Background

Numerous studies have highlighted the global heterogeneity of radiography education [1-6]. This diversity is seen within specific subject areas such as radiation protection [7], patient safety more broadly[8], simulation, and clinical education. In recent years, the COVID-19 pandemic has further identified challenges and opportunities linked to radiography education which has forced educational institutions around the world to rethink aspects of their curricula, taught and clinical [9-11]. Many articles have been published focusing on local, national, and international data related to these challenges and opportunities; indeed one study focused on Latin America and the impact of the pandemic on both students and on their clinical education [12]. A recently published study explored the vocational structure of radiography education in Spain, along with the perspectives of Spanish radiography educators [13]. In Spain, one of the most surprising data is the increasing number of graduated students rising from n=2,329 in 2001 to a maximum of n=14,526 in 2019, these figures inclusive of medical imaging and radiation therapy graduates [14]. The authors concluded that this number exceeds occupational needs and creates difficulties in managing clinical training. Another notable point made in this study was that it identified the small number of Spanish radiographers included in the teaching staff of training institutions.

In Spain, in 1963 a three-month hospital training program formed the first for radiography technicians [15]. Five years later in 1968, in Costa Rica a hospital training program of a year duration was the beginning of the radiography education [16]. In Cuba, primarily empirical training was provided, with the start of the college degree in 1989 [17]. In Bolivia, the college degree commenced in 1980, so several decades ago a degree level Radiography education was provided in Latin America around the same period as in several European countries e.g. Ireland and the United Kingdom.

In more recent years across Latin America Radiography education is imparted mainly by Universities on at graduate level, with the majority of education programs (68.4%) having a duration of 4 years or more, while in Spain education is mainly imparted by pre-university vocational training institutions on a technical level and it has not progressed to university level educastion [18]. This survey set out to determine the current status of Radiography education in Spanish speaking countries and this poster provides an overview of several matters associated with Radiography education.

Methods

Survey Design

An online survey was developed in Qualtrics, initially in English which was translated to Spanish by the native Spanish researchers and checked for readability taking account of variations in spoken Spanish in mainland Europe and South American Spanish. The survey consisted of 24 questions. Demographic information was sought to include: Country of institution, contact/website details; The type of training offered e.g. university, polytechnic, hospital based. The areas of practice training covered diagnostic, radiotherapy, nuclear medicine and sonography and which areas of practice formed the core competencies of new graduates. Questions were posed as to whether graduates needed additional postgraduate training in specialised imaging areas and if so were postgraduate offerings available. Information was sought about the duration of the Radiography training programmes and clinical hour requirements for both undergraduate and graduate entry programmes of study and to what extent clinical skills laboratories were present and employed. Participants were asked about programme accreditation and study abroad opportunities for students. Open-ended questions were included to allow further expression of opinion.

Survey Dissemination

The survey was disseminated via the EFRS Research Hub at ECR 2022 July Edition and via email by the Spanish Academic leads in the European Federation of Radiography Societies for distribution across Radiography training centres in Spain. Contact was made with Radiography educational leads in South America and the survey distributed through profession societies across South America. Institutions were requested to return a single response.

Ethics

This research was deemed exempt from full ethical review. All participants consented to their data being used in the analysis and any related publications.