Abstract: This study explored the perceptions that radiography faculty and students have of professionalism in health care. The purpose of this qualitative multiple case study was to understand the substance and the meaning that radiography faculty and students give to professionalism. Learning professionalism in the imaging sciences necessitates emersion in authentic experiences, which the authors call \"legitimate peripheral participation,\" so that skills and didactic knowledge gained in a classroom can be applied in real situations among a community of experts in a field of study (Lave & Wenger, 1991). The research explored the perceptions that RT educators and students have of professionalism by asking the participants to define and describe professionalism and identify what aspects of the professional were meaningful to them. An anonymous survey and focus group discussions were used to gather the perceptions of the participants. The target population for the study was nine faculty members or instructors and ten students from the radiologic technology program of a private, not-for-profit, multi-campus university. These sets of participants were chosen because their firsthand knowledge and experiences of professionalism in the radiography program could aid in addressing the main research and sub-research questions. Both groups defined RT professionalism in terms of respect, empathy, and ethics. Important and meaningful aspects of professionalism included giving competent, compassionate patient care and assisting with diagnosis. The findings revealed that three major areas of professionalism in the imaging sciences must be addressed: interdisciplinary education, intradisciplinary education specifically around professionalism, and the development and implementation of specific competencies that encompass professionalism.
Keywords: Allied health,Compassionate patient care, Imaging sciences