Push and pull factors impacting the pedagogical approaches used by sonographers to teach scanning skills.

Objective: To report the qualitative findings of the inaugural survey of sonographer skill‐teaching practices in Australia using the SonoSTePs tool. Method: A national cross‐sectional survey of all qualified sonographers registered with the Australian Sonographer Accreditation Registry. A mix of quantitative and qualitative data was collected. This paper reports on a content analysis of the qualitative data relating to factors that impact on teaching. Results: A total of 528 respondents provided a range of qualitative data in five extended text questions. Five key themes emerged from the analysis: limited protected teaching time; perceived skill complexity; learner skill level and credentials; avoiding overwhelming the learner; and patient well‐being and their willingness to be scanned. Novel teaching interactions between the educator and the student sonographer were identified. Information was provided to learners at four time‐points across the continuum of clinical practice performance. The type, quantity and purpose of the information provided by the educator to the learner differed at each of these four time‐points and included the following: (i) pre‐task clarification, guidance and practice norms; (ii) in‐task verbal information and scanning support; (iii) post‐task support and information; and (iv) end‐task or terminal feedback. Conclusion: This is the first published study which reports the push and pull factors affecting pedagogical approaches to teach and learn complex scanning skills. These results provide a corpus of new knowledge, and the first analysis and review, about the pedagogical findings related to teaching scanning skills for clinical practice. This study provides a basis for further research and practice improvements. [ABSTRACT FROM AUTHOR]