Reflective practice in medical imaging education

Abstract

Although reflective practice has been implemented in many medical sciences programmes, namely the Medical Programme, the use of this method of teaching-learning is found to be lacking in Medical imaging Education. Published studies related to reflective practice in the Medical Imaging Programme is scarce. This research, therefore, aimed at reviewing the current trend of the use of reflection in Medical imaging education and to obtain the perceptions of students and lecturers of Medical Imaging Programme with regard to reflective practice. Finally, this research will present a framework for the implementation of reflective practice in Medical imaging education. This cross- sectional study involved undergraduate students and lecturers in the field of Medical imaging from institutes of Higher Education in Malaysia that have incorporated reflective practice in their curriculum. Online database Scopus was accessed for literature search on reflective practice, reflection and other reflection related terms, as applicable to education and Medical imaging. Questionnaires were developed based on the literature search and validated by the experts in Medical imaging education. They were subsequently distributed to the respondents. In total eighty- two students of Medical Imaging Programme (response rate of 100%) from three institutions and twenty- four lecturers of medical imaging programme (response rate of 48%) from five institutions were involved in the study. A total of 75.9% of the students (65/82) and 91.7% of the lecturers (22/24) were aware of reflective practice in in their curriculum. They agreed that the use of reflection in Medical imaging teaching and learning could enhance the critical thinking skills, clinical skills, technological skills, and awareness toward radiation safety. Among the barriers identified related to the implementation of reflective practice in Medical imaging include a guideline within the curriculum and the uncertainties as to the action verbs or stems to be used to indicate reflection. The mentioned gaps were used to formulate a framework on reflective practice that could be relevant to Medical imaging education. The framework to integrate reflection in the modules using currently accepted educational trends was proposed. Assessment considerations were also included. Although both the students and lectures of the Medical Imaging Programme were in favour of the use of reflective practice, a better understanding of the framework underlying the implementation of reflective practice is needed to optimize its implementation and its effects on the teaching-learning of the students and lecturers.