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The Role of
Qualified Radiotherapists
as Role Models
to Student Radiotherapists
in KZN
MPHO MBHELE
Department of Radiography, DUT
SASCRO SASMO Congress
24 August 2011
Introduction
MY OBSERVATIONS :
Too many negative issues from students about Work Integrated Learning environment (WIL)
High absenteeism @ WIL – proof
High number of leave forms per student
Increased clinical time owing
Informal discussions with
students
Questions posed to students
What is your understanding of WIL?
What are the reasons for the unhappy reflection?
What do you perceive the role of qualified radiotherapists to be?
What is your role ?
Outcomes from Discussion
Diffusion of responsibility among students
Good Points were raised, EXCEPT!
Emotionally stated
Illogically put
Deviation from specific questions asked
Forceful vs. Smart ways of seeking change
Lack of diplomacy
Critical Issues – Role Modeling
Approachability of qualified radiotherapists
Communication
Role Identifications
Knowledge sharing
Attitude
Disrespect
Background
Approachability & good communication skills 1
Supportive, friendly and approachable qualified staff resulted in learning outcomes achieved 2
Clinical Competence was most important and interpersonal relationship & personality traits ranked least important 3
Burnout in radiotherapists due to high patient numbers & staff shortage 4
Communication challenges due to diversity and multilingualism of patients and students 5
1. Conway, Lewis & Robinson. 2008. Final-year diagnostic radiography students’ perception of role models within the profession. 2. Ogbu, 2007. Radiography students’ perceptions of clinical placements – A Nigerian perspective.3. Palmer & Naccarato, 2007. Differences in radiation therapy staff and students’ perceptions of clinical teaching characteristics4. Lawrence, 2007. A National Study of Burnout in Radiotherapists registered with the HPCSA.5. Wyrley-Birch, 2008. Professional communication practices of radiotherapists in the workplace & classroom in higher education in the W. Cape, SA
Aim
To explore the role of qualified radiographers as role models to student radiographers in KwaZulu-Natal
Methodology
Quantitative study
Questionnaire – via email with covering permission letter
24 Qualified radiotherapists - provincial sector of KZN
12 Radiotherapy DUT students
Timeframe - 3 month period
ApproachabilitySD D N A SA
The staff are friendly 1 4 2 4 1
The staff are helpful in explaining things to me. - 3 2 4 3
I had opportunities to discuss what I learnt. - 3 5 4 -
I felt reluctance to discuss practices or procedures I could not agree with.
1 2 4 1 4
CommunicationSD D N A SA
I was briefed at the start of the placement on what I could expect to learn.
1 1 3 6 1
I felt like part of a team. 3 - 3 3 3
I got insight into decisions the radiographers have to make in carrying out an examination.
1 1 5 3 2
I did not feel involved in the work being done. 1 6 1 3 1
Knowledge sharingSD D N A SA
When I was observing I was told to look at and think about specific aspects.
- 2 4 4 2
I learnt a lot even only when I could observe. - 4 1 5 2
I felt stimulated by what I learned. - - 1 10 1
I was questioned on those areas that I paid particular attention to.
- 3 4 5 -
CommunicationSD D N A SA
I find discussion sessions valuable in encouraging student tolink theory and practice.
- - 20 4
Students are briefed at the start of WIL by a member of staff on what to do do and on what can be learned.
- 3 16 5
Students generally ask plenty of questions. 6 8 10
Students should participate with staff in any discussions of radiographic interest held during WIL.
- 1 15 8
Role identificationSD D N A SA
It is the role of the clinical tutor to ensure clinical practice are integrated.
1 2 17 4
I am clear about the objectives for student placement in WIL. - 9 12 3
Students must take responsibility for their own learning. 1 3 10 10
I think students expectations of WIL are usually fulfilled. - 5 16 3
Conclusion
IMPORTANT ATTRIBUTES:
Approachability of staff
Good communication - both ways
Willingness to share knowledge
Identification of roles
Recommendations
• VERT System
• Increase student numbers
• More clinical instructors
• Commitment should be brought in by introducing an oath same as in the medical and nursing profession
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