ArticleFrontiers in medicine2025
Competency-based, multicomponent teaching reform in medical imaging technology: a quasi-experimental study.
Article in Frontiers in medicine, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: The growing demand for medical technology highlights the need to improve education in medical imaging technology (MIT). Traditional teaching presents concrete challenges, such as lecture-centric instruction, limited simulation time, and weak school-hospital coordination, which have prompted curricular reform. This study evaluated a competency-based, multicomponent teaching reform that integrated staged training, digital and simulation resources, updated methods, and school-enterprise collaboration. Materials and methods: We conducted a quasi-experimental, sequential-cohort study comprising a control cohort that received routine teaching (July 2021-June 2022; Results: The intervention cohort demonstrated significant improvements in theoretical knowledge (91.1 ± 6.5 vs. 86.5 ± 5.8; mean diff +4.7; Conclusion: Multicomponent teaching reform was associated with higher knowledge and skills scores and improved co-curricular indicators. Given the non-randomized, single-center, sequential-cohort design, these findings are associative, subject to selection bias, and have limited generalizability. Multisite studies using validated measures are needed to estimate causal impact.
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