Challenges in continuing education of Radiographers: a narrative review

• Autor(a) principal: Almeida, Rui
• Data de Publicação: 2021
• Outros Autores: Silva, Carlos, Vicente, Bianca, Abrantes, António, Miranda, Dulce
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.46885/roentgen.v2i2.56
• topic: Education; Continuous Training; Game-based learning; Flipped classroom; e-Learning; Educação; Formação Contínua; Aprendizagem baseada em jogos; Sala de Aula invertida; e-Learning

The main objective of this narrative review is to discuss the trends, challenges and opportunities in the continuing education and training of Radiographers, especially from a post-pandemic perspective that could enhance the remodeling of training opportunities. A bibliographic analysis was carried out in the main databases, complemented with the use of resources available online in associations and scientific and professional societies in this area of knowledge. Exclusion criteria included articles not published in English, prior to 2013 and without contributions in the field of distance education or active learning. Continuing education and training in the field of radiology has undergone a re-adaptation process, and the usual face-to-face learning opportunities (in the classroom, simulation laboratories and clinical environments) were quickly transformed into distance learning opportunities, leading to emergence of innovative education and training models. Thus, the most recent evidence has revealed that learner-centered strategies, such as the inverted classroom and game-based learning, when applied in the education of health professionals, will allow the achievement of positive and very promising results. The proper preparation of Radiographers depends on the application of effective teaching methodologies that allow an excellent clinical performance and the maintenance of high standards of quality and safety. Game-based learning appears to be effective in improving knowledge, skills and attitudes and should be considered as a potential systematic tool in this field.