Health Professions Education (Sep 2020)
Self-perceived Versus Supervisor-rated Technical Competence in Plain Film X-ray Evaluation by Newly Graduated radiographers: Implications for Curriculum Development and Practice in Zambia
Abstract
Purpose: The purpose of the study was to determine and compare the self-perceived versus supervisor-rated technical competence in plain film X-ray image evaluation using seven standard parameters among newly recruited radiographers working in tertiary teaching hospitals in Zambia. This was done to evaluate the value of measuring technical competence as a feedback to curriculum development and review. Methods: A parallel convergent mixed-methods study was conducted. Two focus groups with a total of 17 radiography supervisors purposefully selected from teaching hospitals and training institutions across Zambia were held to solicit their views on technical image evaluation capability of the newly graduated radiographers. A descriptive cross-sectional survey involving 31 newly recruited radiographers from five Zambian teaching hospitals was conducted to assess self-perceived competence in plain film x-ray evaluation. We used thematic analysis to analyse qualitative data, whilst analysis for quantitative data, STATA version 13 and Graph pad prism 5 was used. Results: Among the 17 radiography supervisors, 11 rated the technical competence of entry-level radiography graduates as low. Reasons advanced included insufficient clinical training, uncoordinated clinical training, lack of focus on core radiography training, and lack of attention and commitment to work. In the cross-sectional study, the mean score for self-evaluated competence was 76%. The frequency of performing chest X-rays predicted self-rated competence score (p<0.001). Conclusions: There was variation between self-perceived and supervisor-rating of technical competence of entry-level radiography graduates in Zambia. A need exists to perform an actual workplace-based assessment to establish actual competence of the new graduates to inform curriculum development and review in Zambia.
