Navigating the digital shift in radiologic technology education: Distance learning and its implications: A narrative literature review

Abstract

Background

This narrative review examines the current state of distance learning in radiologic technology education, focusing on recent trends, the challenges faced by educators and students, and innovative teaching strategies that promote student engagement and active participation. By analyzing data from various sources, including academic studies and institutional reports, the review identifies key trends in online learning methodologies and technologies.

Methods

The literature search for this review was conducted through the City University of New York (CUNY) online library, which provides access to multiple databases, including PubMed, Scopus, EBSCOhost, and Frontiers. This allowed for a comprehensive review of peer-reviewed journal articles, textbooks, institutional reports, and online articles related to distance learning in radiologic technology education. The search terms used included “distance learning,” “online education,” “radiologic technology,” “virtual simulations,” and “innovative teaching strategies.” Boolean operators (AND, OR) were applied to refine the search results, and truncations were used where necessary to broaden or narrow the scope. An initial search yielded over 100 sources, which were then screened for relevance, credibility, and methodological quality based on the titles and abstracts. The search was limited to sources published in English between 2017 and 2024, and a total of 30 sources were selected based on their alignment with the study's objectives and methodological soundness. To structure the review, a systematic thematic categorization approach was applied to identify and synthesize key themes emerging from the literature. This structured method ensured a comprehensive and organized synthesis of findings relevant to distance learning in radiologic technology education.

Results

The review identifies key trends, including the rise of hybrid models and virtual simulations in education. Challenges such as maintaining student engagement, practical skills training, and access to technology were prevalent. Solutions like virtual simulations and hybrid learning approaches were proposed to address these challenges.

Discussion

The integration of digital technologies has expanded the reach of radiologic technology education but presents ongoing challenges, particularly with practical skills training. Innovative strategies, such as virtual simulations, have the potential to address these gaps and enhance student engagement.

Conclusion

Distance learning offers advantages such as accessibility and cost-effectiveness, but it also faces challenges, including technological barriers and maintaining educational quality. Investment in technological infrastructure and continuous professional development for educators are crucial for optimizing distance learning in radiologic technology education. Future research should further explore these strategies to improve outcomes in the field.