背景:在卫生专业教育(HPE)中,重点放在培养临床上有能力的从业者,他们可以在广泛的医疗保健环境中在其专业范围内发挥作用。在这项研究中,作者调查了诊断射线照相讲师对学生如何对社会做出反应的理解。探索了“批判意识”的概念,作为在当地环境中成为变压器的一种干预。这个地方专注于学习和教学,旨在培养具有批判性意识的射线照相毕业生,这样他们就可以在他们的环境中应对医疗保健的挑战,除了在他们的领域有临床能力。因此,正在讨论的研究试图找出放射摄影讲师如何理解南非技术大学的社会响应课程。
方法:定性,采用探索性设计,对课程文件进行审查,并从中确定刺激点,以便对X线摄影讲师进行半结构化焦点小组访谈,然后进行5次单独访谈.所有采访都是录音,转录,通过专题分析的过程进行编码和分析。
结果:分析中出现了四个主要主题,即i)对批判意识的不同理解,ii)成为反思实践者,iii)课程转型的需要和iv)新兴教学法。
结论:射线照相学生和讲师的批判性反思是发展社会意识和批判性意识的关键,这可以驱动批判性动机和批判性行动来影响社会变革。建议对当前课程进行审查和改造,以包括建设性的反思性实践。
结论:应安排专用时间,在课程中,允许学生和讲师进行有意义的建设性反思,以增强对社会的反应。
BACKGROUND: In health professions education (HPE), focus is placed on developing clinically competent practitioners who can function within their professional scope in a broad range of health care contexts. In this study, the authors investigated diagnostic radiography lecturers\' understanding of how students become socially responsive. The concept of \'critical consciousness\' was explored as an intervention of being a transformer in the local environment. This places focus on learning and teaching that aims to develop radiography graduates who are critically conscious, such that they can take up the challenges of healthcare in their environment, in addition to being clinically competent in their field. The study under discussion therefore sought to find out how radiography lecturers understand a socially responsive curriculum at a University of Technology in the South African context.
METHODS: A qualitative, exploratory design was used where curriculum documents were reviewed and from which stimulus points were identified for a semi-structured focus group interview with radiography lecturers followed by five individual interviews. All interviews were audio-recorded, transcribed, coded and analysed through a process of thematic analysis.
RESULTS: Four dominant themes emerged from the analysis, namely i) diverse understandings of critical consciousness, ii) becoming a reflective practitioner, iii) a need for curriculum transformation and iv) emerging pedagogies.
CONCLUSIONS: Critical reflection by both the radiography students and lecturers is key to developing social awareness and critical consciousness which could drive critical motivation and critical action to effect social change. It is recommended that the current curriculum should be reviewed and transformed to include constructive reflective practice.
CONCLUSIONS: Dedicated time should be scheduled, in the curriculum, to allow students and lecturers to engage in meaningful constructive reflection to enhance socially responsive practice.