Standardised Request and Contrast Consent Forms to Enhance Clinical Learning in Radiography Education.

INTRODUCTION: The skill of interpreting medical imaging request and contrast consent forms is integral to student learning and assessing clinical preparedness for practice. This study sought to develop standardised Medical Imaging Suite (MIS) forms using publicly available data on these types of medical documentation. The standardised MIS forms can be integrated into the diagnostic radiography curriculum for undergraduate and postgraduate students and embedded into practical classes, tutorials, simulations and objective structured clinical examinations (OSCEs) to better prepare students for clinical documentation tasks and enhance the student learning experience.

METHODS: Open-source medical imaging request forms (n = 30) and contrast consent forms (n = 6) were collected from various radiology providers. The key field components of these forms were analysed using qualitative content analysis to identify essential elements and inform the development of standardised MIS forms.

RESULTS: The forms were sourced from 25 distinct medical imaging providers. Recurring key fields, such as patient details, examination type, clinical history and referrer information, were identified and incorporated into the MIS form templates. This analysis revealed consistent core elements across providers, informing the structure and content of two educational tools. Pregnancy checks were included in only seven request forms and all six contrast consent forms. All contrast consent forms provided background on contrast media injection and risks and checked for renal conditions and diabetes. Other common conditions included asthma (n = 5), thyroid disease (n = 4) and cardiac issues (n = 3).

CONCLUSION: Standardised MIS forms, modelled on real-world radiology documentation, provide a structured and authentic learning resource within radiography education. Their implementation supports the development of student competencies in communication, documentation and clinical reasoning, while also highlighting the potential for wider adoption across institutions seeking consistent documentation practices. This, in turn, better prepares students for professional practice.