CLINICAL COMPETENCE

The attainment of clinical competence is a pivotal requirement in radiography education, fundamentally relying on intensive supervision and tailored practical instruction. This investigation systematically assesses the detrimental influence exerted by elevated student-to-instructor ratios on the clinical proficiency developed by radiography students within the Nigerian context. Due to burgeoning institutional enrolments, juxtaposed with a scarcity of qualified clinical instructors, many students experience a demonstrable restriction in opportunities for essential hands-on training and individualized evaluative feedback. Employing a rigorous mixed-methods research design, which integrates quantitative surveys and qualitative interviews with both students and faculty members across accredited radiography institutions, the study delineates critical operational challenges. The principal findings confirm major obstacles, including insufficient direct clinical supervision, curtailed practical exposure, and a resultant compromise in the acquisition of specialized skills. Consequently, the study advocates for strategic reforms encompassing the augmentation of instructor staffing, the implementation of highly structured clinical rotation protocols, and necessary policy adjustments. These measures are crucial for the amelioration of radiographic training standards and for guaranteeing the production of competent and workforce-ready practitioners in the future.

Evaluation of radiography students’ clinical competence in positioning techniques at the University of Benin (UNIBEN) was conducted using a descriptive cross-sectional survey involving 206 clinical-year students (300, 400, and 500 levels). Self-assessment data were analyzed via T-tests and ANOVA to identify competence levels and influential factors within the clinical learning environment. The overall self-perceived competence mean was 2.80 (SD=0.91) on a 4-point scale, significantly above the moderate threshold (𝑝 < 0.001). Proficiency was uneven, showing strong performance in routine projections (Chest, 𝑀 = 3.19) but substantial weakness in specialized techniques (Contrast Studies, 𝑀 = 2.02).
Analysis revealed that despite high student ratings for supervision quality, primary structural barriers were the large number of students (57.3%) and uncooperative patients (48.1%), leading to limited hands-on opportunities (𝑀 = 2.53). A significant finding was that 71.4% of students reported anxiety regarding radiation exposure. The study concludes that structural constraints and psychosocial factors impede skill acquisition for complex procedures. Recommendations include institutional action to reduce the student-to-case ratio and the integration of mandatory simulation training to ensure graduates achieve consistent, independent positioning competence.