Stakeholders’ perspectives of dental imaging in the current diagnostic radiography curriculum

Abstract

Background: Dental imaging supports accurate diagnosis of orofacial anomalies and is included in diagnostic radiography training in South Africa (SA). Yet, there is limited published evidence on these professionals’ competencies to perform such tasks. It is unclear whether dental imaging is explicitly expressed in the undergraduate curricula for diagnostic radiography.
Aim: To explore stakeholder perspectives (academics and Radiography and Clinical Technology [RCT] board members) on the provision of dental imaging within the current scope of practice and training for diagnostic radiographers, and to conduct a document analysis.
Setting: In three selected provinces in SA: KwaZulu-Natal, Gauteng and Western Cape.
Methods: An in-depth descriptive case study using exploratory, interpretivist design was conducted with purposively selected academics (n = 8) and RCT board members (n = 4) for diagnostic radiography, using semi-structured interviews. A curriculum review was conducted on publicly available documents. Data were triangulated and analysed using thematic and content analysis.
Results: Key themes included the perceived understanding of the dental imaging scope of practice, training and limited exposure to undergraduate dental imaging training affects skills development. The limited availability of publicly accessible training documents created an unclear picture of the extent to which dental imaging is incorporated into the undergraduate curriculum.
Conclusion: Noted inconsistencies between participants’ perspectives and the findings from document analysis, highlighting the need for greater stakeholder engagement and collaboration to define how dental imaging should be taught.
Contribution: This study underscores the critical need for stakeholder collaboration in aligning dental imaging training and practice for diagnostic radiography.