Problem-based learning in medical radiation science education: A scoping review

Area of Science:

• Medical radiation science education
• Undergraduate medical imaging programs

Background:

• The medical radiation science field requires graduates prepared for dynamic clinical environments.
• Effective pedagogical strategies are essential for equipping students with necessary skills.

Purpose of the Study:

• To conduct a scoping review on the evidence of problem-based learning (PBL) in undergraduate medical radiation science curricula.
• To assess the value and outcomes of PBL for students in diagnostic radiography, radiation therapy, and nuclear medicine programs.

Main Methods:

• Systematic search of Medline, Emcare, and CINAHL databases.
• Inclusion of quantitative and qualitative studies reporting on PBL interventions for medical radiation science students.
• Independent screening and data extraction by two reviewers.

Main Results:

• Eleven studies were included, analyzing perceived benefits, disadvantages, and skills.
• Pre-post studies showed statistically significant improvements in preparedness and attitudes among PBL students.
• Students globally reported high satisfaction, with common criticisms including resource limitations and group work challenges.

Conclusions:

• Problem-based learning (PBL) shows potential to enhance student satisfaction, knowledge acquisition, and skill development in medical radiation science.
• Further research is needed to fully elucidate the impact of PBL in this field.
• PBL can serve as a valuable educational tool for preparing adaptable graduates in the evolving medical radiation discipline.