Clinical educators' perspectives on South Africa's transformed radiography curriculum

Clinical educators (CEs) play a central role in shaping radiography students' learning, professional identity, and clinical competence, making their perspectives critical in understanding the impact of South Africa's transformed radiography curriculum. Following the introduction of a four-year professional bachelor's degree at NQF level 8, with expanded exit-level outcomes and increased academic expectations, higher education institutions were required to revise both theoretical and clinical components. This study explored CEs' perceptions of the transformed curriculum and its influence on clinical teaching and learning.

A multiple case study design was employed across three HPCSA-accredited clinical settings in the Gauteng and North West provinces. Fifteen clinical educators were purposively sampled based on their experience under the previous curriculum and their involvement in undergraduate training. Data were collected through three focus group interviews facilitated by an independent research assistant. Data were analyzed using Wiltshire and Ronkainen's critical realist thematic analysis approach, incorporating experiential, inferential, and dispositional themes through abductive, inductive, and retroductive reasoning.

Three themes were generated: (1) the influence of the transformed curriculum on clinical education time, (2) structural complexity of the transformed curriculum, and (3) appreciation and adaptation to enhanced curriculum standards. CEs expressed concerns about reduced early-year clinical exposure, challenges integrating theory and practice, and the increased emphasis on research, which they believed may limit practical learning. They also highlighted difficulties in understanding the curriculum structure and navigating heightened expectations associated with NQF level 8. Despite these challenges, many valued the curriculum's depth, technological advancements, and potential to elevate professional competence.

The findings suggest that while the transformed curriculum aligns radiography education with international standards, its successful implementation depends on improved communication, structured support, and targeted professional development for clinical educators. Strengthening collaboration between higher education institutions and clinical sites is essential to ensure coherent enactment and optimise student learning outcomes.