1. The Role of
Qualified Radiotherapists
as Role Models
to Student Radiotherapists
in KZN
MPHO MBHELE
Department of Radiography, DUT
SASCRO SASMO Congress
24 August 2011

2. Introduction
MY OBSERVATIONS :
 Too many negative issues from students about Work
Integrated Learning environment (WIL)
 High absenteeism @ WIL – proof
High number of leave forms per student
Increased clinical time owing

3. Informal discussions with
students
Questions posed to students
 What is your understanding of WIL?
 What are the reasons for the unhappy reflection?
 What do you perceive the role of qualified
radiotherapists to be?
 What is your role ?

4. Outcomes from Discussion
 Diffusion of responsibility among students
 Good Points were raised, EXCEPT!
Emotionally stated
Illogically put
Deviation from specific questions asked
Forceful vs. Smart ways of seeking change
Lack of diplomacy

5. Critical Issues – Role Modeling
 Approachability of qualified radiotherapists
 Communication
 Role Identifications
 Knowledge sharing
 Attitude
 Disrespect

6. Background
 Approachability & good communication skills 1
 Supportive, friendly and approachable qualified staff resulted in
learning outcomes achieved 2
 Clinical Competence was most important and interpersonal
relationship & personality traits ranked least important 3
 Burnout in radiotherapists due to high patient numbers & staff
shortage 4
 Communication challenges due to diversity and multilingualism of
patients and students 5
1. Conway, Lewis & Robinson. 2008. Final-yeardiagnostic radiography students’ perception of role models within the profession.
2. Ogbu, 2007. Radiography students’ perceptions of clinical placements – A Nigerian perspective.
3. Palmer& Naccarato, 2007. Differences in radiation therapy staff and students’ perceptions of clinical teaching characteristics
4. Lawrence,2007. A National Study of Burnout in Radiotherapists registered with the HPCSA.
5. Wyrley-Birch,2008. Professional communication practices of radiotherapists in the workplace & classroom in higher education in the W. Cape, SA

7. Aim
To explore the role of qualified radiographers as role
models to student radiographers in KwaZulu-Natal

8. Methodology
Quantitative study
Questionnaire – via email with covering permission
letter
24 Qualified radiotherapists - provincial sector of KZN
12 Radiotherapy DUT students
Timeframe - 3 month period

9. Results - Students
Themes:
 Approachability
 Knowledge sharing
 Communication

10. Approachability
SD D N A SA
The staff are friendly 1 4 2 4 1
The staff are helpful in explaining things to me. - 3 2 4 3
I had opportunities to discuss what I learnt. - 3 5 4 -
I felt reluctance to discuss practices or procedures I
could not agree with.
1 2 4 1 4

11. Communication
SD D N A SA
I was briefed at the start of the placement on what I could
expect to learn.
1 1 3 6 1
I felt like part of a team. 3 - 3 3 3
I got insight into decisions the radiographers have to make in
carrying out an examination.
1 1 5 3 2
I did not feel involved in the work being done. 1 6 1 3 1

12. Knowledge sharing
SD D N A SA
When I was observing I was told to look at and think
about specific aspects.
- 2 4 4 2
I learnt a lot even only when I could observe. - 4 1 5 2
I felt stimulated by what I learned. - - 1 10 1
I was questioned on those areas that I paid particular
attention to.
- 3 4 5 -

13. Results - Radiotherapists
Themes:
 Role Identification
 Communication

14. Communication
SD D N A SA
I find discussion sessions valuable in encouraging student to
link theory and practice.
- - 20 4
Students are briefed at the start of WIL by a member of staff
on what to do do and on what can be learned.
- 3 16 5
Students generally ask plenty of questions. 6 8 10
Students should participate with staff in any discussions of
radiographic interest held during WIL.
- 1 15 8

15. Role identification
SD D N A SA
It is the role of the clinical tutor to ensure clinical practice are
integrated.
1 2 17 4
I am clear about the objectives for student placement in WIL. - 9 12 3
Students must take responsibility for their own learning. 1 3 10 10
I think students expectations of WIL are usually fulfilled. - 5 16 3

16. Conclusion
IMPORTANT ATTRIBUTES:
 Approachability of staff
 Good communication - both ways
 Willingness to share knowledge
 Identification of roles

17. Recommendations
• VERT System
• Increase student numbers
• More clinical instructors
• Commitment should be brought in by
introducing an oath same as in the medical and
nursing profession

18. ACKNOWLEDGEMENTS
• To all the students and radiation therapists who participated in
the study.
• Nkululeko Gam for encouraging me to do the study.
• Nalene Naidoo, Lynda Swindon, Roshnee Sunder, Cynthia
Dludla and Ntokozo Gqweta for sharing their expertise.
• Roshnee Sunder for analysis of data.