Reassessing the ultrasound education model and training
THE SONOGRAPHY
discussions
Reassessing the ultrasound education model and training Does the current model surrounding ultrasound education and training provide students and aspiring sonographers with the best possible foundation for their clinical careers? Jane Wardle, Central Queensland University, and Christopher Lewis, Tutor Sonographer at I-Med, discuss reassessing the ultrasound education model and training practices, aiming for continuous improvement and alignment with industry needs to ultimately benefit students, sonographers and patients alike.
Jane Wardle
Head of Course, Medical Sonography | Central Queensland University.
Jane has held several clinical roles across private and public healthcare settings and currently relishes the challenge of her learning and teaching role. She is currently completing a Master of Educational Neuroscience and knows that travelling is good for the brain, having been a compulsive traveller herself. Being able to bring travel and education together and share the experience with students has been an absolute privilege for her.
What are the expectations for competency levels in our recent sonography graduates? Competency levels are outlined in the most recent version (2021) of ‘Professional Framework for Sonographers’, endorsed by the ASA. The framework gives education providers and clinical supervisors guidelines on expectations for competency levels, and educators ensure these standards are achieved by graduation. I think the framework sets appropriate levels of skills and attributes of graduate level sonographers.
Do you think the undergraduate model produces sonographers with adequate skills, maturity and knowledge? As I am responsible for an undergraduate pathway for sonographers, yes I do. These students have four years immersed in sonography and are scaffolded from novice to graduate competency levels during that time.
Do you think the current ATAR and placement requirements for students are effective, or should there be stricter inherent requirements for entry into courses? Health professionals require attributes that aren’t necessarily reflected in the ATAR results or even short interviews. I would like to see some type of university clinical aptitude test (UCAT) entry requirements, not just ATAR for entry into sonography.
The chronic workforce shortage is a terrible, vicious cycle with sonographers being overworked… meaning not enough students are being trained, and the cycle continues. JANE WARDLE What changes would you like to see in our current educational model to increase student enrolment? I don’t think the educational model needs to change. Educational providers can educate hundreds and hundreds of students, but they can’t scale up without clinical training opportunities for students. I think the change needs to come from within the industry. The chronic workforce shortage is a terrible, vicious cycle with sonographers being overworked and not having the time to be able to train students, meaning not enough students are being trained and the cycle continues. Incentivisation of the workforce is also having a detrimental effect on the sustainability of the industry. Incentivisation doesn’t leave room for training and does not promote clinical excellence either. Unfortunately, we see students being exploited as well, so changing the attitudes towards students would be beneficial to supporting the education model and therefore the sustainability of the industry, which I think is at risk.
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