School of Health Sciences and Social Work
Senior radiography lecturer awarded Professional Doctorate in Medical Imaging
Wed, 31 Oct 2012 11:21:00 GMT
Penny Delf, Senior Lecturer in Radiography, was awarded a Professional Doctorate in Medical Imaging last July, following a successful programme of research looking into the design, implementation and effectiveness of a sole eLearning module to help prepare non-medical healthcare practitioners to report radionuclide imaging bone scans.
The module was developed using an instructional design methodology, with a focus on content, interactivity and assessment, to gauge the impact, engagement and the effectiveness of learning achieved.
The research concept was presented at the British Nuclear Medicine Society conference in April 2011, inviting non-medical healthcare practitioners, working within the nuclear medicine sector, to take part in the trial. This generated considerable interest, with practitioners volunteering from across England (Cumbria to Devon, Hertfordshire to Suffolk) demonstrating the geographical flexibility and accessibility of eLearning.
Following completion of the trial, the data highlighted a significant degree of satisfaction with the module itself (although inevitably there were areas which could be refined). The interactive elements were popular and clearly appreciated, as was the design, layout and usability of the programme and its associated software.
In terms of knowledge and skills gained in preparing volunteers for a reporting role, there was statistical confirmation from summative assessments, demonstrating the impact of the module on learning and the development of expertise. This was particularly noticeable amongst those with less experience in nuclear medicine. Yet for all volunteers, it created an environment in which they could reflect and review their own practice.
Whilst this was a relatively small scale study, the evidence indicated the success and positive influence of the programme on a small area of healthcare practice. It also confirmed the acceptability of eLearning, particularly amongst busy healthcare professionals who find attendance of traditional campus based courses difficult. Lastly, it helped to elucidate the type and structure of eLearning resources which were most effective in the development of new skills and knowledge, and also in the creation of sustainable learning content which could potentially, be made available to a wider audience.