SIMILARITIES AND DIFFERENCES BETWEEN CURRENT CASE ACCREDITED BSC (HONS) MEDICAL ULTRASOUND PROGRAMMES: WORKING TOGETHER WITH INNOVATION
By Pauline Mitchell, University of Leeds
Objective:
Innovative new BSc education level education can benefit the sonography workforce. The presentation will explore current CASE-accredited apprenticeship and direct entry models of education for the BSc (Hons) medical ultrasound. Similarities and differences will be explored to highlight the benefits of both educational routes. In addition, the presentation will consider the role of the graduate sonographer, expectations for preceptorship and postgraduate education.
Methods:
A collaborative comparative study of UK BSc (Hons) Medical Ultrasound programmes was undertaken. Thematic analysis of the courses’ definitive documents identified two overarching umbrella themes of similarities and differences with associated sub-themes that provided a qualitative review of the programmes.
Results:
Currently, in the UK, only two BSc medical ultrasound programmes are available; one an apprenticeship, and one a direct entry route. Sub-themes from the similarities strand were identified as: entry criteria, mapping to the Consortium for Sonographic Education (CASE) Standards for Ultrasound Education (CASE, 2022, level 6), the National Occupational Standards (sonographer) (Skills for Health, 2019) and the requirements of the Sonographer career framework (BMUS 2022), core content and clinical competence. Sub-themes from the differences strand were identified as recruitment, funding, attendance pattern, credit allocation and additional mapping to the Institute for Apprenticeships and Technical Education (2019) Apprenticeship Standard, Knowledge, Skills and Behaviours (KSBs) for a Sonographer.
Conclusion:
Whilst there are operational differences between the two training models, the key similarities of learned content and clinical competence assessment are evident in both. CASE accreditation of both programmes ensures that graduate sonographers, irrespective of the training model, enter the workforce with equitable knowledge, clinical skills and behaviours.