While the desire and opportunity to develop learning and reflection from the practice take a back seat (Brown 2009).
SOR (Society of Radiographers) clearly found that unlike CPD resource support to other health care workers, radiographers are not placed well. Hence post registration skill development has remained little, if any. But the role extension has been taken as common practice during the duration of service so radiographers too have moved up to clinical practice and higher academics and research (Henwood 2003). However, if the radiographers plan to remain in practice, then also CPD helps in achieving supervisory and/or specialist positions. Achieving higher positions is a biggest incentive for a radiographer to undertake CPD even if he has to arrange for it on his own. Due to work pressures however employers are reluctant to release staff for CPD (Brown, 2009). The radiography is considered a career with monotony and routine work, heavy workload with little credit and family consideration by the school students (Coombs et al, 2003). Moreover lack of clarity of a programme makes radiographer reluctant to go for it. The present article attempts to critically evaluate the various CPD options available to radiographers for job satisfaction and career advancement.
It has been clearly indicated by Department of Health (as cited in O'Donoghue, 2006, p92) allied health services personnel must regularly update their knowledge through CPD. Its working together-learning together document emphasised the need stating it necessary for improved patient care and better opportunities for professionals. The e-earning is preferred by higher education funding in UK since professionals can update knowledge without loss of time. The Society of Radiographers (SOR) has emphasised need for CPD, despite initial apprehension about its effectiveness. It has stated that radiographers "must maintain and strive to improve their professional knowledge and competence'... Every patient is entitled to be cared for by radiographers with relevant and up-to-date skills and expertise. Therefore all radiographers must undertake lifelong learning and will keep a record of their ongoing development activities... The Society and college considers that CPD, lifelong learning, periodic appraisal and revalidation must be compulsory to ensure and maintain competence, as well as enabling radiographers to gain knowledge and competencies outside their scope of practice" (SOR 2009, p1).
The radiographers' professional and other bodies thought of CPD when some efforts by NHS to appoint non-medical consultants did not succeed fully as there was lack of appropriately qualified and experienced consultants. Moreover, the clinical and educational pathways to prepare potential consultants are also ill defined (Hardy & Snaith, 2007). The study necessitates upgrading the basic training in radiography to make subsequent CPD effective.
Cherry and Duxbury (1998) have felt that in spite of training at higher educational institutions i.e universities, the radiographers are equipped only with basic competences. The half life of this knowledge is only 2-5 years so it can not provide the competency for life time. It is more so in these times considering the rapid technology changes.