical Radiation Technologists

Martell, Brian

doi:10.1016/j.jmir.2009.12.001

Cited by 3 publications

(4 citation statements)

References 9 publications

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“…The questionnaire consisted of four key sections: (1) participant demographics, (2) use of collaborative learning tool including social media for CPD, (3) value of these tools for CPD and (4) workplace supports. The questions included 5-point Likert scales for example usefulness (extremely useful [1] not useful [5]) and value ranking (least important [1] to most important [5]). Australian MRPs were invited to participate in the study, anonymously via online survey.…”

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…Medical radiation practitioners (MRPs) inclusive of radiographers and radiation therapists participate in continuous professional development (CPD) to update their knowledge, skills, competency, safety standards and improve their patient care. 1,2 To maintain registration with the Australian Health Practitioner Regulation Agency (AHPRA), MRPs must attain 60 h of CPD over a 3-year period with a minimum of 10 h attained each year. 3 The Medical Radiation Practice Board of Australia (MRPBA) recommends that practitioners participate in a variety of learning activities such as interactions with peers in the form of collaborative learning.…”

Section: Introductionmentioning

confidence: 99%

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Collaborative learning in the professional development of medical radiation practitioners

Turner

Morasi

Mrsnik-Hamdi

et al. 2021

J of Medical Radiation Sci

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Introduction Medical radiation practitioners (MRPs) participate in continuous professional development (CPD) to update their knowledge, skills, safety standards and patient care. The Medical Radiation Practice Board of Australia (MRPBA) recommends that practitioners participate in a variety of activities and to incorporate the use of collaborative learning tools. The aim of this research was to investigate the value, use and workplace supports for online and face‐to‐face collaborative learning for CPD. Methods A cross‐sectional online survey of Australian MRPs was conducted. The questionnaire was distributed via e‐blast from the Australian Society of Medical Imaging and Radiation Therapy (ASMIRT) to members. Results A total of 115 completed questionnaires were received. Seminars, workshops and conferences were the most valued collaborative learning tools, with no significant difference in ranking observed (P > 0.05). The majority of MRPs regularly attend conferences (64%, n = 73) with those working in a metropolitan location more likely to attend. MRPs are supported by their workplace to attend conferences through the provision of paid leave (61%, n = 63), funding (50%, n = 52) and to a lesser extent travel expense (38%, n = 39). More than half (60%, n = 69) of the participants use social media for CPD with Facebook being the most frequently used and most useful online platform. The most common reasons for using social media for CPD were accessibility to information (85%, n = 56), little geographical limitations (77%, n = 51) and ease of use (74%, n = 49). Conclusion Medical radiation practitioners currently utilise both face‐to‐face and online collaborative learning tools to meet their CPD needs. Face‐to‐face tools are more frequently utilised and highly valued by MRPs.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Collaborative learning in the professional development of medical radiation practitioners

Turner

Morasi

Mrsnik-Hamdi

et al. 2021

J of Medical Radiation Sci

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“…Radiotherapy and oncology is a rapidly evolving discipline that requires radiation therapists to maintain, update and enhance their knowledge, skills and attributes in the context of emergent technology and techniques [1][2][3][4]. Continuing professional development (CPD) is an approach to maintaining and broadening knowledge and skills along with the development of personal qualities for the execution of professional and technical duties [5].…”

Section: Introductionmentioning

confidence: 99%

Evidencing Continual Professional Development: Maximising Impact and Informing Career Planning

Eddy

Doughty

2015

Journal of Medical Imaging and Radiation Sciences

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Continuing professional development (CPD) is essential for radiographers to maintain and update their specialised knowledge base in light of constant professional changes. CPD is the continuous and systematic maintenance, improvement, and broadening of knowledge and skills and the development of personal qualities necessary for the execution of professional and technical duties. Professional and regulatory bodies are increasingly relying on proof of CPD through a variety of learning opportunities to provide evidence of clinical competence. Importantly, CPD has been linked not only to competence but also to motivation and job satisfaction. However, for CPD to be embraced fully, the individual needs to see how activity can be planned and recorded in a way that is meaningful to them in the context of their career aspirations. This article will review basic principles of why evidence is needed for CPD, what constitutes evidence (direct and indirect), and how that evidence can be presented. This will be discussed in the context of having a longer-term career vision, and embedded within Donner and Wheeler's five-phase career planning and development model. R ESUM E Le perfectionnement professionnel continu (PPC) est essentiel pour permettre aux radiographes de maintenir et de mettre a jour leur base de connaissances sp ecialis ees au vu de l' evolution continuelle de la profession. Le PPC est « l'entretien, l'am elioration et l' elargissement continu et syst ematique des connaissances et des comp etences et le d eveloppement des qualit es personnelles requises pour l'ex ecution des tâches professionnelles et techniques » Henwood (2000). Les organismes professionnels et r eglementaires s'appuient de plus en plus sur les preuves de PPC par une vari et e d'occasions d'apprentissage dans la d etermination de la comp etence clinique. Il est important de noter que le PPC est li e non seulement aux comp etences, mais aussi a la motivation et a la satisfaction au travail. Cependant, pour que le PPC soit adopt e pleinement, l'individu doit pouvoir constater de quelle façon les activit es peuventêtre planifi ees et consign ees d'une façon significative pour lui dans le contexte de des aspirations de carri ere. Cet article passe en revue les principes de base autour desquels s'articule le besoin de preuves du PPC, ce qui constitue une preuve (directe ou indirecte) et comment ces preuves peuventêtre pr esent ees. Ces el ements sont trait es dans le contexte d'une vision de carri ere a long terme, et inscrite dans le mod ele de planification et d eveloppement de carri ere en cinq phases d evelopp e par Donner & Wheeler (2001).

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Leading into the future: Revising nuclear medicine education across Canada to satisfy the newly imposed CAMRT leadership competency

Belliveau

2021

Journal of Medical Imaging and Radiation Sciences

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Directed Reading: Designing a Professional Development Program for Medical Radiation Technologists

Cited by 3 publications

References 9 publications

Collaborative learning in the professional development of medical radiation practitioners

Collaborative learning in the professional development of medical radiation practitioners

Evidencing Continual Professional Development: Maximising Impact and Informing Career Planning

Leading into the future: Revising nuclear medicine education across Canada to satisfy the newly imposed CAMRT leadership competency

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