Research informed teaching experience in diagnostic radiography : the perspectives of academic tutors and clinical placement educators

Introduction: This small scale qualitative research study investigated the perceptions by both academic tutors and clinical placement educators of integrating the research-informed teaching experience (RiTe) within an undergraduate radiography curriculum to support the learning and practice of image quality and dose optimization. Method: A purposeful sampling approach was used to recruit participants and two asynchronous online focus groups (OFG) were used for data collection. An inductive thematic approach was taken to analyse both sets of OFG data. Results and discussion: Five academic tutors and four clinical placement educators participated in the research. Three overarching themes common to both sets of OFG data were identified. Findings confirmed that both OFGs felt that the RiTe supported student learning of image quality and dose optimization as well as the development of research skills. However, the clinical placement educators did identify that students may find it difficult to transfer and apply this knowledge into practice (theory-practice gap). Conclusion: Results from both OFGs suppor tRiT ewith regard tot he teaching and practice of image quality and dose optimization.However, greater involvement by clinical placement educators may help to overcome issues with the translation of RiTe by students into the clinical environment (theory-practice gap) and support its continued development within the curriculum. It was also identified that RiTe could be developed for qualified staff for continued professional development

Constructive alignment of a research-informed teaching activity within an undergraduate diagnostic radiography curriculum : a reflection

Aim: To evaluate the learning experience of a level 5 (year 2) student cohort within a research-informed teaching (RiT) activity and to map findings against learning outcomes and level descriptors using constructive alignment. Method: An online questionnaire was used to explore the level 5 student experience of a Research-informed Teaching (RiT) activity. Responses were retrospectively mapped against Framework for Higher Education Qualifications (FHEQ) level descriptors for level 5 using constructive alignment. Results and Discussion: Thirty one out of 46 level 5 students completed the questionnaire (67% response rate). Analysis of the questionnaire supported the integration of this RiT activity within the curriculum in terms of learning and research skill development by students. However, it was identified that this activity could be revised further to better align with level 5 descriptors and incorporate additional higher level cognitive processes. Conclusion: Learning outcomes for this RiT activity were constructively aligned with FHEQ level 5 descriptors. Recommendations are provided on how these could be further refined to ensure students undertake a more critical approach to the application of theory into practice. Discussion also considers how this process could be used to develop a similar RiT activity at level 6 (year 3)

Research-informed Teaching experience II (RiTe II) Student Handbook

Student handbook used in the level 5 year 2 Research-informed Teaching experience (RiTe) I

A research-informed teaching model for undergraduate learning and research skills development using collaborative enquiry based learning

Student-centred approaches to Research-informed teaching (RiT) have been shown to provide students with stimulating learning experiences, thereby enhancing student learning. The Research-informed Teaching experience (RiTe) was introduced into the undergraduate Diagnostic Radiography curriculum at the University of Salford in 2009 as a RiT model to support student learning and develop research skills using collaborative enquiry-based learning (CEBL). The publications in this thesis present a range of evaluations and educational research in the context of two student-centred RiT activities: i) RiTe and ii) OPTIMAX. Mixed methods research was used to explore the student learning experience of RiTe and OPTIMAX within a single Higher Education Institute along with the perceptions of RiTe by academic tutors and clinical placement educators. The theoretical framework for the publications in this thesis posteriori is the New World Kirkpatrick Model which provides a holistic interpretation and conceptualisation of the publications. Analysis of student responses found that both RiTe and OPTIMAX were valued and enjoyable learning activities. This supports the importance of student evaluation and how learning activities that are positively received by students are an important proxy for learning. Results also indicated the co-production of knowledge and cross-proliferation of experiences via CEBL a key element of both activities. However, it was identified that students felt that they could not share knowledge with qualified practitioners following RiTe. Academic tutor and clinical placement educator research agreed that RiTe helped students to link theory with practice and developed their research skills. They also felt RiTe supported the development of key employability skills, including communication and team working. Models such as RiTe and OPTIMAX could be used to support student learning and embed research skills development. The development of a psychometric scale is currently being undertaken to further evaluate student self-efficacy and task value following RiTe. Further research is also needed to better understand whether research activity is continued beyond registration and first post qualification following RiTe

The impact of teaching experimental research on-line : Research-informed Teaching and COVID-19

Introduction As part of the BSc (Hons) Diagnostic Radiography programme students learn and undertake research relevant to their development as first post radiographers (dose optimisation and image quality) within the Research-Informed Teaching experience (RiTe). Due to the COVID-19 pandemic, the delivery of RiTe to our year 2 students was moved to an online format using Microsoft Teams and Blackboard Collaborate and focused on a key area of current practice - COVID-19 and chest X-ray imaging. Within RiTe students are placed into collaborative enquiry-based learning (CEBL) groups to share tasks, but to also support and learn from one another. Methods An online survey was used to explore the year 2 student cohort task value and self-efficacy of this online version of RiTe. Results A 73% (32/44) response rate was achieved. Students found the online version of RiTe to be a positive learning and development experience. There was strong agreement that they not only found it relevant to their area of practice (task-value), but also strongly agreed that they understood and could master the skills taught (self-efficacy). Conclusion This online version of RiTe was effectively structured to help scaffold student learning and development of research data analysis skills despite the lack of face-to-face teaching. The students also valued the topic area (COVID-19 and chest X-ray imaging). A blended learning approach with RiTe will be used next year with a combination of collaborative online teaching and physical data collection and analysis in the university-based X-ray imaging laboratory. Further evaluation and data collection will also be undertaken. Implications for practice University-based empirical work in groups to learn about research can be replaced by an online mechanism whilst still maintaining task-value and acceptable self-efficacy

An observational study of cross-cultural communication in short-term, diverse professional learning groups

Abstract This paper reports the evaluation of a European funded 3-week summer school which took place in 2013 involving 60 staff and students from five universities. The evaluation looked at one group in detail using a qualitative approach to consider whether students and teachers can work together in multicultural groups in order to achieve their goal. Method One group was observed during 2 two-hour sessions of group activity; at the beginning and end of the summer school task. Video data was analysed using the Rapport Management framework, a model of cross-cultural communication, to determine what motivated this group’s interactions. Results As the group’s deadline became imminent ‘face-threatening acts’ (FTAs) were more apparent. These were tolerated in this group because of the development of a strong social bond. There was inequity in participation with members of the group falling into either high- or low-involvement categories. This was also well-tolerated but meant some students may not have gained as much from the experience. The group lacked guidance on managing group dynamics. Conclusion Cultural differences in communication were not the main threat to multi-cultural working groups. Potential problems can arise from failing to provide the group with a framework for project and team management. An emphasis on ground rules and the allocation of formal roles is important as is the encouragement of socialisation which supports the group during challenging times. Keywords: Rapport management; inter-cultural communication; Erasmus; group work; observatio