From experience to insight: Investigating first-year radiography students' experiences of the Amazing Radiography...

The clinical environment can be intimidating for first-year university students, particularly those without prior exposure through job shadowing. A student's first hospital experience is therefore crucial in shaping motivation and commitment to their chosen career path. Traditional hospital orientation, often limited to passive departmental tours led by supervisors, may fail to actively engage students or leave a lasting impression. The Amazing Radiography Race (ARR) introduces a gamified alternative, engaging students in group-based clue solving and task completion tailored to each radiography department. This study aims to explore students' experiences of the ARR, captured through reflective report writing METHODS: The study was conducted at a University in South Africa. The study population is 60 first-year radiography students, selected through a purposive sampling method. Data was collected prospectively using reflective reports guided by the six steps of Gibbs' reflective cycle, which includes, 1) description, 2) feelings, 3) evaluation, 4) analysis, 5) conclusion, and 6) action plan. Content analysis was used to analyse the data.

Five main themes were developed: 1) Positive affective experiential learning 2) Introduction to foundational radiographic principles, 3) Insight into the reality of the clinical environment and career progression, 4) Learning through peer-mentorship and 5) Improvement of game dynamics. The students' reflections indicate that the ARR had a multitude of benefits that the students could use to build on as they start their first year of study CONCLUSION: The Amazing Radiography Race demonstrates the value of gamification in health science orientation, promoting self-directed learning, teamwork, and essential interpersonal skills. It provided meaningful exposure for students with limited preclinical experience and highlighted the critical role of enthusiastic facilitators, especially senior students, in creating a supportive learning environment. While clinical settings may pose challenges, the ARR offers a scalable, context-sensitive model for enhancing orientation across disciplines.