A framework to support dental radiography as part of diagnostic radiography practice.

Abstract

Background: The availability of evidence-informed frameworks to support learning interventions in dental radiography for diagnostic radiographers is limited. The framework used in this study was guided by participatory action research and adapted using the precede-proceed model. The framework is underpinned by social justice and systems and learning theory.

Aim: This study aimed to determine and describe the application of a framework for supporting dental radiography as part of diagnostic radiography practice.

Setting: Public and private radiology departments selected higher educational institutions from provinces of KwaZulu-Natal, Gauteng and Western Cape, inclusive of members from the Radiography and Clinical Technology Board at the Health Professions Council of South Africa.

Methods: A sequential mixed-methods design was used for framework development, guided by the Precede-Proceed Model. Stage 1 involved a needs assessment, which comprised a quantitative Phase 1 and a qualitative Phase 2, which included an online questionnaire and semi-structured interviews, respectively. Stage 2 focused on the planning and delivery of the online Continuous Professional Development programme. Stage 3 involved a post-programme quantitative questionnaire to evaluate participant feedback and learning outcomes.

Results: A strength of the framework is professional resilience and adaptability, enabling adaptation to technological advances and the changing needs of patients. The framework proposes a practical way to form targeted continuous professional development (CPD) initiatives, making it valuable in resource-constrained environments.

Conclusion: The framework is beneficial for supporting dental radiography training and practices and promoting equitable access to dental radiography.

Contribution: This framework adds value for supporting the practice of dental radiography for the diagnostic radiographers.