ePortfolios: Enhancing confidence in student radiographers' communication of radiographic anatomy and pathology. A cross‐sectional study

Abstract

IntroductionIn 2020, the Medical Radiation Practice Board of Australia made several revisions to its professional capabilities. To address this, medical radiation practitioners, including diagnostic radiographers, are required to escalate urgent findings in all radiographic settings. However, the confidence of radiographers in articulating descriptions of radiographic findings varies despite this requirement. This cross‐sectional study explores how the implementation of eportfolio affects student self‐perceived confidence in identifying and describing radiographic findings in both an academic and a clinical setting.MethodsA Qualtrics survey was distributed to second‐year radiography students who had used eportfolios. The survey comprised of four questions using a Likert‐scale and one open‐ended question. Quantitative data were analysed using the Wilcoxon signed‐rank test and qualitative data was thematically assessed.ResultsOverall, 55 of 65 radiographic students (85%) completed the survey. Confidence (strongly agree and agree) decreased from 89% to 74% between academic and clinical environments when identifying abnormalities, and 89% to 73% when describing findings. This finding highlights the challenges students face when in the clinical environment. Wilcoxon signed rank test analysed a statistically significant relation between the two environments (P < 0.05). However, the relationship between identifying and describing skills was not statistically significant (P > 0.05). Following a review of the qualitative data, three recurring themes were identified among responses.ConclusionePortfolios assist in improving confidence in identification and description of radiographic abnormalities, particularly in an academic setting. The clinical environment presents unique challenges which may limit student clinical performance; however, this requires further investigation.