How prepared are undergraduate first-year medical imaging students for their first clinical placement? A qualitative investigation from the students' and clinical educators’ perspectives

INTRODUCTION: Students commencing their first clinical placement are entering what is to most a new, unfamiliar, and challenging environment. Universities have a responsibility to not only their students, but also the clinical sites and their patients, to provide exemplary preparation for the students. This study investigated the effectiveness of pedagogies used in first-year students' on-campus practical skills classes, identified strategies to improve pre-clinical education and preparation, and identified the best approach to integrate these improvements. The study aimed to explore how practical skill development in the medical imaging skills laboratory prepares first-year radiography students for their first clinical placement. METHODS: A qualitative case study approach gained insight into students' and clinical supervisors' perceptions surrounding preparedness. Data collection was achieved via pre- and post-placement student focus groups, and clinical supervisor post-placement focus groups or interviews and analysed via thematic analysis. RESULTS: Six pre-placement (n = 30) and six post-placement focus groups (n = 25) were conducted face-to-face on campus with first-year undergraduate radiography students. Due to supervisors' availability, two focus groups and nine individual semi-structured interviews were conducted with 14 clinical supervisors. Five main areas emerged during thematic analysis: the clinical environment, emotional preparedness, communication, technical skills, and clinical performance. CONCLUSION: The combination of theory, practicals, and hands-on learning environments is effective in preparing first-year undergraduate medical imaging students for their first clinical placement. Students were able to transfer skills and knowledge acquired from the university environment directly to their placements. IMPLICATIONS FOR PRACTICE: Due to the dynamics of clinical radiography, the university environment is unable to prepare students for every scenario and patient likely to be encountered. Students were equipped with fundamental skills and knowledge to scaffold learning via unique interactions in the clinical environment.