1
Editorial The use of evidence Two matters have recently caught my attention, a commentary on radiographer reporting and the subject of a letter which is pub- lished in this edition. Firstly, the letter 1 from Richard Harbron poses the question; is radiobiology the forgotten science? He raises valid points about a failure to acknowledge the science of radiobiology and as a conse- quence its evidence base. Could it be however that we are witness- ing the consequences of a general dumbing down of science education in general? While we cannot do much about this, the place of science education in radiography has to be paramount. An integrated approach to teaching where sciences are taught together with examination and treatment techniques rather than entities in their own right may be good in principle but does it detract from the importance of science? Its not enough, for example, to say that some students nd physics hardand it is more meaningful to integrate aspects of teaching if one of the outcomes is a diminished understanding of scientic principles that underpin radiography. It is the students who should be able to integrate the parts to make the whole otherwise we are in danger of promoting training at the expense of education. Without a sound science base we should not be surprised if some are prepared to accept a non-evidential practice base as Harbron points out. The easier path will not be to challenge practices but continue to use the impoverished approach of that is the way things have always been done; hardly an approach to inspire condence. While Harbron may be correct in his assumption that radiobiology is the forgotten science the more worrying danger is that some will never have the opportunity to grasp important principles in the rst place. If radiobiology is not the most important topic it is certainly not the least important either. The second matter that caught my eye was a commentary appearing in Aunt Minnie Europe by Dr Peter Rink who is described as Europes very own maverick radiologist. The piece entitled Rude awakening: Will radiographers eventually take over? 2 high- lighted a decision taken by a major Dutch hospital to train radiog- raphers to read images. Rinck seemed displeased that this goes well beyond the red dot system. Well lets applaud the decision of the Dutch hospital authorities for that, there could be little justication for introducing a system past its sell by date. Rather than see image interpretation by radiographers a better approach advocated by Rinck would be to reduce unnecessary examinations. Nothing wrong with that but in itself is demanding of a high workload and is unlikely to compensate for the ever increasing capacity of imaging. He raises legal and ethical aspects and asks who will be responsible for the contents of the reports? Why would it not be the person who wrote the report? Why is there an assumption that radiographers will not be accountable for their actions? They are in all other aspects of life. Rincks reference to the potential of a substandard service is disingenuous. Those of us in the UK will be familiar with similar groundless comments made by some in the UK in the past. As I have stated in a previous editorial 3 it is dif- cult to understand why radiographers are singled out for such special attention. There does not seem to be the same level of enmity shown to other non-medical reporters. It is intriguing but at a time when global health care costs are rising inexorably there is no need for turf wars. The interests of the patient must be para- mount and not those of individuals who support restrictive prac- tices. The way ahead surely has to be health professionals working together ensuring that the skills of each are used to the best effects. In a forum that followed the Aunt Minnie feature, contributors from the UK produce very good counterarguments to Rincks suppositions. There is a good evidence base to support the role of radiographers in image interpretation. Radiographers are no threat to radiologists and it could be said that image inter- pretation has made for closer and better working relationships between a number of disciplines. It is important that it is the evidence that is disseminated and not disingenuous comments and platitudes. References 1. Harbron R. Radiobiology-the forgotten science? Radiography 2011;17:266. 2. Rinck P. Rude awakening: will radiographers eventually take over? http://www. auntminnieeurope.com/index.aspx?sec¼nws&sub¼rad&pag¼dis&ItemID¼605025 [accessed 16.5.11]. 3. Price RC. The past is a foreign country. Radiography 2010;16:16970. Richard Price* University of Hertfordshire, School of Health & Emergency Professions, College Lane, Hateld, Herts AL5 1HF, United Kingdom * Tel.: þ44 1 707 284962. E-mail address: [email protected] Available online 8 June 2011 Contents lists available at ScienceDirect Radiography journal homepage: www.elsevier.com/locate/radi Radiography 17 (2011) 177 1078-8174/$ see front matter Ó 2011 The College of Radiographers. Published by Elsevier Ltd. All rights reserved. doi:10.1016/j.radi.2011.05.003

The use of evidence

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lable at ScienceDirect

Radiography 17 (2011) 177

Contents lists avai

Radiography

journal homepage: www.elsevier .com/locate/radi

Editorial

The use of evidence

Two matters have recently caught my attention, a commentaryon radiographer reporting and the subject of a letter which is pub-lished in this edition.

Firstly, the letter1 from Richard Harbron poses the question; isradiobiology the forgotten science? He raises valid points abouta failure to acknowledge the science of radiobiology and as a conse-quence its evidence base. Could it be however that we are witness-ing the consequences of a general dumbing down of scienceeducation in general? While we cannot do much about this, theplace of science education in radiography has to be paramount.An integrated approach to teaching where sciences are taughttogether with examination and treatment techniques rather thanentities in their own right may be good in principle but does itdetract from the importance of science? It’s not enough, forexample, to say that some students find physics ‘hard’ and it ismore meaningful to integrate aspects of teaching if one of theoutcomes is a diminished understanding of scientific principlesthat underpin radiography. It is the students who should be ableto integrate the parts to make the whole otherwise we are indanger of promoting training at the expense of education. Withouta sound science base we should not be surprised if some areprepared to accept a non-evidential practice base as Harbron pointsout. The easier path will not be to challenge practices but continueto use the impoverished approach of ‘that is the way things havealways been done’; hardly an approach to inspire confidence. WhileHarbron may be correct in his assumption that radiobiology is theforgotten science the more worrying danger is that somewill neverhave the opportunity to grasp important principles in the firstplace. If radiobiology is not the most important topic it is certainlynot the least important either.

The second matter that caught my eye was a commentaryappearing in Aunt Minnie Europe by Dr Peter Rink who is describedas ‘Europe’s very own maverick radiologist’. The piece entitled‘Rude awakening: Will radiographers eventually take over’?2 high-lighted a decision taken by a major Dutch hospital to train radiog-raphers to read images. Rinck seemed displeased that this goes wellbeyond the red dot system. Well let’s applaud the decision of theDutch hospital authorities for that, there could be little justificationfor introducing a system past its sell by date. Rather than see imageinterpretation by radiographers a better approach advocated byRinck would be to reduce unnecessary examinations. Nothingwrong with that but in itself is demanding of a high workload

1078-8174/$ – see front matter � 2011 The College of Radiographers. Published by Elsedoi:10.1016/j.radi.2011.05.003

and is unlikely to compensate for the ever increasing capacity ofimaging. He raises legal and ethical aspects and asks who will beresponsible for the contents of the reports? Why would it not bethe person who wrote the report? Why is there an assumptionthat radiographers will not be accountable for their actions? Theyare in all other aspects of life. Rinck’s reference to the potential ofa substandard service is disingenuous. Those of us in the UK willbe familiar with similar groundless comments made by some inthe UK in the past. As I have stated in a previous editorial3 it is diffi-cult to understand why radiographers are singled out for suchspecial attention. There does not seem to be the same level ofenmity shown to other non-medical reporters. It is intriguing butat a time when global health care costs are rising inexorably thereis no need for turf wars. The interests of the patient must be para-mount and not those of individuals who support restrictive prac-tices. The way ahead surely has to be health professionalsworking together ensuring that the skills of each are used to thebest effects. In a forum that followed the Aunt Minnie feature,contributors from the UK produce very good counterargumentsto Rinck’s suppositions. There is a good evidence base to supportthe role of radiographers in image interpretation. Radiographersare no threat to radiologists and it could be said that image inter-pretation has made for closer and better working relationshipsbetween a number of disciplines. It is important that it is theevidence that is disseminated and not disingenuous commentsand platitudes.

References

1. Harbron R. Radiobiology-the forgotten science? Radiography 2011;17:266.2. Rinck P. Rude awakening: will radiographers eventually take over? http://www.

auntminnieeurope.com/index.aspx?sec¼nws&sub¼rad&pag¼dis&ItemID¼605025[accessed 16.5.11].

3. Price RC. The past is a foreign country. Radiography 2010;16:169–70.

Richard Price*University of Hertfordshire, School of Health & Emergency Professions,

College Lane, Hatfield, Herts AL5 1HF, United Kingdom* Tel.: þ44 1 707 284962.

E-mail address: [email protected]

Available online 8 June 2011

vier Ltd. All rights reserved.