Research pedagogy in a UK radiography education setting

Introduction: This paper focuses on research pedagogy in radiography and the importance of research for the profession by exploring one university's endeavours to realise the aims of The Society and College of Radiographers Research Strategy 2016e20211 around embedding research in the curriculum. Methods: Co-Constructed Depiction method was developed as an innovative use of imagery in data collection, analysis, and presentation of results, being symbolic of the practices of the radiography profession by foregrounding the importance of images and their interpretation. A total of eighteen radiography staff, post-graduate radiography students, and 3rd year radiography undergraduate students from both Diagnostic and Therapeutic professional backgrounds and courses took part in individual semi-structured interviews that included participant image making. Results: Students and educators saw the importance of research for individuals and the profession. While students could identify where research was embedded in the curriculum, generally staff did not feel embedding was done well, but this may be because research is not made explicit enough in the curriculum. Participants suggested that research needs to become ‘normalised’; being a part of all radiographers' work. Conclusion: The links between research, professionalism, and care can be made more evident to students from the start of their studies so increasing understanding of their own relationship with the spectrum of research, and how this links to maintaining the standing of our profession and to patient care. Implications for practice: The findings will inform future research pedagogy and undergraduate curriculum development in radiography and other Allied Health Professions around embedding research in the curriculum in a way that educators and students recognise