Embedding clinical education skills in pre-registration radiography programmes: An evaluation of a novel approach...

Clinical teaching is increasingly recognised as a core responsibility for all radiographers within the United Kingdom, as reflected in the Health and Care Professions Council Standards of Proficiency and the College of Radiographers' Education and Careers Framework. However, workload pressures, curriculum unfamiliarity, and limited confidence present barriers to effective clinical teaching. To address this, a clinical education assessment was, novelly, introduced in the final year of BSc and MSc pre-registration diagnostic radiography apprenticeship programmes The aim of this Educational Perspective is to describe the evaluation of this innovative initiative aimed at supporting the development of clinical education skills in pre-registration radiography learners.

The assessment method required learners to prepare a lesson plan and deliver a 30-minute workplace teaching session, assessed as pass/fail with structured feedback. MSc learners undertook an additional practical component to differentiate the academic level from the BSc programme The graded element comprised a reflective account encompassing planning, theoretical underpinnings, delivery, and feedback received, marked by academic staff. Evaluation of the novel assessment utilised mid- and end-of-module feedback and External Examiner commentary under the authors' Higher Education Institute's delegated review process.

Mid-module feedback (51%, (n = 18) response rate) indicated learners felt more confident in clinical teaching, valued assessor feedback, and reported improved skills in delivering constructive feedback. They also highlighted increased confidence in public speaking and lesson delivery, though requested further support in lesson planning and assessment guidance. End-of-module responses (40%, n = 14) echoed these themes, with some nervousness around being assessed noted. External Examiner feedback affirmed the novelty and value of the initiative.

This evaluation suggests that embedding clinical education assessments within pre-registration curricula fosters self-perception of learner preparedness for future teaching roles. Further research should explore the longer-term impact post-qualification.