Radiographers' and students' experiences of undergraduate radiotherapy practice placement in the United Kingdom

A three-phased, mixed-methods study was conducted to explore the experiences of undergraduate radiotherapy students and their supervising practice educators within U.K. radiotherapy practice placement. Qualitative data were gathered from focus groups/interviews with volunteer participants to elicit in-depth perceptions about experiences of practice placement. Data were transcribed, verbatim, and manually coded and analysed by the researcher using the applied research methodology of framework analysis, enabling the investigation of the a priori theme ‘practice placement model’, and recommendations were made for improvement. Two radiotherapy placement models are confirmed, i.e. the single student model, and the paired student model, and advantages and disadvantages are identified for each. Study findings suggest that neither radiotherapy model is superior to the other in terms of placement education and experience. Previous and current experience of either model appears to bias students and practice educators towards that model, despite recognition of its disadvantages. The experiences of students and practice educators using the radiotherapy models are consistent with the experiences of other AHPs and nursing using similar practice placement models. It is recommended that all students should have access to peer-assisted learning on placement to improve critical thinking skills, to enable time for reflection, and to consolidate learning. •Radiotherapy practice placement models are comparable to those used in other healthcare professions.•Radiotherapy practice educators and students prefer the model with which they are most familiar, despite its disadvantages.•Peer assisted learning is essential for all radiotherapy students, regardless of placement model.