An exploration of entrepreneurial knowledge and skills acquired by radiographers during radiography training at a University of Technology in KwaZulu-Natal

Abstract

Background South African tertiary institutions offering experiential learning for training of radiographers have yet to incorporate skills that align with the needs of the radiography industry. During the COVID-19 pandemic, existing medical imaging services fell short of meeting public demand, and the need for radiography services was expected to increase. Promoting the establishment of private radiography enterprises could be a key solution to supplement current services and tertiary institutions play a crucial role in this by incorporating entrepreneurial training into their radiography curricula. Aim of the study The aim of the study was to explore the entrepreneurial knowledge of radiographers (diagnostic radiographers and ultra-sonographers) and make recommendations on how to improve entrepreneurship in radiography education. Methodology A qualitative exploratory research design was adopted, ensuring that the phenomenon was thoroughly investigated. The target population was diagnostic radiographers and ultra-sonographers employed in public and private practices within the eThekwini district of KwaZulu-Natal. Primary data was obtained from the participants using a semi-structured interview schedule that had open-ended questions directly derived from the research objectives. The study had a sample size of 16 radiographers, however only 15 responses were received. The primary data was thematically analysed and compared with secondary sources that were relevant to the study. Ethical considerations including maintaining anonymity, confidentiality, ensuring informed consent, objectivity and acquisition of permission were observed. Findings The participants consisted of 1 ultra-sonographer and 14 diagnostic radiographers who came from two public hospitals and six private hospitals. Three main themes that were uncovered in the study include: (a) Incorporation of skills (b) Entrepreneurial knowledge and skills acquisition and (c) Proposed changes to the curriculum. The themes were aligned with Kolb’s experiential learning cycle which served as the study’s theoretical framework. Conclusion The findings of this study revealed that some of the modules essential for entrepreneurship are present within the curriculum, however, the gap between theoretical and clinical elements pertaining to entrepreneurial training does not support the students and graduates’ transition from classroom to the real world. It is for this reason that the university offering radiography training in this study will need to amend their current curriculum, in order to include the modules suggested in the findings and impart skills that are presently absent. There is also a need to shift teaching approaches from the traditional lecture-centred approach toward a more action-oriented and student-centred method that will inspire confidence in graduates who wish to pursue the entrepreneurial route.