The impact of a massive open online course on levels of awareness of patient centred care in UK-based diagnostic radiographers

Hyde, Emma ORCID: https://orcid.org/0000-0003-0695-3884 , Hardy, Maryann ORCID: https://orcid.org/0000-0001-5700-5118 , Strudwick, Ruth Mary ORCID: https://orcid.org/0000-0001-6825-1648 and Upton, Amanda ORCID: https://orcid.org/0009-0008-2533-9154 (2024) The impact of a massive open online course on levels of awareness of patient centred care in UK-based diagnostic radiographers. Journal of Practice Teaching and Learning, 22 . Item availability may be restricted.

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Abstract

Introduction: The new Health and Care Professions Council (HCPC) Standards of Proficiency for Radiographers have significantly increased the focus on patient care by centralising the role of the service user (HCPC, 2023). However, recent research has found that many barriers exist to patient centred care (PCC) within imaging departments (Hayre et al, 2016; Hyde & Hardy, 2021a; Hyde & Hardy, 2021b; Hyde & Hardy, 2021c), including continued high demand for imaging examinations, departmental pressures for greater efficiency, and budget constraints. To support diagnostic radiographers to take a more PCC approach, a massive open online course (MOOC) was developed in 2021. The MOOC was designed to support clinical radiographers, and other members of the imaging department team, to increase their awareness, and use, of PCC approaches. To assess the impact of the MOOC an evaluation was carried out in the 2022/23 academic year to measure levels of awareness of PCC in a group of diagnostic radiographers in the UK, before and after completing the MOOC.

Methods: Ethical approval was obtained from University of XXXXX (ETH2223-0177) and University of XXXXX (RETH(S)22/034) for the evaluation. Participants were diagnostic radiographers working in clinical practice in the United Kingdom (UK). Participants were invited to take part in the evaluation and complete the MOOC via email and social media promoted by academic colleagues from four UK Universities who deliver diagnostic radiography education. Survey data were collected using a Microsoft Forms survey tool as advocated by Braun et al. (2020). Data was analysed using thematic analysis methods as advocated by Braun and Clarke (2006, 2019). Once the themes were identified, basic descriptions were developed and repeated phrases that best described the themes were agreed.

Results: The evaluation was advertised and open for participation for radiographers for eight weeks between February 2023 and April 2023. Twenty-nine diagnostic radiographers completed survey 1 (the pre-MOOC survey) and went on to complete the MOOC. Only six radiographers completed the MOOC and both surveys. Anecdotal feedback from potential participants who did not complete all elements of the evaluation suggested was that this was due to workload pressures, and low morale. Despite the low completion rate, it was felt that the data would be valuable to understand attitudes towards and engagement with PCC.

Discussion: The response rate to the evaluation was disappointing. Anecdotal feedback from potential participants, and those that started but did not complete the MOOC, suggests that workload pressures and low morale were contributory factors to both the low response and poor completion rate. However, it is important to remember that there was considerable interest in completing the first survey, and that the MOOC has been completed by over 1000 learners (figure correct as of 4th August 2023) to date. This shows that there is an interest in PCC within the UK diagnostic radiography community. The evaluation team are committed to finding ways to reach radiographers who are interested in PCC and supporting them to complete the MOOC.

Conclusion: Whilst the rate of participation in this evaluation was disappointing, it is heartening to see the number of learners completing the MOOC steadily increasing. The evaluation team will continue to promote the MOOC as a valuable continuing professional development activity for staff working in an imaging department.

Item Type:	Article
Journal / Publication Title:	Journal of Practice Teaching and Learning
Publisher:	Whiting & Birch / PKP Publishing Services Network
ISSN:	1746-6113
Departments:	Institute of Health > Medical Sciences
Additional Information:	Amanda Upton, Senior Lecturer, Institute of Health, University of Cumbria, UK.
Depositing User:	Anna Lupton
Date Deposited:	02 Jul 2024 16:08
Last Modified:	08 Nov 2024 09:53
URI:	https://insight.cumbria.ac.uk/id/eprint/7781