What the Radiography Community Is Saying

Since November 2023, we’ve conducted over 50 “Discover Radiographic Discrepancy” surveys through the CHB Radiography Facebook Group, involving Year 4 students and newly graduated radiographers (mainly from Australia, with some from overseas).

🔍 More than 95% of responses—across both clinical placements and early workforce experience—confirmed the same issue:

There is a significant knowledge gap between radiographic practice and what referring clinicians actually need.

This course was created specifically to bridge that gap.

See what other radiographers and students are saying about the CHB Radiography Course!

Mahesh Katwal – Qualified radiographer (3rd year out)

My name is Mahesh. I am a qualified radiographer and have 3 years of experience in the field, which entails on private and public settings and have had the wonderful opportunity to work as a trainee under Ryan and follow CHB (Clinical history-based) radiography course.

CHB course has significantly transformed my perspective on radiography, providing invaluable insights into the profound importance of our profession. It emphasized that, rather than merely executing required views, it was crucial to recognise which radiographs were necessary to address a specific diagnosis. The course underlined the significance of changing management over prioritizing anatomically precise images, highlighting the practical impact on patient outcomes.

Furthermore, it shed light on the consequences of adhering solely to traditional views. It emphasized how treating doctors rely on our radiographs for crucial aspects like measurements, understanding relative anatomy, and planning treatment. This extends to evaluating the success of surgical interventions. The course prompted a shift in my approach, emphasizing not just the technical aspects of the job but the critical role we play in facilitating accurate diagnoses and effective patient management.

The course refreshes your knowledge on the views performed in radiography on a daily basis and their specific usage, explaining the reasoning behind each view rather than treating them as routine. It also explains how each view is tailored to address specific anatomical landmarks and situational requirements.

Moving forward, it encourages radiographers to apply lateral thinking and problem-solving skills, teaching how diagnostic efficacy can be improved. The course provides insights into the importance of questioning and considering the clinical history of the patient, the nature of the injury, and the doctor's potential diagnosis. It prompts reflection on what views, modifications, or additions can be made to enhance patient management. This approach not only improves the utility of radiographic knowledge but also contributes to reducing healthcare costs.

Clarrise Salazar – qualified radiographer (3rd year out) with experience in private and public hospital

‘The biggest inspiration I took from the course was to change my approach to radiography - clinical history-based and diagnosis-based, rather than protocol-driven. I believe many radiographers are taught to think mainly through set protocols, which may not be the most beneficial way of answering clinical questions. The course helped me see the various adaptive techniques and considerations to help the reporting radiologist and produce better outcomes for the patient.

I would recommend the course to others who want to strive to be more analytical radiographers. It will give you a wealth of knowledge that is not necessarily taught in university. The course helps you grow in skills and mindset.’

Arafah Diwan - Qualified radiographer (3rd year out)

I have worked in public hospitals for 3 years and followed a protocol-based approach before Ryan’s course. However, Ryan’s course has allowed me to use critical thinking and adapt techniques by performing the best views based on the clinical history to visualize the pathology. For example, the reasoning and importance of performing the MTA (modified trauma axial) view for post-shoulder dislocation/reduction. The course has shown me how anatomy is not a one-size-fits-all all and that each x-ray projection should be tailored to each patient, which is not taught at university. The content and techniques that are presented in the course show how radiography can be a valuable modality. For example, I had performed a rolled hip lateral view with angulation, and the x-ray showed a small fracture that was not visualised on the AP view and would likely have been missed on the lateral view if no tube angle was used.

I highly recommend this course. The contents are backed by evidence-based research and show the doctor’s perspective, particularly orthopaedics. The course contains visual aids, demonstrates new and useful projections (that are not taught at university) and provides radiographic techniques such as dose optimisation. The content that I have learned and applied makes radiography exciting to perform and not mundane and repetitive compared to when performing protocol-based radiography.’

Aleyna Celik -Qualified radiographer (3rd year out)

‘What inspired me most about the CHB Radiography Course content was that it challenged traditional radiography methods while encouraging one to apply the theoretical knowledge in a practical setting where applicable. CHB Radiography is valuable for patient care and can change treatment outcomes. Therefore, by encouraging radiographers to focus more on the clinical question and break away from “routine”procedures, the future of radiographers can be seen as valuable clinicians. Radiography, at times, can feel repetitive and as though you are performing routine protocols; as the course highlights, certain projections are more clinically useful than others, and it is in the patient's best interest to discover what that is, allowing Radiographers to explore a certain degree more autonomy in their profession.

The course not only goes over the anatomy and pathology of certain body systems, refreshing almost what one has learned in Uni, but also encourages one to utilise adaptive thinking when approaching Radiography. The course doesn’t have to be cemented in one’s mind but rather it is a useful resource for one to read and take certain principles away that one can use in a clinical setting.’

John Nguyen (Final year student)
To all aspiring CHB radiographers. I am one of Ryan's students who underwent my most recent placement at Concord Hospital this year. I will definitely say it was one of my favourite places to work and learn as a student.

Over the course of three weeks studying with Ryan, I was fortunate to benefit from his wealth of teaching and nearly a decade of experience encapsulated in his CHB course. What particularly resonated with me in his curriculum was its ability to significantly enhance my comprehension of clinical-based radiography. In contrast to the conventional three-series protocol, CHB delves into the underlying reasons behind our actions. This approach empowers you to grasp the rationale behind selecting specific views tailored to effectively showcase pathology when a patient presents with a particular clinical history, providing valuable insights for the referring doctor or radiologist.

If you prioritise patient-centered care as a radiographer and aim to master the optimal techniques for patient well-being, Ryan's CHB program is essential for enhancing your skills in radiography. As a student, what resonated with me most from Ryan was the question: "If it were your mother, brother, sister, daughter, son, or any family member present, wouldn't you want them to undergo the most precise imaging possible? Ensuring you've done everything necessary to accurately capture their underlying condition." This is what CHB provides you with.

' Betty Chen (YR 4 Student)

I would recommend the course because it is clinical-history and patient-by-patient based, and it will make me a better teacher in the future (rather than telling students 'this is the way uni teaches it, and it's how we do it - without questioning the status quo). Also, it goes beyond what the uni teaches and into the practical why part of radiography. Helps to have a better conceptual understanding of what you're doing and why you angle/centre/position certain ways. Gives you confidence when you know the practical.'

Monique Leadbitter (YR 4 Student)

At university we were just taught how to position patients for different radiographic examinations. in this course, ryan explained, with evidence, why we position patients in a particular way. with this knowledge, it has enabled me to produce high-quality images that answer the specific clinical question on the referral. in addition, i can better adapt positioning for different and unique patient presentations.

i would encourage others to take this course if they would like to improve their current radiological practice and ability. this includes improving the quality of their images, answering specific clinical questions, and reducing radiation dose where possible.