Introducing clinical mindlines: A discussion of professional knowledge sharing in clinical radiography education

Patel, Kirsty (2023) Introducing clinical mindlines: A discussion of professional knowledge sharing in clinical radiography education. Radiography, 29 (3). pp. 577-581. ISSN 1078-8174

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Abstract

In the United Kingdom (UK), undergraduate diagnostic radiography (UgDR) students spend, on average, 50% of their time in a clinical learning environment (CLE)1, developing their professional knowledge and aiming to bridge the ‘theory-practice gap’2. This learning is facilitated by clinical radiographers who share the professional knowledge they use to practice effectively. However, it has been reported that the DR profession is often reticent to adopt evidence-based changes to practice3, and although this is now being acknowledged, empirical understanding of why radiography practice is somewhat impermeable to new evidence is scant. Similarly, identification of the processes that do facilitate the successful breakthrough of new knowledge into practice is unclear. If professional knowledge and practice is misaligned with new research knowledge, and there is limited understanding of the tools needed to adapt or update it, then we may be fated to see the same issues in practice shared with students and embedded for generations.

Item Type:	Article
Identification Number:	10.1016/j.radi.2023.03.011
Dates:	Date Event 16 March 2023 Accepted 29 March 2023 Published Online
Uncontrolled Keywords:	Knowledge mobilisation, Radiography education, Clinical placement Theory-practice gap, Radiography students
Subjects:	CAH02 - subjects allied to medicine > CAH02-06 - allied health > CAH02-06-01 - health sciences (non-specific)
Divisions:	Faculty of Health, Education and Life Sciences > College of Health and Care Professions
Depositing User:	Kirsty Patel
Date Deposited:	29 Mar 2023 10:01
Last Modified:	18 Apr 2023 09:34
URI:	https://www.open-access.bcu.ac.uk/id/eprint/14284

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