IntroductionClinical practice is crucial for the professional development of radiographers. To effectively benefit from their training, students need guidance from well-trained and competent tutors. However, the literature lacks evidence of training programs specifically designed for radiographer tutors. This study aims to suggest a novel framework able to identify the key elements of a successful tutor training curriculum for radiographers. MethodsThrough a literature review on the topic of tutor training in the healthcare sector, a novel tutor training framework specifically for radiographers was developed. This model is structured into two main components: knowledge development and skill acquisition. The framework emphasizes four key topics: understanding the essence of tutoring; conducting briefing, debriefing, and providing feedback; addressing students' psychosocial challenges; conducting simulations and role plays. It concludes with a skill test. ResultsThe proposed curriculum highlights the importance of tutors understanding their roles and responsibilities, as well as the significance of providing feedback and conducting briefing activities. Noteworthy additions to this pioneering model include an in-depth examination of the psychosocial challenges faced by students during their training and the introduction of role-playing activities. These activities help tutors develop empathy and better understand the students' perspectives and needs, therefore optimizing the tutoring experience. ConclusionThis framework outlines the fundamental principles that tutors should incorporate into their daily tutoring activities to maximize student learning and engagement. Emphasis is placed on understanding the psychological challenges faced by students, which can help tutors tailor their teaching to better meet students' needs. Implication for practiceThe proposed framework wills to promote significant improvement in the clinical practice of future professionals through the optimization of tutors' competencies.

IntroductionThe newly introduced National Ultrasound Training Programme within the NHS Scotland Academy provides an alternative clinical learning environment for postgraduate medical ultrasound learners. Learners during academic year 2022/23 were supported with up to five weeks of clinical education within the NHS Scotland Academy, as an alternative to their local Health Board. This study explores the perceptions and experiences of the first cohort of learners and their practice educators. MethodsAn interview guide was developed comprising questions to explore learners and practice educator experiences and perceptions of the National Ultrasound Training Programme. Ten semi-structured interviews were conducted (Learners n = 5 and Practice Educators n = 5). Thematic analysis was performed by two independent researchers following an established six-stage process. ResultsThree themes emerged:1. Importance of the Clinical learning environment, 2. Relationships and 3. Skills and confidence. Organisational challenges within the NHS Health Boards pose barriers to Learners and Practice Educators supporting clinical education. Learners benefitted from both the clinical learning environments while practice educators recognise the advantage of alternative clinical education for their Learner and wider ultrasound services. Further collaboration to capitalise on knowledge exchange was identified for enhancement. ConclusionThe NHS Scotland Academy can play a pivotal role in delivering learner-centred, protected clinical education as an adjunct to traditional models of practice education. Implications for practiceEmployers and Practice Educators must identify and acknowledge barriers to postgraduate medical ultrasound education. Protected learning time, recognising roles of Learners and Educators and a supportive clinical learning environment are paramount. Learner-centred best practice clinical education can be successfully delivered within the NHS Scotland academy as an adjunct to acute health board clinical education and adopting a collaborative approach will provide enhancements for stakeholders.

IntroductionWomen with obesity are less likely to participate in mammographic screening and more likely to develop post-menopausal breast cancer. We describe the co-production of a novel training intervention for breast screening staff, targeting obesity-related barriers to participating in a population-based mammographic screening. MethodsA Stakeholder Consultant Group (SCG) was established to guide the co-production process. A narrative review of the literature was conducted, as well as first person interviews of women with lived experience of obesity, to identify/inform themes for service delivery staff training. ResultsThree themes from the narrative review emerged: (i) enhanced staff-client communication, (ii) promoting compassionate connections during client interactions (iii) tailored mammography positioning for women with obesity. Iterative co-design and consultation with the SCG resulted in six key sessions delivered within an in-service training day: determinants of obesity, weight stigma and healthcare, screening challenges for women living with obesity, empathy ‘mapping’, front-line training for reception staff, and screening challenges for radiographers when screening women with obesity. Subsequent practical workshops for radiographers provided hands-on positioning training using a real-life model and a ‘mammo vest’. Feedback showed that 74 % of staff rated the training as “very good” or “excellent”. ConclusionTraining to improve staff interactions with women with obesity appears to be acceptable. Implications for practiceThe intervention has been successfully implemented in a population-based breast screening program to improve the mammography experience for both clients and staff. Improving the mammogram experience will improve the likelihood of clients returning to screening when next due. Given the prevalence of obesity and body image issues, targeted interventions that optimize client interactions could significantly reduce breast cancer mortality through early detection.

ObjectivesArtificial intelligence (AI) is rapidly being integrated into medical imaging practice, prompting calls to enhance AI education in undergraduate radiography programs. Combining evidence from literature, practitioner insights, and industry perspectives, this paper provides recommendations for medical imaging undergraduate education, including curriculum revision and re-alignment. Key findingsA proposed modular framework is outlined to assist course providers in integrating AI into university programs. An example course design includes modules on data science fundamentals, machine learning, AI ethics and patient safety, governance and regulation, AI tool evaluation, and clinical applications. A proposal to embed these longitudinally in the curriculum combined with hands-on experience and work-integrated learning will help develop the necessary knowledge of AI and its real-world impacts. Authentic assessment examples reinforce learning, such as critically appraising published research and reflecting on current technologies. Maintenance of an up-to-date curriculum will require a collaborative, multidisciplinary approach involving educators, clinicians, and industry professionals. ConclusionIntegrating AI education into undergraduate medical imaging programs equips future radiographers in an evolving technological landscape. A strategic approach to embedding AI modules throughout degree programs assures students a comprehensive understanding of AI principles, skills in utilising AI tools effectively, and the ability to critically evaluate their implications. Implications for practiceThe practical implementation of undergraduate AI education will prepare radiographers to incorporate these technologies while assuring patient care.