Radiography Mindlines: Reframing Knowledge Creation and Sharing in Clinical Radiography Education.

Patel, Kirsty (2026) Radiography Mindlines: Reframing Knowledge Creation and Sharing in Clinical Radiography Education. Doctoral thesis, Birmingham City University.

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Abstract

Research on undergraduate diagnostic radiography (UgDR) education in the UK has traditionally focused on developing pedagogical tools within academic settings. However, half of student radiographers' education occurs in a clinical learning environment (CLE), facilitated by diagnostic radiographers whose primary role is clinical, not educational. Furthermore, pedagogical research often isolates discrete types of knowledge or specific skills, whilst vital problem-solving and decision making are supported by the tacit interplay of different knowledge types. Existing theories of practice-based learning focus on the individual, and learning as the priority. However, there is limited exploration of the social, cultural, and organisational aspects of knowledge development in CLEs. This doctoral research therefore draws on knowledge mobilisation (KMb) theory, specifically mindlines, to explore how students and radiographers share and create knowledge within a CLE.

A critical constructivist epistemology and ethnographic methodology were adopted to account for, and benefit from, the researchers’ experiences and positionality. 104 hours of participant observation were conducted with 71 actors in a UgDR CLE. Data were generated in the form of descriptive and reflexive field notes and 7 semi-structured interviews. Reflexive thematic analysis was utilised to identify codes and develop in-depth vignettes to communicate the heavily contextualised findings. Vignettes were then iteratively analysed alongside the interview transcripts and field notes to develop the two conceptual themes: Knowledge seeking and sharing (KS/S) practices and Sociocultural conditions. These themes depict the nonverbal and verbal practices that enable actors to share and seek knowledge, and the sociocultural conditions under which these practices occur. The findings and discussion inform the development of key recommendations to direct future research and educational priorities.

Finally, the thesis argues for the reconceptualisation of clinical UgDR education, from the pedagogical perspective of teaching and learning to organisational knowledge seeking and sharing. This challenges existing hierarchies and power structures, which hinder those perceived as less legitimate from accessing knowledge, ultimately impacting KMb across the wider profession.

Item Type:	Thesis (Doctoral)
Dates:	Date Event 24 April 2026 Accepted
Uncontrolled Keywords:	Diagnostic Radiography, Radiography Education, Clinical Learning Environment, Clinical Placement, Practice based learning, Mindlines, Workplace learning, Healthcare Education.
Subjects:	CAH01 - medicine and dentistry > CAH01-01 - medicine and dentistry > CAH01-01-01 - medical sciences (non-specific) CAH02 - subjects allied to medicine > CAH02-05 - medical sciences > CAH02-05-01 - medical technology CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education
Divisions:	Doctoral Research College > Doctoral Theses Collection Life and Health Sciences > Health and Social Care Professions > Health Care
Depositing User:	Louise Muldowney
Date Deposited:	12 May 2026 14:00
Last Modified:	12 May 2026 14:00
URI:	https://www.open-access.bcu.ac.uk/id/eprint/17040

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