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Introduction ¥ Content ¥ Guidelines for Use ¥ Index of Tables
The directory is the outcome of a survey to evaluate the nature of Radiographic Education across the European Union.Ê Twenty two countries and forty seven institutions participated in the survey. Details of the participating institutions can be found in Table 1
The survey was developed by a group of experienced educators, representative of the population of radiography educators across Europe:
| Jonathon McConnell (Co-ordinator) | UK |
| Paul Bezzina | Malta |
| Martina Horvathova | Slovakia |
| Tiina Juhansoo | Estonia |
| Agnes Kaminski | Germany |
| Radovan Karkus | Slovakia |
| Anja Kettunen | Finland |
| Francis Mitchell | UK |
| Ulla Lindstedt | Sweden |
| Irene Woeginger | Austria |
The directory comprises information on the following: Educational Institute Background i.e. Type, Qualification, scope of practice Profile of staff contributing to first cycle programmes Teaching, Learning and Assessment methods Curriculum content for first cycle qualification
The directory will be of interest to:
Educational developers
within and without the European Union
Institutions seeking
collaboration with other institutions within the European Union
Radiography programme
leaders and teachers
Teachers seeking
exchange opportunities in other states within the European union
Students seeking
exchange opportunities in other states within the European union
Persons wishing to study
in another state within the European Union
The directory is an Excel database which can be accessed by clicking on the links within the text.
Educational Institute Background
1.1 Qualification and Scope of Practice
In this section, data was collected to provide the reader with an overview of the types of institution that provide first post radiographer education. The range of practice that is undertaken by first post radiographers is diverse and the information contained in the directory does not represent the full picture across Europe. The survey does not differentiate between those schools that provided joint programmes in radiotherapy and radiography. Where programmes allow newly qualified radiographers to practice in the specialist modalities e.g. Computed Tomography, Magnetic Resonance Imaging, Ultrasound, Nuclear medicine the level and scope of practice was not indicated. Therefore we were unable to differentiate between those radiographers who practised un-supervised in these specialist areas from, those who practised under the supervision of more senior staff e.g. radiologists. Further information can be obtained from the Institutions. Table 2 shows the data in table form.
European Credit Transfer and Accumulation System (ECTS)
The survey collected data from institutions on whether the programme ofstudy could be measured against the European Credit Transfer and Accumulation System. The purpose of the ECTS is to facilitate student mobility and international curriculum development [1]
According to ECTS principles, 60 credits measure the workload of a full time student during one academic year. The student workload of a full-time study programme in Europe amounts in most cases to around 1500Ð1800 hours per year and in those cases one credit stands for around 25 to 30 working hours. Institutions were asked to specify for their programmes:
- How many hours of study = 1 credit (ECTS)
- Total number of credits (ECTS) a student has to collect each year
- Total number of credits (ECTS) Êa student has to collect to qualify from the programme
Table 3 displays this information. Not all institutions use ECTS credits to measure their programme outcomes.
1.3 Professional background and profile of staff contributing to first cycle programmes
The purpose of collecting this data was to identify the background and range of professionals who contribute to radiography programmes and the profile of full time teaching staff who were employed to teach on first cycle programmes. Institutions were asked to specify in the academic setting:
- What were the professional backgrounds of those who contribute to the teaching (Institutions were asked to specify the % contribution for each of the different disciplines, however this data was not returned in a consistent manner, therefore has not been included in the table)
- What was the minimum clinical experience full time teaching staff must have before they can become a teacher
- Whether the full time staff had to possess a teaching qualification
- Whether full time teaching staff had obtained or were studying for a higher degree
- Whether full time teaching staff participate in research or clinical audit of practice
SeeTable 4 for the results.
1.4 Structure of Academic and Clinical components of first cycle programmes
It was viewed as important to gain information about how first cycle programmes were structured across Europe. This information would assist staff and students who were planning exchanges and also assist programme teams to develop their programmes to conform to the European Credit Transfer and Accumulation System (ECTS) by making comparisons against those programmes already using the system. Institutions were asked to specify:
- What kind of attendance pattern students followed during the first cycle programme
- What percentage (%) time in total students spent on clinical practice
- What percentage (%) of the programme was profession specific
- Where students gained their clinical experience within the first cycle programme
1.5 Teaching, Learning and Assessment Methods
All first cycle programmes use a range of teaching, learning and assessment methods. The survey was able to capture this range and diversity thus providing programme planners with information on currents trends in teaching, learning and assessment and the opportunity for consultation and collaboration. This information can be linked to the work completed by sub-group two.
See Table 6 and Table 7 to view the teaching, learning and assessment methods used by individual respondents.
See Chart 1 and Chart 2 to view the trends in teaching, learning and assessment across the Institutions responding to the surveys.
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2. Curriculum Content for First Cycle Programmes
In this section the survey was designed to collect comprehensive information about the curriculum content within first cycle programmes across Europe. The educators within the group compiled a list of topic areas that reflected the range of knowledge and skills expected of newly qualified radiographers. The topic areas were divided into sub-categories and further subdivided into performance indicators.
For each of the performance Indicators, participants were asked to indicate the level of knowledge and skills a newly qualified radiographer would possess after completing a first cycle programme of study at their Institution. Three levels were identified:
¥ E Ð Essential
¥ DÊ Ð Desirable
¥ NR Ð Not required
To view the results for each topic area click on the table reference under each heading. Within each table there is a separate table for sub- category and its related performance indicators. There are also charts which give an overview of all the responses in each sub-category.
2.1 Physical Principles
- Atomic and Radiation Physics
- Understanding Diagnostic Imaging Equipment Operation
- Quality Assurance
2.2 Anatomical, Physiological and Pathological Principles
- Body systems
- Impact of Pathology and Trauma on Anatomy, Physiology
2.3 Imaging Techniques
- Radiographic examinations
- Computed radiography
- Ultrasound examinations/procedures
- Magnetic Resonance Imaging
- Radionuclide Imaging
- Angiography and Interventional Radiology
- Radiotherapy Planning and Treatment
2.4 Professional skills
- Information technology
- Communication and Interaction
- Patient Care Skills
- Work Organisation
Conclusion
The directory has recorded data collected over a period of two years. It is appreciated that some of the information may not be current. However the data provides a comprehensive picture of the nature of radiography education across Europe for those countries and Institutions who participated in the survey.
The sub-group members would like to thank all those who participated in the survey and we would welcome your comments on the content and format.
Carena Eaton Ð Sub-group Co-ordinator
To access the Information in the Directory click on the links in the guide above. Some of the tables have multiple pages Ð look for the tabs at the foot of each page, some of the pages are large and you may need to scroll around the page to view all of the table. Tables and charts can be printed. Use your browser buttons to return to this page.
Tables Table 1: Participating Institutions
Table 2: Qualification and Scope of Practice
Table 3: European Credit Transfer & Accumulation System Institutions using ECTS
Table 4: Professional background and profile of staff contributing to first cycle programmes
Table 4a: Professional background and profile of staff contributing to first cycle programmes
Table4b: Professional Background of other professions contributing to teaching
Table 4c: Teacher Profile
Table 5: Structure of Academic and Clinical components of first cycle programmes
Table 6: Teaching & Learning Methods
Table 7: Range of Assessment Methods
Table 8: Curriculum Content: Physical Principles
Table 8a: Curriculum Content: Atomic and Radiation Physics
Table 8b: Curriculum Content: Diagnostic Imaging Equipment Operation
Table 8c: Curriculum content: Quality Assurance
Table 9: Curriculum Content: Anatomical. Physiological and Pathological Principles
Table 9a: Curriculum Content: Body Systems
Table 9b: Curriculum Content: Impact of pathology and trauma on anatomy, physiology
Table 10: Curriculum Content: Imaging Techniques
Table 10a: Curriculum Content: Radiographic examinations
Table 10b: Curriculum Content: Computed Radiography
Table 10c: Curriculum Content: Ultrasound Examinations/Procedures
Table 10d: Curriculum Content: Magnetic Resonance Imaging
Table 10e: Curriculum Content: Radionuclide Imaging
Table 10f: Curriculum Content: Angiography and Interventional Radiology Procedures
Table 10g: Curriculum Content: Radiotherapy Planning and Treatment
Table 11: Curriculum Content: Professional Skills
Table 11a: Curriculum Content: Information Technology
Table 11b: Curriculum Content: Communication and Interaction
Table 11c: Curriculum Content: Patient Care Skills
Table 11d: Curriculum Content: Work Organisation
Charts
All charts are stored within the Tables of the same numerical number
Chart 6: Overview of Teaching and Learning Methods used by respondents to the survey
Chart 7: Overview of Assessment Methods used by respondents to the survey
Chart 8a: Overview of Atomic Radiation Physics curriculum content as specified by respondents to the survey
Chart 8b: Overview of Diagnostic Imaging Equipment Operation curriculum content as specified by respondents to the survey
Chart 8c: Overview of Quality Assurance content as specified by respondents to the survey
Chart 9a: Overview of Body Systems curriculum content as specified by respondents to the survey
Chart 9b: and trauma on Anatomy, Physiology and Pathology curriculum content as specified by respondents to the survey
Chart 10a: Overview of Radiographic Examinations curriculum content as specified by respondents to the survey
Chart 10b: Overview of Computed Tomography curriculum content as specified by respondents to the survey
Chart 10c: Overview of Ultrasound curriculum content as specified by respondents of the survey
Chart 10d: Overview of Magnetic Resonance Imaging curriculum content as specified by respondents of the survey
Chart 10e: Overview of Radio Nuclide Imaging curriculum content as specified by respondents to the survey
Chart 10f: Overview of Angiography and Interventional Radiology Procedures curriculum content as specified by respondents to the survey
Chart 10g: Overview of Radiotherapy Planning and Treatment curriculum content as specified by respondents to the survey
Chart 11a: Overview of Information Technology curriculum content as specified by respondents to the survey
Chart 11b: Overview of Communication and Interaction curriculum content as specified by respondents to the survey
Chart 11c: Overview of Patient Care Skills Curriculum Content as specified by respondents to the survey
Chart 11d: Overview of Work Organisation curriculum content as specified by respondents to the survey