Competency-based, multicomponent teaching reform in medical imaging technology: a quasi-experimental study

Area of Science:

• Medical Education
• Medical Imaging Technology
• Curricular Reform

Background:

• Growing demand for medical technology necessitates improved medical imaging technology (MIT) education.
• Traditional MIT teaching faces challenges like limited simulation and weak school-hospital coordination.
• Curricular reform is needed to address these educational gaps.

Purpose of the Study:

• To evaluate a competency-based, multicomponent teaching reform in medical imaging technology.
• To compare the effectiveness of the reformed program against traditional teaching methods.
• To assess impacts on theoretical knowledge, practical skills, and career-related outcomes.

Main Methods:

• A quasi-experimental, sequential-cohort study design.
• Control cohort (n=60) received routine teaching; intervention cohort (n=60) received the reformed program.
• Outcomes included theoretical exams, practical skills (OSCE-style), learning ability, clinical reasoning, problem-solving, research participation, publication rates, professional exam pass rates, employment, and satisfaction.

Main Results:

• The intervention cohort showed significant improvements in theoretical knowledge (91.1 vs. 86.5) and practical skills (92.1 vs. 82.4).
• Enhanced scores were observed for learning ability (+11.4), reasoning/analysis (+12.0), and problem-solving (+11.5) in the intervention group.
• The intervention cohort also demonstrated superior co-curricular and career outcomes, including higher research participation, publication rates, professional exam pass rates, employment, and satisfaction.

Conclusions:

• The multicomponent teaching reform was associated with significant improvements in student knowledge, skills, and career indicators.
• Findings suggest the reform positively impacts overall student development in medical imaging technology.
• Further multisite studies are recommended to confirm causal impact due to the non-randomized, single-center design.