that many HEIs have already well embedded provision, others may have some work to do in this area. Training the assistant workforce in particular, has some specific challenges and there is a lot that may be learned from the further education sector. For example, delivering effective support for students at this level. Additionally, the whole business of providing post-qualifying provision, for all components of the workforce, in a range of different shapes and sizes, is a challenge, leading to:
The second facet, which relates to the development of an effective entrepreneurial, business oriented perspective. Again, it is true that many centres understand the significance of this. Actually achieving it is another matter. Effective delivery of post- qualifying programmes will be key to maintaining position in a competitive arena. In order to be successful, HEIs will need to be fast moving, responsive, adaptable and competitive; not attributes that have traditionally been associated with the sector. Systems to support different ways of interacting with ‘the market’ need to be in place and this needs to be effective and professional, if only because competitors in the post-qualifying market are not just other universities. The developing independent sector provision for CPD can react quickly and cheaply to demand.
Of course, health education has, and continues to operate on, quite a localised basis, dependent on the relationships that exist within a region. There is, therefore, a degree of generalisation applied in this discussion and, naturally, the different arrangements across the four countries of the UK are also significant. Nevertheless, the principles are applicable, as are the influencing factors.
The situation is in transition at the time of writing and therefore there remain some significant unknowns. For example, the specific arrangements for the commissioning of education in England. Following the government’s decision to move commissioning to GP led consortia19
, the dissolution of primary care trusts and regional health
authorities has led to a proposal to manage education commissioning through a new body, Health Education England, in conjunction with ‘provider networks’. The end result may not be too different but, inevitably, there will be system changes for HEIs to deal with. One way or another, finance is the driver although, in some form, radiography education at all levels will continue. The things that will most need to change are operational structures and priorities, and attitudes.
53 2011
IMAGING & ONCOLOGY
REFERENCES 1. College of Radiographers. Programmes approved by the College of Radiographers leading to qualification as a radiographer.
http://www.sor.org/news/course- directory Accessed 7 January 2011.
2. Department of Health. The NHS Plan, A plan for investment, A plan for reform. HMSO. 2000.
3. Darzi, A. NHS Next Stage Review Interim Report. HMSO. 2007.
4. Department of Health. Equity and excellence: Liberating the NHS. HMSO. 2010.
5. Department of Health. Working for Patients, Education and Training, Working Paper 10. HMSO. 1989.
6. Eraut, M. Developing Professional Knowledge and Competence. Routledge. 2003.
7. Benson, L. The Professions Official Report 5th Series, Parliamentary Debates 1992-3, Lords 1992 Vol. 538, 15, pp.1208-1210. Hansard, London.
8. T Gambling, T Brown, P Hogg, P. Research in our practice - a requirement, not an option: discussion paper. Radiography, 2003 Vol 9, pp71–76.
Ian Henderson is subject lead for diagnostic radiography at Robert Gordon University, Aberdeen and editor of the Society and College of Radiographers’ members’ publication, Synergy Imaging & Therapy Practice. He has worked extensively in the development of radiography programmes at all academic levels and has liaised with education commissioners in the development and evolution of post-registration education across the allied health professions.
9. Bryan, J W. Halle, A. Shoou-Yih, D L. Review: Conceptualization and Measurement of Organizational Readiness for Change. A Review of the Literature in Health Services Research and Other Fields. Medical Care Research and Review August 2008 vol. 65 no. 4 pp 379-436.
10. Murphy, F J. The paradox of imaging technology: A review of the literature Radiography 2006 Vol. 12, Issue 2, pp.
169-174.
11. Moore, G E. Cramming more components onto integrated circuits. Electronics 38,1965 pp. 114.
12. John, M H. Sanjiv, S G. Molecular Imaging: The Vision and Opportunity for Radiology in the Future. Radiology 2007, Vol244, pp39-47.
13. Smith, T. Yielder, J. Ajibulu, O. Caruana, E. Progress towards advanced practice roles in Australia, New Zealand and the Western Pacific. Radiography, 2008, Vol 14, Supplement 1, ppe20-e23.
14. College of Radiographers. Report of the Approval and Accreditation Board. SCoR. 2010.
15. University of Hertfordshire. Scope of Radiographic Practice 2008: a report compiled by the University of Hertfordshire in collaboration with the Institute for Employment Studies for the Society and College of Radiographers - UH 2009.
16. Benchmark Pricing and National standard Framework Contract Operational Implementation Guide Version 15 C G Jeffries 15 March 2006.
17. College of Radiographers. Learning and Development Framework for Clinical Imaging and Oncology. SCoR. 2007.
18. NHS London. Workforce for London: A Strategic Framework. HMSO. 2007.
19. Department of Health. Department of Health Spending Review: Press release. 2010.
http://www.dh.gov.uk/en/ MediaCentre/Pressreleases/DH_120676 Accessed 10 January 2011.
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