Problem-based learning for radiological technologists: a comparison of student attitudes toward plain radiography

Area of Science:

• Medical Education
• Radiological Technology Training
• Diagnostic Imaging

Background:

• Increasing complexity in medicine necessitates advanced training methods for healthcare providers.
• Problem-based learning (PBL) is crucial for radiological technologists' education but requires evaluation.
• The Semantic Differential (SeD) technique offers a method to assess attitudinal changes in students.

Purpose of the Study:

• To evaluate the impact of Problem-based learning (PBL) on student attitudes in plain radiography practical training.
• To assess the effectiveness of the Semantic Differential (SeD) technique in evaluating PBL in radiological technology.

Main Methods:

• Thirty-eight third-year radiological technology students participated in five 5-hour PBL sessions over five weeks.
• The curriculum focused on emergency trauma plain radiography positioning, incorporating diagnostic accuracy and patient safety.
• Students utilized a patient phantom, received radiologist feedback, and completed SeD questionnaires pre- and post-training.

Main Results:

• Factor analysis revealed predominant attitudes of 'reluctance,' 'confidence,' and 'exhaustion' before PBL.
• Post-PBL, attitudes shifted to 'expectation,' 'self-efficacy,' and 'realness,' indicating a positive change.
• The study confirmed significant attitudinal shifts toward plain radiography following PBL.

Conclusions:

• Problem-based learning (PBL) positively influenced student attitudes, particularly enhancing self-efficacy.
• Self-directed learning, a core component of PBL, is believed to foster increased student self-efficacy.
• Despite limitations, the study confirmed PBL's effectiveness in radiological technology practical training.