Jimenez YA, Punch A, Lewis SJ, Reed W, et al.
Journal of medical imaging and radiation sciences. Date of publication 2022 Sep 1;volume 53(3):341-346.
1. J Med Imaging Radiat Sci. 2022 Sep;53(3):341-346. doi:
10.1016/j.jmir.2022.05.005. Epub 2022 Jul 7.
Teaching evidence-based practice: Case study of an integrated assessment task for
diagnostic radiography students.
Jimenez YA(1), Punch A(2), Lewis SJ(2), Reed W(2).
Author information:
(1)Faculty of Medicine and Health, The University of Sydney Science, Camperdown,
NSW, Australia. Electronic address: Yobelli.jimenez@sydney.edu.au.
(2)Faculty of Medicine and Health, The University of Sydney Science, Camperdown,
NSW, Australia.
INTRODUCTION: A core competency for all health care professionals is
evidence-based practice (EBP). An understanding of research skills are key to
diagnostic radiographers adopting EBP, and should be taught and assessed in
curricula leading to eligibility to register and practice. This paper focuses on
the design, implementation and initial evaluation of an assessment task in the
Diagnostic Radiography (DR) curriculum at an Australian university, which aimed
to facilitate students' skills to identify and interpret research methods and
output as a foundation for EBP by combining with EBP and DR theoretical content.
METHODS: An integrated assessment task was introduced across two units of study,
requiring student groups to produce a single literature review incorporating
learning objectives from each distinct unit of study. This approach recognised
and incorporated themes of student choice, negotiation of group membership, and
scholarly writing as inherent components.
RESULTS: Student feedback showed that students valued the integration of content
knowledge and research principles across two units of study to better reflect
their depth and breadth of learning. Students also commented on the value of team
or group work in developing their communication and cooperation skills, which are
essential skills in the DR workplace.
DISCUSSION: A literature review assessment task integrated across two previously
separate units of study provided an innovative approach to assessment of EBP in
the DR curricula.
CONCLUSION: It is anticipated that DR graduates, who are prepared with knowledge
and skills in EBP prior to graduation, will become leaders and drive future
innovation in EBP.
Copyright © 2022. Published by Elsevier Inc.
DOI: 10.1016/j.jmir.2022.05.005
PMID: 35810132 [Indexed for MEDLINE]
