Applying inherent requirements to foster resilience, fitness to practice, and inclusivity in medical radiation science education: A qualitative study

Abstract

Introduction

Inherent requirements (IRs) are essential personal attributes that demonstrate one's capacity to develop required professional capabilities in health professions education. While these attributes are theoretically positioned to support students' coping and resilience following challenging clinical interactions (CCIs), their practical application remains underexplored. This study examines how medical radiation-specific IRs are currently implemented and explores strategies to enhance their utility as academic and clinical support tools for developing student resilience.

Method

A qualitative, exploratory descriptive design was employed. Seven MR academics from accredited Australian undergraduate medical radiation programs were recruited using snowball sampling. Semi-structured interviews were conducted via Microsoft Teams™ and analysed using reflexive thematic analysis.

Results

Three themes described the current state of MR-specific IRs: (i) availability of, and student engagement with, IRs, (ii) IRs as informative yet non-enforceable guidelines, and (iii) how professional regulations are shaping MR-specific IRs. Strategies to enhance the application of IRs included creating awareness, making appropriate reasonable adjustments (RAs), and policy adjustments at the university level. IRs were found to contribute to coping and resilience by fostering self-awareness and aligning with professional capability standards. However, challenges remain in ensuring students engage with IRs meaningfully and that RAs do not compromise students’ fitness to practise.

Conclusion

Although IRs are theoretically valuable, their current non-enforceable nature and inconsistent application limit their potential impact. Aligning IRs with professional capability standards can strengthen their utility while maintaining inclusivity and legal compliance.

Implications for practice

Universities should improve communication around IRs and RAs by integrating them into MR curricula and admissions processes. Clear alignment with professional standards, supported by stakeholder consultation, can enable students to make informed decisions, enhance resilience, and reduce reality shocks during clinical placements.