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Understanding student radiographer attrition: Risk factors and strategies.

S J McAnulla1, S E Ball2, K M Knapp1

  • 1Medical Imaging, College of Medicine and Health, University of Exeter, Exeter, UK.

Radiography (London, England : 1995)
|February 14, 2020
PubMed
Summary

Diagnostic radiographer student attrition is multifactorial, influenced by age, qualifications, and academic performance. Support systems and quality clinical placements are key to student retention in diagnostic radiography programs.

Keywords:
AttritionContinuationEducationRetentionStudent radiographer

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Area of Science:

  • Medical Imaging Education
  • Radiography Workforce Development
  • Higher Education Student Retention

Background:

  • Diagnostic radiographer student attrition rates are higher than the general higher education average.
  • Limited research exists on the specific risk factors and successful mitigation strategies for this demographic.
  • Understanding attrition is crucial for maintaining a skilled radiography workforce.

Purpose of the Study:

  • To explore the risk factors contributing to diagnostic radiographer student attrition.
  • To identify strategies that enable students to overcome these challenges and continue their studies.
  • To provide evidence-based recommendations for reducing attrition in radiography programs.

Main Methods:

  • A two-phase study involving quantitative analysis of 579 former student diagnostic radiographers' data (completers vs. non-completers).
  • Logistic regression was used to identify predictors of completion based on individual characteristics.
  • Qualitative content analysis of an online survey of 186 current UK student diagnostic radiographers exploring their experiences.

Main Results:

  • Overall attrition rate was 19%, with increased age, non-A-level entry qualifications, and poor academic performance identified as significant predictors.
  • Mature students and those with non-traditional qualifications faced external responsibilities and financial pressures.
  • Younger students with traditional qualifications struggled with academic difficulty and workload; scientific learning and academic writing were common challenges for all groups. Poor mental health was also a potential risk factor.

Conclusions:

  • Diagnostic radiographer attrition is multifactorial, stemming from a combination of individual characteristics and external pressures.
  • Academic and personal support systems are critical for retaining students who consider leaving.
  • High-quality clinical placements and clear communication of course expectations are vital for student continuation.