Evaluation of Diagnostic Radiography Technology Curriculum from the Graduates Perspective

Abstract

The purpose of this study is to evaluate the curriculum of diagnostic radiology technology for a bachelor degree considering the perspectives of graduates in Sudan. Exploring the graduate’s perspective would help to know about rapid development required in the field of diagnostic radiography technology in this era, along with important suggestions for the curriculum development. The quantitative study designed is employed, and a survey of 139 Diagnostic Radiologic Technologists (DRTs) having up to date curriculum, was performed. The collected data have been evaluated using SPSS version 23.0. Descriptive and inferential statistics were computed for the collected data. The results of this investigation showed that more than half of the participants i.e., 54.7% said that curriculum which they had studied in BSc of radiography keeps pace with rapid development in the field. 26.6% of the respondents suggested that curriculum needs some review to increase training hours in modern imaging modalities such as Magnetic Resonance Imaging (MRI), Computed Tomography (CT) and Ultrasound (U/S). The study concludes that increasing the training time and integration of students when planning curriculum can improve students’ competence in relation to diagnostic radiography technology. The integration of the curriculum review practices increases service quality to ensure safe practice.