Areas of good practice and areas for improvement in work-integrated learning for radiography training in South Africa

J du Plessis, J Bezuidenhout


Background. Work-integrated learning (WIL) forms an essential part of many learning programmes to equip students with the required knowledge and a complete set of skills to be successful in the world of work. However, all aspects (teaching/learning, assessment and monitoring) of WIL have to be implemented appropriately to ensure quality learning for students to construct meaning from their learning.

Objective. To conduct an enquiry regarding the current practices for WIL in radiography training.

Methods. Using a questionnaire, a quantitative survey was conducted among selected university lecturers, workplace learning co-ordinators and final-year radiography students at 7 South African universities.

Results. The results revealed the following areas of good practice: inclusion of activities to stimulate deep learning, development of soft skills, good management/co-ordination of WIL and existing good lines of communication. Improvement measures for identified areas include: use of different learning modes, increased use of electronic teaching media, involvement of workplace supervisors in the development of outcomes and learning material, quality supervision and adequate preparation of students prior to placement.

Conclusions. This study recommends the inclusion of WIL as part of the curriculum in healthcare programmes to assist students with the continuous development of new disciplinary knowledge and application of the acquired skills in the work environment.

Authors' affiliations

J du Plessis, Department of Clinical Sciences, Faculty of Health and Environmental Sciences, Central University of Technology, Bloemfontein, South Africa

J Bezuidenhout, Division Health Professions Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa

Full Text

PDF (438KB)


Work-integrated learning; Curricular modalities; Communication; Mentoring

Cite this article

African Journal of Health Professions Education 2019;11(3):101-106. DOI:10.7196/AJHPE.2019.v11i3.1043

Article History

Date submitted: 2019-10-12
Date published: 2019-10-12

Article Views

Abstract views: 4505
Full text views: 1970

Comments on this article

*Read our policy for posting comments here