Phenomenography as an approach to investigate a theory-practice gap in undergraduate Medical Imaging education at the University of Liverpool. A report on progress

Tony Ward

Abstract below..

The theory practice gap has been much reported in health science degrees (Maben, 2006, Baxter, 2007, Mackay et al 2008 and Ferrara 2010). However, little research has been undertaken within the field of Diagnostic Radiography and that which has been undertaken has focused on gaps in the curriculum. This study attempts to look at the phenomena of the theory practice gap from a different perspective - that of the student experience. This will be done by exploring how students acquire, develop and experience professional knowledge during the early years of their undergraduate training at the University of Liverpool. This case study then attempts to determine how professional knowledge is conceptualised, developed, transferred and experienced within the work placement.

   The methodological approach chosen for this case study is phenomenography. The rationale for this approach is that an interpretivist methodology allows the research to focus on the qualitatively different ways that students experience, perceive and conceptualise the phenomena of linking theory to practice (Marton, 1996). It is considered that through investigating the lived experience of the students a strategy can be developed to help bridge the theory practice gap.

   A multi method approach to data collection has been adopted to include focus groups, semi-structured interviews and analysis of curriculum documentation. The sample includes eighteen students; nine from both years one and two of the undergraduate programme in Diagnostic Radiography.

   This study is in the final stage of data analysis and preliminary findings have reported that students perceive that a gap exists between theory and practice. The reasons for this have been explored and a parsimonious hierarchical structure of student conceptions has begun to emerge. These include a desire for greater collaboration between the academic and clinical communities of practice and more effective sequencing of academic and clinical placements. This report on progress will consider the practical and theoretical application of phenomenography. Specific reference has been made to both the challenges of adopting this approach and the acknowledged variation in its application (see... Åkerlind (2012).

References

Akerlind, G. S. (2012) 'Variation and Commonality in Phenomenographic Research Methods', Higher Education Research and Development, 31(1), 115-127.

Baxter, P. (2007) 'The CCARE model of clinical supervision: bridging the theory -- practice gap... (Communication, collaboration, application, reflection, evaluation)', Nurse Education in Practice, 7(2), 103-111.

Ferrara, L. R. (2010) 'Integrating evidence-based practice with educational theory in clinical practice for nurse practitioners: bridging the theory practice gap', Research & Theory for Nursing Practice, 24(4), 213-216.

Maben, J., Latter, S. and Clark, J. M. (2006) 'The theory-practice gap: impact of professional-bureaucratic work conflict on newly-qualified nurses', Journal of Advanced Nursing, 55(4), 465-477.

Mackay, S. J., Anderson, A. C. and Hogg, P. (2008) 'Preparedness for clinical practice -- perceptions of graduates and their work supervisors', Radiography, 14(3), 226-232.

Marton, F. and Booth, S. A. (1997) Learning and awareness, Mahwah, NJ US: Lawrence Erlbaum Associates Publishers.