OBJECTIVE: To improve lectures and training programs on X-ray photography, we aimed to determine the questions that radiography students have regarding X-ray photography. METHODS: We collected text data from questions on X-ray photography in radiography student reports after an X-ray photography training program. The text data were analyzed using content analysis. Codes were assigned to segments and they were categorized according to similarities. RESULTS: From 111 reports, 348 questions were collected. Four categories and 47 subcategories were obtained. The "Required Knowledge" category comprised subcategories concerning knowledge for the X-ray photography including X-ray radiography methodology and disease knowledge. The "Radiography Service" category comprised subcategories concerning radiographers' responsibilities in a hospital including the role of radiographer and the extent of responsibilities. The "Radiographers' Challenges" category comprised subcategories concerning unusual situations radiographers encounter at work including accurate positioning and communication with patients. The "Patient Types" category comprised subcategories concerning patients in whom X-ray photography was considered difficult including pediatric patients and patients with serious conditions. Questions related to subcategories in "Radiographers' Challenges" and "Patient Types" were interrelated. Radiography students had concerns regarding whether they would be able to handle difficult patients efficiently in clinical situations. CONCLUSION: We were able to suggest the re-orientation of radiography education according to students' intellectual appetite regarding X-ray radiography.
OBJECTIVE: To improve lectures and training programs on X-ray photography, we aimed to determine the questions that radiography students have regarding X-ray photography. METHODS: We collected text data from questions on X-ray photography in radiography student reports after an X-ray photography training program. The text data were analyzed using content analysis. Codes were assigned to segments and they were categorized according to similarities. RESULTS: From 111 reports, 348 questions were collected. Four categories and 47 subcategories were obtained. The "Required Knowledge" category comprised subcategories concerning knowledge for the X-ray photography including X-ray radiography methodology and disease knowledge. The "Radiography Service" category comprised subcategories concerning radiographers' responsibilities in a hospital including the role of radiographer and the extent of responsibilities. The "Radiographers' Challenges" category comprised subcategories concerning unusual situations radiographers encounter at work including accurate positioning and communication with patients. The "Patient Types" category comprised subcategories concerning patients in whom X-ray photography was considered difficult including pediatric patients and patients with serious conditions. Questions related to subcategories in "Radiographers' Challenges" and "Patient Types" were interrelated. Radiography students had concerns regarding whether they would be able to handle difficult patients efficiently in clinical situations. CONCLUSION: We were able to suggest the re-orientation of radiography education according to students' intellectual appetite regarding X-ray radiography.