Original Research
Critical thinking ability of 3rd year radiography students
Submitted: 10 October 2017 | Published: 11 October 2016
About the author(s)
Tracey Pieterse, MIRS Department, Faculty of Health Sciences, University of Johannesburg, South AfricaHeather Lawrence, MIRS Department, Faculty of Health Sciences, University of Johannesburg, South Africa
Hesta Friedrich-Nel, Department of Clinical Sciences, Faculty of Health and Environmental Sciences, Central University of Technology, South Africa
Full Text:
PDF (657KB)Abstract
Aim: The aim of this article is to present results of a study conducted to determine the critical thinking ability of 3rd year radiography students at a Comprehensive University in South Africa.
Method: The research study used a descriptive exploratory design to collect both quantitative and qualitative data. Quantitative data was collected by scoring the participants ability to think critically when answering clinical scenarios posed in the form of vignettes given to the students under assessment conditions. The qualitative data was generated by in-depth field notes made inductively by the researcher.
Results: The findings of this study indicated that the majority of participants demonstrated a minimal ability to think critically.
Conclusion: The study results imply that in order to improve critical thinking skills of student radiographers, there is a need for curriculum adjustment, to nurture and encourage these skills. It is recommended that facilitators adopt methods to integrate these skills in the curriculum.
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Crossref Citations
1. Evaluating the use of exposure indicators in digital x-ray imaging system: Gauteng South Africa
S. Lewis, T. Pieterse, H. Lawrence
Radiography vol: 25 issue: 3 first page: e58 year: 2019
doi: 10.1016/j.radi.2019.01.003