Qualitative content analysis of image interpretation education in UK pre-registration diagnostic radiography programmes

Abstract

Introduction: Image interpretation is a required capability for all UK pre-registration programmes in diagnostic radiography to meet the needs of graduate practice. It also provides a potential educational foundation for future advanced clinical practice. The aim of this study was to explore how image interpretation education is designed, delivered, and assessed within contemporary UK pre-registration diagnostic radiography programmes.

Methods: Qualitative content analysis of open-source image interpretation curriculum data extracted from UK Higher Education Institute (HEI) websites.

Results: Extracted search data was initially coded and three overarching themes emerged, image interpretation education vision, operationalisation, and delivery and assessment.

Conclusion: This study identified significant heterogeneity in all aspects of UK pre-registration image interpretation education which may suggest an equal heterogeneity can be expected in the image interpretation knowledge, skill, confidence between newly registered practitioners.

Implications for practice: There may be a need for clearer expectations on HEIs by professional and regulatory bodies to ensure consistency in pre-registration image interpretation education.

Keywords: Diagnostic radiography; Education; Image interpretation.