Great question waiting for answer

Not my area but perhaps you can use those most relevant to your students' contexts to make them more work ready but also giving some attention to others for comparison.

Best regards,

Debra

An interesting Question from Zainul Zainuddin

If I may ask you, How do you eat an Elephant, or perhaps a chicken? I guess a Bite at a time!

The Undergraduate Radiography program in my country Nigeria, and i suppose all over the globe, is structured in such a way that Radiographic procedure is taught in an orderly manner starting from the extremities to the whole body.

Radiography program in my country is a five year course so the curriculum is designed in such a way that radiographic procedure is taught from 200 level to 500 level in an orderly manner starting from the simplest to the complex special an interventional procedures.

Kind regards!

Thank you Geofery. I think what we are doing as academicians is to teach the foundation level and move on to those advanced level. Only then there will be progression and reinforcement in the learning. But I have an issue in mind which I'll present later.

Thank you Debra. I agree that it is important to teach them what is relevant to make them more work ready while at the same time giving attention to others for comparison. But to decide on what is relevant is the issue. So to both of you these are the scenario:

1. In one textbook there are more than 200 projections. In another textbook there are more than 400 projections. I would say in the light of present technological advancements and accessibility to Medical imaging services some of these projections might be obsolete. Question: which are those?

2. With the different healthcare services from the basic to the highly specialised care, knowledge in Medical imaging practice will differ tremendously, making employer expectations in graduate employability something academicians need to think about. The basic services may just want the common projections while the highly specialised services will expect proficiency in areas that include MRI, CT, Us, Radionuclide imaging etc......The graduates might not be place to man those modalities but to impress the employers will be a ticket for employability....At least that is the scenario in Malaysia.

Personally I think it would not be practical to teach all the 200 or 400 projections for there are areas like MRI, CT, US and Radionuclide imaging, management and a host of other modules to teach.

it Is a good idea to first as an educator to categoris the 200 procedures ( eg : X-ray anterior posterior lateral etcccc under upper , lower - with fluids-dyes BA meal etc ) personally I would prefer to do an exercise as this on post it and key it in excel with the link in a column or the website that has the info

It’s a good idea to ask the students to pick out and present the procedure they wish

students internalise what they discover. educator can moderate the session

if the Class size is small multiple rounds to cover all 200 procedures

presentation has to Be times and common template to present has to be given

( in design class if we have content as this we call the students extra one hour in the morning and conduct sessions as these which are purely exploratory)

alternately radiology assocuated with head and neck, arms cheat etc

and then body parts one by one

I was working in a hospital on an autoanalyser and I have seen the pathology teacher struggle to teach. That’s when I had categorised human body then associated diseases and the pathogens associated the matrix gets complex

I am not a doctor of medicone but this is how I would do if I was one !

Thank you Poornima for sharing. I think a main problem is having a common curriculum and course objectives for all students. And having different training centers complicates the matter even more as practices tend to differ. The choice of what the students want to learn may be more like "personal learning". Anyway I'll take your suggestion and try to tailor that to my students and try to make good from that initiative. Thank you again.