The journey of service-learning: Perspectives from medical imaging and therapeutic sciences students.

INTRODUCTION: South Africa (SA) is portrayed as a developing country facing many socio-economic challenges. Service-Learning (SL) is considered an integral part of work-integrated learning (WIL) whereby students are provided an opportunity to experience the real world of work by putting to practice the theory that they have been taught. In the context of this paper, SL is embedded in the undergraduate curriculum of medical imaging and therapeutic sciences (MITS) students in SA, in the form of a SL community project (SLCP). Similar projects permit students to engage with a variety of patient groups to better understand their future patients' bio-psycho-social environments for improved person-centred care practices. Although publications pertaining to students' lived experience of SL are available, no study has yet been conducted with MITS students and their experience of SL. The authors, therefore, aimed to explore the experience of MITS students in SA who successfully completed a SLCP. METHODS: A qualitative research design was employed with the use of purposive sampling. The study population included all registered MITS students at the research site who completed a SLCP. This study was undertaken using a phased approach, phase A: a document analysis of reflective reports, phase B: one-on-one semi-structured interviews and phase C: the development of recommendations. Participation was voluntary and a reflexive thematic analysis technique was used to analyse the data. RESULTS: Three main themes were developed: 1) challenges and barriers, 2) positive lecturer attributes and 3) positive project outcomes. Although the participants shared some of their challenges while engaged in SL, several positive outcomes were also highlighted which encouraged them to want to give back to their communities. The support received from their lecturer was highly recognised. Recommendations for educators that were developed included having regular check-in sessions, finding methods to develop a trusting relationship with the students and the consideration of an earlier introduction of SL in the curriculum. CONCLUSION: It is clear, from the findings of this study, that SL is able to bridge the gap between theoretical knowledge and practical application. Within the undergraduate curriculum of healthcare students, SL is considered a key instrument towards cultivating an enhanced sense of civic responsibility. Effective time management and finding sponsors were noted as critical for the successful completion of a SLCP. Personal- and professional growth was evident amongst the sampled participants and the importance of interdisciplinary learning was highlighted. Participants furthermore expressed their appreciation for the opportunity that SL provided them by being able to collaborate with, and learn from, other healthcare professionals.

Clinical preparedness programme as perceived by first-year diagnostic radiography students in South Africa.

INTRODUCTION: There is an increasing emphasis on exploring ways to improve students' transition from the classroom into the clinical environment. Diagnostic radiography (DR) students undergo rigorous theoretical and practical training before they are exposed to the clinical environment. It has been found that when DR students commence clinical learning in the workplace for the very first time, they experience difficulties in this transition. At the site of investigation, a newly integrated and dedicated clinical preparedness (CP) programme was offered; however, little is known about the DR students' perceptions of this programme. METHODS: A qualitative approach coupled with a self-developed, cross-sectional research tool was employed. First-year DR students were purposefully sampled against the inclusion and exclusion criteria. The principle of voluntary participation was upheld throughout the data collection process. The data were analysed using Braun and Clarke's six steps of thematic analysis. RESULTS: Forty-two responses were collected. Following a thematic analysis, two overarching themes were developed, namely: (1) reflections on the CP programme and (2) suggestions for future CP programmes. CONCLUSION: This study demonstrated the need for effective CP programmes as an approach to ease the transition of first-year DR students from the classroom into the clinical environment. Several suggestions, for example, an extended CP programme and a clinical information pack were made for the offering of similar programmes in the future.

An educator's reflections on service learning as an approach to produce socially responsive medical imaging and therapeutic sciences graduates.

INTRODUCTION: Producing socially responsive graduates is a challenge within the undergraduate training of healthcare professionals. The role of the educator is to prepare the students for work in various community settings. An approach through which this can be done, is known as service learning (SL). SL allows students an opportunity to apply their newly gained knowledge to real-life projects. AIM: To reflect on how social responsiveness can be instilled within a South African medical imaging and therapeutic sciences curriculum. METHOD AND DISCUSSION: The Gibbs' Reflective Cycle was utilised to draw on and describe the educator's experience as a facilitator of SL. A conceptual model was developed, depicting the different phases that the educator embarks on whilst facilitating a SL community project. The reflections presented in this paper is based on the educator's own experience. No primary data is presented. CONCLUSION AND RECOMMENDATIONS: As an educator and facilitator of SL, I have learnt that it is critical to adopt a hands-on approach whereby you have to step in and support/ motivate the students on a regular basis. Graduates can use this experience to improve their patient care practices within the clinical environment. The need to explore the students' perspectives on the conceptual model and their overall SL experience is deemed necessary to enhance the facilitation of future projects.