Qualitative research design and approaches in radiography

Introduction Radiography, as with other health care professions, aims towards establishing full professional recognition. A recognized research background is considered an essential component of this. Usually, emphasis is placed on quantitative research which focuses on the deductive component of the scientific 'confirmatory' method. However, this situation changed after the emergence of a post-positivist philosophy of medical research, which suggests the need for both quantitative and qualitative research to grasp a better understanding of the reality. The nature of qualitative research, unlike quantitative, is inductive and exploratory, providing insight into certain topics of which little is known and hence complementing quantitative research. Purpose: This article identifies the main qualitative research traditions that can be applied to radiography, providing a review in terms of their applications, areas of inquiry, and strengths and weaknesses according to the nature of the study. Previous radiography studies using qualitative approaches are critically reviewed to illustrate these issues. Their applications are also discussed based on the proposed radiography research framework by Adams and Smith, who identified broad radiography research areas aiming to further the research capacity of radiographers and the profession, especially by means of qualitative research.Methods: A comprehensive literature search was conducted using the CINAHL and ScienceDirect databases and the journal Radiography, and by using the keywords qualitative research to identify articles focusing on qualitative research. Only articles that were related to health care disciplines were then selected for the review. Conclusion: Three approaches, that are grounded theory, phenomenology and ethnography, can all be applied to the proposed radiography research framework to study intra- and inter-professional issues and clinical practice, and patient and health delivery issues. Hence, qualitative research methods can be used to rigorously study these important areas so as to produce high quality outcomes and promote the use of qualitative approaches in the radiography research culture

Establishing a method to support academic and professional competence throughout an undergraduate radiography programme

Purpose: Radiography degree programmes are coming under increasing pressurefrom the community to ensure that graduates have not only the necessary academic developmentbut also the practice-based skills. This study aims to establish a method of monitoringstudents’ progress towards, and ability to meet, academic and professional competencesthroughout a radiography programme.Methods: Questionnaires were designed for students and academic staff to determine thestages and standards of progress of competence development, and to inform the review processof the current assessment tools throughout the programme. A literature search identifiedthe appropriate pedagogy as a basis for devising the method. Another questionnaire was distributedto overseas radiography institutions to gain insights into other assessment practicesto validate the framework.Results and discussion: It was established that years of study rather than semester periodswere appropriate to allow students to meet the standards. Discrepancies were noted in theexpectations between academic staff (higher expectations) and students (more realistic) interms of the pace of development expected. As students progress at different rates, and donot experience the same clinical exposure, their ability to meet expectations may differand so both sets of expectations were combined as a range of criteria. A multi-dimensionalassessment approach should be adequate to gauge students’ progress but time and resourceeffectiveness has not yet been addressed. The portfolio was identified as the pedagogy capableof integrating all the competence assessment tools, linked by reflective writing, to gatherindividual outcomes into a whole, and form a holistic framework.Outcome: The portfolio framework will initially run as a voluntary activity and standards ofprogress corresponding to the students’ stages will be delivered to participants in advance.Participants will be required to select materials and reflect on these, as evidence of development.Faculty members will provide support and feedback to students and oversee the wholeprocess