Evolving new approaches to the development of nuclear medicine education, workforce development and advanced practice
Griffiths, M. and Dawson, G. (2010) Evolving new approaches to the development of nuclear medicine education, workforce development and advanced practice. In: 57th Society of Nuclear Medicine Conference, Salt Lake City, Utah, 6th - 8th June, 2010.
Publisher's URL: http://www.snm.org/index.cfm?PageID=9182
Evaluate the delivery methods of traditional nuclear medicine education at an approved academic center. Highlight key themes, utilising qualitative feedback from clinical stakeholders, leading to the identification of emerging learning and assessments paradigms. Subsequent evaluation of a current cohort of postgraduate students will inform the value of such developments Traditional educational methods were evaluated using an on-line questionnaire. Initial findings were analyzed and mapped against current UK based guidelines for workforce development and optimal service provision within nuclear medicine. Identified new methods of learning and assessment were discussed within a focus group and outcomes subsequently introduced into the current curriculum. Feedback from the current cohort of students relating to the new developments was ascertained using an on-line questionnaire. Findings from the evaluation of traditional delivery and assessment methods demonstrated a lack of practical based training, which impacted upon the practitioners' ability to relate theory to specific clinical practice. Traditional methods of delivery and assessment were also considered to be non-dynamic and did not fully reflect the evolving roles of the nuclear medicine practitioner. The findings from the focus group further reinforced the initial opinions and provided the researchers with the opportunity to investigate new learning and teaching paradigms. These included a further utilization of electronic (e)-based learning, alongside blended. actions and problem based learning approaches. New assessment models were also developed which encapsulated the identified learning approaches. Positive feedback from current students indicated the relevance of the aforementioned new learning approaches to both current practice and potential development opportunities. The development of a new approach to the delivery of nuclear medicine education has demonstrated a positive impact on clinical practice. It is hoped this will further enhance future workforce development and embrace on-going technological advances.
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