A study to explore the knowledge, attitudes and practices of student radiographers regarding feedback on clinical performance in Zambia
Keywords:
clinical educator, clinical practice, enhance, qualitative, radiographyAbstract
Introduction. Feedback is an essential element of the radiography programmes in Zambia and globally. Little is known about student radiographers’ understanding of the principles of feedback, and their attitudes and practices towards feedback on clinical performance. An understanding can help clinical educators to empower students to take more responsibility for their own clinical learning.
Aim. The aim of this study was to explore the knowledge, attitudes and practices of student radiographers regarding feedback on clinical performance in a training institution in Zambia.
Methodology. A qualitative design and descriptive phenomenology approach was used. Data were collected from a purposive sample of second and third-year student radiographers (n=10) who participated in semi-structured interviews. Thematic analysis of the data was done to identify themes and sub-themes.
Results. Four themes emerged: knowledge about the principles of feedback on clinical performance; attitudes towards feedback on clinical performance; practices of students related to feedback on clinical performance; and suggestions on how to further enhance the knowledge, attitudes and practices of student radiographers regarding feedback on clinical performance. Generally, the student radiographers’ understanding of principles of feedback was below average. They had positive attitudes towards it. A few sought and reflected on feedback given by supervising radiographers during their clinical practice.
Conclusions. Some deficiencies in the knowledge and practices of student radiographers in relation to feedback on clinical performance were identified. These require improvements. An interventional educational programme is recommended to improve the learning process of students during their clinical practice.
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