Educational climate for health sciences education in Ethiopian public universities: The case of medical radiology technology undergraduate program

Abstract

Introduction

Medical Radiology Technologists (MRTs) play a vital role in healthcare through diagnostic imaging and radiation therapy, necessitating high-quality education and training. Despite the Ethiopian undergraduate MRT program's contributions to healthcare, little research has examined its educational climate or academic outcomes. This nationally accredited 4-year program integrates coursework, clinical training, and internships to prepare students for diverse medical imaging modalities. This study evaluates the program's educational environment using the Dundee Ready Education Environment Measure (DREEM), aiming to identify strengths, areas for improvement, and factors influencing the educational climate, ultimately enhancing quality, student satisfaction, and program effectiveness.

Methodology

Using a quantitative, comparative cross-sectional design, the study surveyed 123 graduating MRT students, adhering to ethical guidelines for research involving human subjects.

Result

The findings indicate a positive overall DREEM score of 179 out of 200 (89 %), reflecting generally favorable perceptions of the educational climate, though concerns remain regarding the overall atmosphere.

Conclusion

The results highlight specific areas for improvement within the educational environment. Enhancing teaching-learning facilities, providing better support for stressed students, and ensuring a more motivating atmosphere can significantly impact student perceptions.

Implication for practice

This research is significant for improving MRT education quality and advancing healthcare services in Ethiopia, providing valuable insights for policymakers and educators. Ultimately, it aims to strengthen the foundations of radiology education, contributing to a more competent healthcare workforce.