"I used their criticisms as my weapon to succeed" Experiences in the dual learning environment of Black, Asian, and ethnically diverse therapeutic radiographer undergraduate students - results of a UK survey.

Abstract

Introduction: Student experience impacts outcomes in Higher Education (HE) and has become a focus of interest in ethnicity awarding gap research. The awarding gap is attributed to a range of factors, many of which occur as a result of institutionalised racism. Limited data is available on the experiences of ethnically diverse allied health professionals' students and none in therapeutic radiography (TR).

Methods: An online survey featuring quantitative and open-ended questions was sent to fourteen universities as phase 1 of a sequential explanatory mixed methods study. The survey was developed from student collaboration and the evidence base, exploring the experiences of university and clinical placement in radiotherapy undergraduate programmes. Themes of "university and clinical placement learning," "drivers of success and pressure" "racism and microaggressions" and "perceptions of the profession" were examined.

Results: Forty-three responses were received from students recruited via purposive sampling and self-identifying as belonging to an ethnically diverse background. Positive experiences of university and clinical placements were seen but a lower sense of belonging was reported within clinical placement. Sources of support were identified in lecturers, peers, and family. In contrast, family was also identified as a source of pressure. Incidents of racism and microaggressions were reported in clinical and university learning environments, but more frequently seen in the placement setting, and attributed to come from both radiographers and patients.

Conclusion: This study indicates that whilst there were frequent positive aspects of university and clinical placement, racialised incidents occurred, impacting the student experience. Clinical placement providers should focus on enhancing belonging, with academic staff supporting radiographers in inclusive teaching practices.

Implications for practice: All involved in radiography education must act as allies in calling out incivility, racism, and microaggressions, to support and enhance student experience.