Innovation
The Research-informed Teaching experience (RiTe) at the University of Salford combines research with teaching within the BSc (Hons) Diagnostic Radiography curriculum. There is a body of literature which supports the idea that by combining these two traditionally separate entities, student learning and engagement with the curriculum is enhanced. However, this approach also provides students with vital transferable skills, which may be useful for subsequent career development.
A scenario is used within RiTe to get students to investigate the relationship between the acquisition factors used in x-ray imaging and the effect these have on image quality and patient dose. This scenario was selected because it fell within the research foci of the directorate and as a qualified radiographer there is an expectation and professional requirement to have the requisite knowledge and clinical decision making skills to generate radiographic images that are fit for purpose whilst ensuring all patient radiation doses are kept to a minimum. Materials were developed to support the students during the week-long RiTe activity. These materials include a student workbook to introduce students to the scenario and learning objectives of RiTe.
For each student RiTe week, a timetable outlines the activities to be undertaken by the students, with formal lectures to introduce the scenario and the concept of experimental design. Students then work in two small groups (approximately 5 students per group) and design a research methodology to investigate the scenario. The students then defend their methodology design to a member of the academic staff. This is to ensure that the students follow a scientifically rigorous approach in their acquisition and analysis of results to meet the set learning outcomes (for example the students are asked to compare any differences or similarities in their design with suggestions for improvement made by the academic team member).
Students then acquire (under supervision) x-ray images of a phantom to simulate a patient. Students then calculate the patient dose received from each of these x-ray exposures and also assess the subsequent image quality for each x-ray image. This helps them to understand the effect of manipulating x-ray exposure factors on both image quality and patient dose, whilst undertaking research to explore this phenomenon. The students also reflect on the weeks’ events during RiTe. Tutor support is provided at specific points (graduate teaching assistant provide the students with research skills support during the week) and on the final day the students give a presentation of their research.
For level 4 students, RiTe forms part of a summative assessment with students undertaking the writing of an experiment report based on the research performed during RiTe. Currently, for level 5 students there is no such assessment, however students are encouraged to prepare a self-reflective presentation and this helped a number of students to identify areas of weakness for further learning and research they may wish to undertake for the their level 6 research dissertation.
What prompted innovation?
The BSc (Hons) Radiography Programme Team University of Salford proposed changing the curricula for the undergraduate radiography to expose students to more formal research, within their normal teaching and learning experience. It was envisaged that such an initiative with suitable materials and support could lead to valuable research outputs from their contributions and also facilitate the students practice based learning and understanding of key radiographic concepts i.e. span the gap between academic knowledge and clinical practice.
What makes innovation different?
Although there is a body of literature supporting the use of RiT within undergraduate teaching – in particular within the social sciences and medicine – very little has been written about RiT being integrated within the undergraduate diagnostic radiography curriculum. A novel aspect of RiTe is that it is also timetabled during the students’ practice placement block. In this way we are trying to show students that research is not just an academic exercise (to be carried out during academic time and for the purpose of supporting assessment), but that real-world research is something all practitioners should be involved in. The fact that we give the students a clinical problem to solve is one that is related to their experience and vocational training and helps to communicate this message.
Therefore, RiTe is a novel approach in facilitating student learning and involving them with research within the discipline of diagnostic radiography. Student feedback has been positive, but research is being undertaken to better understand the student experience of RiTe and to disseminate key findings to a wider audience.
Changes in practice
There has been a positive response by lecturers, clinical tutors and students alike with the introduction of RiTe. The development and introduction of RiTe has lead to a number of undergraduate research outputs from the department. Five students have presented posters at a major radiological conference (the United Kingdom Radiological Conferene (UKRC) in June 2013) after undertaking research related to RiTe (image quality and patient dose). A number of developments are in progress that have also arisen as a consquence of RiTe and the linking of this with research undertaken by the directorate. This includes the development of x-ray image appraisal software, which it is hoped will be used to aid student learning in the near future.
It is also hoped that the RiTe project will not only encourage more student involvement within research, but also foster a desire for lifelong self-directed learning. This is of particular significance within the health service as strategic drivers are encouraging the use of evidence-based practice (EBP) to improve patient care and service quality. By providing students with the necessary research and knowledge skills, this is something that as healthcare lecturers we can help to facilitate.
Impact
Pedagogical research findings from student focus groups and an online questionnaire support the introduction of RiTe as a method of integrating research with teaching. Evidence to date has demonstrated a positive student learning experience. This has been disseminated to both peer reviewed journals and professional journals (see next section for details). Student evaluation of RiTe has also been very positive, with students acknowledging the role RiTe has had in further improving their research skills. Findings have also shown that the method of delivery of RiTe, i.e. in small groups, has the potential for students to develop team-working skills which is essential for effective health care practitioners.
Work is currently in progress to further examine the student experience of RiTe at level 5. It is also proposed to explore the staff and clinical tutor views of RiTe and potentially develop student-led research conferences and a student research e-journal.
Dissemination
Research relating to RiTe is currently being undertaken to submit towards the award of a PhD by published works. Two articles have been accepted for publication in peer reviewed journals, with other articles published in professional journals relating to radiography. These include:
Higgins, R & Hogg, P & Robinson, L 2013, Integrating Research-informed Teaching within an Undergraduate Level 4 (year 1) Diagnostic Radiography Curriculum: A Pilot Study, Journal of Vocational Education.
Higgins, R & Hogg, P & Robinson, L 2013, ‘Towards a research informed teaching experience within a diagnostic radiography curriculum: The level 4 (year 1) student holistic experience’, Radiography, 19(1), pp.62-66.
Higgins, R & Robinson, L & Hogg, P 2013, ‘Developing undergraduate diagnostic student radiographers’ research skills using research-informed-teaching’, Imaging and Therapy Practice, pp.27-29.
Norton, S & Hogg, P & Higgins, R & Robinson, L & Norton, E & Mackay, S & Newton-Hughes, A & Szczepura, K & Tootell, A & Farell, A & Manning, D & Qaroot, B A 2012, ‘Enhancing the learning experience: RiTe II’, Imaging Therapy and Practice (Synergy), pp.20-23.
Higgins, R & Hogg, P & Robinson, L 2011, ‘The RiTe Project: Towards a research led informed teaching diagnostic radiography curriculum’, Imaging Therapy and Practice (Synergy), pp.26-28.
Team meetings and education sessions are used to provide updates and share experience of RiTe with the programme team.