Thesis submitted in fulfilment of the requirements for the degree
Master of Technology: Radiography
in the Faculty of Health and Wellness Sciences
at the Cape Peninsula University of Technology
2008 / The focus of this study is the professional communication practices of radiotherapists as clinical
practitioners and as teachers of student/novice radiotherapists. The study was undertaken at a higher
education institution and a radiation oncology department in South Africa and addressed the research
question; what are the communication practices of radiotherapists in their professional practice and as
higher education teachers. This work on professional communication was based on practice and
discourse theory as relating to a local context of professional practice and education. Professional
communication, seen in this sense, is a social practice which needs to be understood as operating
within educational, work and social discursive practices of radiation therapy.
A case study approach was chosen as the most appropriate research strategy for capturing the authentic
communication practices of radiotherapists in clinical and educational practice. The professional
communication practices of ten student and five qualified radiotherapists were investigated through
typical teaching and learning interactions in a work integrated learning curriculum. The learning
interactions were observed and video-taped in the classroom, tutorial, and demonstration room.
Communication interactions were observed and audio taped in the clinical workplace. The research
participants, using the video footage as part of their reflections, were interviewed about their
communication practices. All interviews were audio taped and transcribed. Analysis of the data was
by means of thematic analysis where the data was coded and categorised by means of pattern
matching.
The findings from the study showed that the communication practices of radiotherapists include: an
‘academic language’, through which academic content knowledge is expressed; a ‘professional
language’ for negotiating the complex professional relationships within the clinical environment; and a
language for patient care. Their students (novice radiotherapists) are required to master this professional
language within their own ‘language of learning’ practice which includes the multilingual component of
the workplace. A multilayered model of professional communication evolved and was developed within
the analysis process. This model identifies three genres of professional communication: intra-, inter- and
extraprofessional communication. Each of these genres was shown to have both formal and informal
registers. Technical communication was further identified as a subset of intra- and interprofessional
communication. These were further contextualised within the clinical radiotherapy workplace and the
classroom (pedagogic) communication practice. The findings also identified multilingualism as a
discursive practice within the professional communication of the radiotherapy classroom and workplace.
In conclusion, it is argued that the professional communication of radiotherapists comprises a
continuum of communication practices that has significance for both professional and pedagogic
radiotherapy practice, and it is shown that communication practices play an important role in the
establishment of professional identity and expertise and enable the novice radiotherapist to find their
‘professional voice’.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:cput/oai:localhost:20.500.11838/1562 |
| Date | January 2008 |
| Creators | Wyrley-Birch, Bridget Diana |
| Publisher | Cape Peninsula University of Technology |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Rights | http://creativecommons.org/licenses/by-nc-sa/3.0/za/ |
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