Ultrasound education across European Federation of Radiographers Societies (EFRS) countries: Similarities and differences.

INTRODUCTION: Ultrasound education varies greatly across European healthcare systems. This paper focuses on ultrasound academic education as a part of wider suite of surveys on radiographers working in ultrasound. The aim was to investigate sonography educational levels, methods of training, course duration and other factors in European Federation of Radiographers Societies (EFRS) member countries. METHOD: In 2019 an online survey was sent to the 38 EFRS member societies to distribute to higher education institutions within their own country. The survey was in English and contained different types of questions such as closed questions, free text options, and scale responses, to investigate sonography education including academic course types and duration, curriculum content, learning and teaching methods. RESULTS: A total of 45 responses were received, showing wide variation in the duration of training between the respective countries. Academic level 7 (part-time) ultrasound education was most frequently reported (n = 13), followed by direct entry ultrasound courses (n = 9) and bachelor's degree programmes at EQF level 6 (n = 7). The duration of part-time courses ranged from nine months up to four years. CONCLUSION: Sonography training and education varies among EFRS member countries ranging from short focused courses to postgraduate awards. Few countries offer sonography education leading to an award. The majority of clinical teaching and learning takes place in the learner's workplace. IMPLICATIONS FOR PRACTICE: High quality academic and clinical education for radiographers extending their role into ultrasound is important to ensure safe, effective sonography practice and good patient care.

What motivates radiographers to start working with research?

INTRODUCTION: This study aimed to investigate the motivation and barriers of clinical radiographers to work with research in a Danish clinical setting. METHODS: The project was designed as a mixed method explorative study, including survey and focus group interviews. A paper based survey was distributed to clinical radiographers, with a bachelor's degree (few with a diploma in Radiography), at three departments of radiology. The survey collected data on motivation, challenges, and barriers in relation to research in clinical practice. Thematic analyses were performed according to the nature of the survey and used to categorize statements. The focus group interview included five managing radiographers (3 with a bachelor's degree) who formed part of the clinical management at their respective departments. RESULTS: The survey resulted in 39 responses with an overall response rate of 56%. The majority of clinical radiographers were female (69%, n = 27) and 12 were male.Most radiographers (77%, n = 30) reported interest in research projects and 89% of them (n = 27) found it difficult to dedicate time to research projects next to the clinical work. CONCLUSION: The study increases the understanding of the motivation and current barriers to start working with research in clinical settings including dependent and independent projects. Clinical radiographers reported to have interest in research. Improvements should focus on department culture, skills, and management support. Clinical Radiographers can be motivated when the departments offer training and support, the projects are relevant to clinical practice and research working hours are provided. IMPLICATIONS FOR PRACTICE: The study offers an insight into current perspectives and obstacles for clinical radiographers in relation to research. The literature on the perception and interest in research by clinical radiographers and managers is limited and further investigation of the field is warranted.