The future of ultrasound Advanced Clinical Practitioner education: Mapping the views of clinical leads in the public and private sector

Abstract

Background: There can be little doubt that current models and mechanisms involved in ultrasound Advanced Clinical Practitioner education, at UK University Level 7, are in need of change to adapt to the challenges of a rapidly changing public healthcare environment, while functioning alongside newer ‘direct entry’ educational routes into ultrasound (Miller, Waring, Bolton and Sloane, 2018; Waring, Miller, Bolton and Sloane, 2018). This research, funded by Health Education England, explores the views of clinical leads in UK ultrasound departments regarding the facility of current education, the changes needed now and the changes that are likely necessary to future-proof the curricula. Methods: With institutional ethical approval, semi-structured interviews were conducted with N=10 clinical leads in public and private ultrasound units. Data were transcribed verbatim, and transcripts analysed using the thematic approach outlined by Braun and Clarke (2008). Results: Four interlinked global themes emerged. 1. Soft Skills: The present and increasing need for better and more flexible verbal/written communication skills, plus team working and management/leadership training. 2. Non-Genericism: The need to prepare sonographers for progressively more varied and/or difficult patients and working environments. 3. Specialisation in Diversification: The need to prepare sonographers for a greater range of diagnostic and interventional tasks in more specific domains of ultrasound. 4. Evolving CPD: Developing new CPD models to facilitate greater ongoing involvement. Conclusion: While the participants were broadly very content with current models/standards of Ultrasound ACP education, the findings underscore a range of concerns they held regarding its adaptation in the short-to-medium terms