Inside a Radiology Academy – Trainees’ perceptions of new and traditional learning methods

This article was migrated. The article was not marked as recommended. Aim: To investigate trainees' perceptions of learning in both a radiology academy and its associated clinical departments. Materials and Methods: Ten academy trainees participated in semi-structured interviews. All had experienced both academy and clinical work, and had initially spent alternate weeks in each setting, but this was changed to three days clinical each week prior to the study. Their responses were analysed for themes and issues which might give particular insights into combining academy and clinical learning. Results: Alternating between the academy and clinical departments was universally disliked because of a perceived lack of continuity in training. This was felt to inhibit both learning and development of working relationships. Introducing three days' clinical experience each week was seen as an improvement. Participants suggested synchronising academy teaching with clinical training was challenging, particularly in respect of support during diverse departmental attachments. As a result, academy and clinical learning were perceived as poorly integrated. Many trainees saw academy e-learning as a secondary source of information, and preferred books. However, skills lab training in sonography was perceived as relevant, realistic and well supervised. Clinical placements were praised for similar reasons, with trainees emphasising their desire to undertake responsible work, influence patient care, and join the departmental team. Conclusions: Trainees felt that lack of continuity was a major inhibitor in their learning, in terms of both alternating locations and difficulty with synchronising academy and clinical teaching. Although some academy teaching methods were praised, improving integration between academy and clinical training remains a major issue.