Keywords:
Quality assurance, Education and training, Technology assessment, Health policy and practice, Diagnostic procedure, MR, Digital radiography, CT, Radiographers, Professional issues, Management
Authors:
I. Conceição1, A. F. Abrantes1, L. P. Ribeiro1, S. Rodrigues1, R. P. P. Almeida2, M. V. C. Reis1; 1Faro/PT, 2Faro /PT
DOI:
10.26044/ecr2019/C-2218
Results
72,2% of radiographers had training regarding scientific research.
Of these,
90,4% had the training during the accomplishment of its academic degree,
including through Project or dissertation (68.7%),
Examinations or work papers (18.1%),
Guidance or supervision (6%),
lectures or workshops (6%) and on-line learning (1,2%).
Currently,
most radiographers (78,3%) are not involved in research activities,
but 80% presented interest in this field (Fig. 1).
Regarding the ability and skills of each radiographer to investigate/research (Fig. 2),
46.1% classify their capacity as “Acceptable” and 30.4% self-rated with “Good“.
It also should be noted that radiographers emphasised the “Lack of time” (31,2%),
“Lack of support and guindance” (23%) and “Lack of funding” (15,8%) as the major research barriers (Fig. 3).
It were observed statistically significant correlations between the radiographer involvement in research activities and the academic degree (p=0.027) as well with the participation in research training programs (p=0.046).
Also,
it were observed statistically significant differences between the radiographers involved and not involved in research activities,
namely in the items:
- “Radiographer role includes the promotion of research activities” (p=0.019);
- “Radiographer uses the research findings in clinical practice” (p=0.016);
- “The need for research training programs” (p=0.001); and
- all the items related to research competences (p<0.05).