Clinical learning experiences of medical imaging students in a resource-limited environment: A case study at the University for Development Studies, Ghana

Abstract

Introduction

Clinical learning is crucial in radiography education, but resource-limited settings may hinder students' skill development due to limited access to modern technologies, limited hands-on practice, insufficient mentorship, and overcrowded clinical environments. This study assessed the effectiveness of clinical learning for University for Development Studies (UDS) medical imaging students, to recommend specific interventions for improvement.

Methods

The study used a quantitative cross-sectional design employing a structured questionnaire to gather comprehensive data on the effectiveness of clinical learning based on the challenges students encounter at the Tamale Teaching Hospital in Northern Ghana. The data was collected between May and July 2024 and analyzed by descriptive statistics using IBM SPSS version 20.

Results

Out of 109 third- and fourth-year students who took part in the study, it was found that, despite facing challenges such as limited access to modern equipment and overcrowded clinical environments, the students were generally satisfied with their clinical learning experiences. They highlighted that direct observation and supervised hands-on practice played a crucial role in connecting theoretical knowledge with practical application.

Conclusion

Improving radiography training for UDS medical imaging students requires addressing equipment shortages, incorporating simulation-based learning, and fostering collaboration among stakeholders for a supportive learning environment.

Implications for practice

Simulation-based training appears to hold promise for the yawning gap in access to imaging equipment for resource-limited radiography training departments.