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Establishing a Multidisciplinary Medical Imaging Clinical Educator Team Across a Large Tertiary Health Network: A
Ilona Lavender1, Roman Blagin1, Luke Monsour1
1Department of Medical Imaging, Monash Health, Melbourne, Australia.
Introduction:
Clinical educator roles support workforce capability, training consistency, and quality and safety across allied health professions. Large multi-site medical imaging services face challenges in delivering consistent education and credentialing across diverse craft groups. In 2024, an operationally funded multidisciplinary medical imaging clinical educator (CE) team was established across a tertiary health network; the aim of this study was to evaluate the short-term outcomes of this workforce education model.
Methods:
A multidisciplinary CE model was implemented across radiography, sonography, nuclear medicine, nursing, and administrative roles. Education initiatives were organised across four interrelated domains: training and credentialing, cross-disciplinary collaboration, learning culture, and innovation. Outcomes were evaluated using participation metrics, credentialing data, and anonymous pre- and post-education confidence surveys. Evaluation was conceptually aligned with Kirkpatrick's framework, with reported outcomes reflecting Levels 1 (engagement) and 2 (self-reported learning), and emerging Level 3 indicators.
Results:
Education reach and engagement increased following implementation of network-wide communication, digital infrastructure, structured CPD delivery, and simulation-based education. Simulation programs demonstrated improved self-reported confidence, including first-trimester communication (mean confidence increased from 2.7 to 3.5 on a 4-point Likert scale). These findings indicate early engagement and learning gains, with emerging behavioural indicators.
Conclusion:
An operationally embedded multidisciplinary medical imaging CE model can strengthen education visibility, workforce engagement, and early credentialing outcomes across a large multi-site service. Although longer-term organisational (Level 4) outcomes require further evaluation, this model provides a scalable and structured approach to workforce education delivery in complex medical imaging environments.
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