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

Abstract

Introduction: The current educational and technological environment in medical radiation science is dynamic. Educators must seek both proven and contemporary methods to ensure graduates are equipped for the clinical environment. This scoping review sought to assess the evidence regarding the value of problem-based learning (PBL) as part of medical radiation undergraduate curricula.

Methods: A systematic search of Medline, Emcare, and CINAHL was undertaken. Studies using both quantitative and qualitative methodologies were eligible if they reported the outcomes relating to PBL intervention for medical radiation science students in undergraduate education (diagnostic radiography, radiation therapy, or nuclear medicine). Outcomes included self-perceived benefits, disadvantages, and skills. Screening and data extraction was conducted independently by two reviewers.

Results: Eleven studies were included. Data regarding perceived benefits, perceived disadvantages, and skills were gathered. Pre-post studies demonstrated statistically significant findings suggesting better preparedness and improved attitudes for PBL students. Across institutions globally, there is evidence suggesting PBL is positively received by medical radiation students. High satisfaction was experienced amongst participants. Negative feedback included lack of resources, limitations in realism, and issues associated with groupwork.

Conclusion: PBL may positively impact student satisfaction, knowledge acquisition, and skills, though this necessitates further research.

Implications for practice: Medical radiation is an evolving discipline, and problem-based learning poses an educational tool to equip graduates with adaptive qualities.

Keywords: Education; PBL; Problem-based learning; Radiation therapy; Radiography; Radiotherapy.