International Radiographers in British Universities: A Case Study

2021 ◽  
pp. 10-16
Author(s):  
Abdulwahab Alahmari

Many British universities offer radiographic reporting programs, but these programs are designed to allow British citizens only to join those programs. Usually, these programs are a part-time and those programs use the “spoon-feeding education” approach which is not the same approach that used with international students. Usually, internationals allowed to join self−learning programs that make unqualified radiographers who will not be able to pass any examination from any medical registry organization worldwide. Usually, these post−graduate programs use distance learning, self-learning, no exams, no GPA, no score, and continues assessment approach. All the programs that international students can join, are non-Health and Care Professions Council (HCPC) accredited programs. If these programs had an accreditation, the graduates will be able to work in the United Kingdom to fill the shortage of Reporting Radiographers. Due to the discriminatory regulations by British university against international applicants, they could not join any good accredited program. Keywords: Discrimination; International Students; Radiographic Reporting; Admission, Education

2020 ◽  
Vol 10 (4) ◽  
pp. 1005-1022
Author(s):  
Elizabeth Margarita Hernández López

This article reports data drawn from a doctoral qualitative case study conducted during the 2016–2017 academic calendar. The study explored the academic, sociocultural, and affective challenges a cohort of Mexican postgraduate international students faced during their first 2 weeks at a university in England. Twenty students participated in three focus groups, while seven were involved in in-depth interviews. The findings support the notion that the adaptation experiences of Mexican postgraduate international students in the United Kingdom are like those of other groups of overseas students. They undergo an extensive array of challenges related to the perceived extent of cultural distance and differences in individual and societal characteristics, as outlined by Ward et al. (2001). Concerning the early stage, findings did not seem to support traditional views of culture shock (Adler, 1975; Lysgaard, 1955; Oberg, 1960).


2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Aahmari A ◽  

I have published a case study about how British universities −who offer radiographic reporting programs for radiographers− put admission conditions and tuitions on radiographers in three categories which are; British citizens, European citizens, and internationals [1]. I compared the three categories by collecting the data from the universities’ websites directly. The case study has a simple methodology which is clearly explained in the paper [1]. The case study showed that there is no English language requirements for Europeans due to the Bologna Agreement in June 19, 1999 and the Copenhagen Declaration in November 2002. The English language is not the mother tongue of any European country besides the UK. The tuitions for international students are very high compared to the UK/European citizens where they (UK/European) have the same low tuition. In addition, the international students can’t join approved programs from the HCPC, while UK/European citizens can join HCPC approved programs. The interpretation modules are not allowed for international students and they are allowed for UK/ European students. Training, ability to have the HCPC registration, and the ability to work all are allowed for UK/European citizens, while international students are not allowed to do so. After I published this case study which shows the facts in solid data that there is segregation on all levels and discrimination against international Radiographers, the Society and College of Radiographers and the Head of Radiography Education sent two letters threatening the journals Editors and I [2,3]. They said they are so perfect and they do not have any discrimination whatsoever [2,3]. They demanded to remove the paper from the online source and publish an apology [2,3]. They threaten and bullied me and the journal editors that they will legally be suing us for defamation. Therefore, I publish this letter challenging them to sue me. What I have published is accurate 100% and I did not make the numbers from my head. I collected the data from the universities’ websites directly. All that they claimed in their letters are wrong and emotionally driven. They did not stop here, no they continued by sending their trolls to report my researchgate account to suspend my account for more than one month. Is well known that the HCPC and the British media when someone is not British get suspended or not allowed to do any medical practice in the UK for any issue, the British media and HCPC publish their names, age, gender, ethnicity, nationality, and what mistake they did, but when the person is a white British citizen, the HCPC and the media tend to hide their identity and usually they get suspended for a short period of time. The HCPC, Society of Radiographers, and Heads of Radiography Education are discriminating on all levels against us as international radiographers and this is supported by numbers and solid data. They claim that they are so perfect and do not have any issue. This level of denial indicates that there is a massive issue and this is only the tip of the iceberg. The Society of Radiographers did not help the UK or international Radiographers in any way, shape, or form. Instead of denying their discriminatory behaviors against us, they should help the international Radiographers to rebuild their health care sector which collapsed after the pandemic (i.e. SARS II CoV a.k.a Covid-19). They have already a large shortage of Radiographers in the UK and with these behaviors, they will never solve the problems which the British citizens face every day in UK hospitals. No one should forget the number of international health care workers who sacrificed their lives during the pandemic to help the patients in the UK.


Author(s):  
Gabrielle Samuel ◽  
Jenn Chubb ◽  
Gemma Derrick

The governance of ethically acceptable research in higher education institutions has been under scrutiny over the past half a century. Concomitantly, recently, decision makers have required researchers to acknowledge the societal impact of their research, as well as anticipate and respond to ethical dimensions of this societal impact through responsible research and innovation principles. Using artificial intelligence population health research in the United Kingdom and Canada as a case study, we combine a mapping study of journal publications with 18 interviews with researchers to explore how the ethical dimensions associated with this societal impact are incorporated into research agendas. Researchers separated the ethical responsibility of their research with its societal impact. We discuss the implications for both researchers and actors across the Ethics Ecosystem.


2021 ◽  
Vol 13 (14) ◽  
pp. 7675
Author(s):  
Radovan Madleňák ◽  
Stephen P. D’Alessandro ◽  
Agostino Marengo ◽  
Jenny Pange ◽  
György Iván Neszmélyi

Online courses are gaining popularity because they provide extensive and varied course material, information, knowledge, and skills, whilst also creating an effective educational online community. This research adopts a case study approach to focus on the teaching method and the manner in which a strategic commitment to eLearning provides scope for the development and implementation of top quality educational online fully accredited programs. Entrepreneurship focuses on developing businesses that add value and create wealth and prosperity in our societies. Therefore, entrepreneurship is a key area of learning for graduate students seeking to set up and operate their own SME organizations. It can serve as a benchmark for the teaching of other graduate subjects that require a sound correlation for the correlation of concepts and theories to the challenging complexities of the real world. The program was developed on the basis of the implementation of a state-of-the-art eLearning platform that allowed for a combination of varied self-learning and collaborative learning elements and activities within a single platform. This enabled students to access the online content material efficiently and effectively. It allows for the development of a program based on the flipped classroom teaching methodology. The underlying concept of the flipped classroom methodology is that effective eLearning should comprise both synchronous and asynchronous learning activities. This combination of self-learning and collaborative learning calls for careful planning by the tutor to ensure that the learning objectives are clearly defined for each activity and that the relevant deliverables are monitored. The content material for each subject course module was designed, developed, produced, and presented by the different project partners in a holistic manner structured to motivate participants to learn. The results of our analysis have shown that students were able to learn, discuss their projects, and cooperate during an online course in an effective and participant-focused manner with their tutors. The feedback given highlights the importance of ongoing communications between students and the tutors who often need to act as mentors to retain student engagement.


2017 ◽  
Vol 146 (2) ◽  
pp. 187-196 ◽  
Author(s):  
A. F. W. MIKHAIL ◽  
C. JENKINS ◽  
T. J. DALLMAN ◽  
T. INNS ◽  
A. DOUGLAS ◽  
...  

SUMMARYIn August 2015, Public Health England detected an outbreak of Shiga toxin-producing Escherichia coli (STEC) serotype O157:H7 caused by contaminated salad leaves in a mixed leaf prepacked salad product from a national retailer. The implicated leaves were cultivated at five different farms and the zoonotic source of the outbreak strain was not determined. In March 2016, additional isolates from new cases were identified that shared a recent common ancestor with the outbreak strain. A case–case study involving the cases identified in 2016 revealed that ovine exposures were associated with illness (n = 16; AOR 8·24; 95% CI 1·55–39·74). By mapping the recent movement of sheep and lambs across the United Kingdom, epidemiological links were established between the cases reporting ovine exposures. Given the close phylogenetic relationship between the outbreak strain and the isolates from cases with ovine exposures, it is plausible that ovine faeces may have contaminated the salad leaves via untreated irrigation water or run-off from fields nearby. Timely and targeted veterinary and environmental sampling should be considered during foodborne outbreaks of STEC, particularly where ready to eat vegetables and salads are implicated.


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