Nigerian journal of clinical practice · 2026
Bridging the Theory-Practice Gap in Radiography Education: A Cross-Sectional Study of Clinical Placement Experiences.
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Madkhali Y
Аннотация
BACKGROUND: Clinical placements are vital in radiography education, enabling students to apply theoretical knowledge in real settings. However, a theory-practice gap often exists, which is the discrepancy between academic learning and clinical application.
AIM: To assess radiography students' perceptions of the theory-practice gap and factors associated with their clinical skill development.
METHODS: A cross-sectional study involving radiography students was conducted, using a Likert-scale questionnaire to assess the alignment between academic preparation and clinical practice. Data analysis included descriptive statistics, the Wilcoxon signed-rank test, Spearman's correlation, and linear regression to evaluate perceived gaps and predictors of skill development.
RESULTS: Of 121 students (62.8% female, 37.2% male), the mean clinical placement experience score was 3.46. The university preparation rated significantly above neutral ( P < 0.001), while the theory-practice gap was below neutral ( P = 0.002). A negative correlation was noted between perceived university preparation and the gap (rho = -0.290, P = 0.001). Linear regression showed that perceived relevance of courses (B = 0.245, P < 0.001) and confidence in performing routine exams (B = 0.259, P < 0.001) were significant predictors of skill development, explaining 22% of the variance (R² = 0.2).
CONCLUSION: Although students experienced a theory-practice gap, improved academic preparation, frequent clinical exposure, and opportunities for routine exams enhanced perceived skills. Enhancing the connection between academic curricula and clinical training could help bridge this gap and improve learning outcomes.
AIM: To assess radiography students' perceptions of the theory-practice gap and factors associated with their clinical skill development.
METHODS: A cross-sectional study involving radiography students was conducted, using a Likert-scale questionnaire to assess the alignment between academic preparation and clinical practice. Data analysis included descriptive statistics, the Wilcoxon signed-rank test, Spearman's correlation, and linear regression to evaluate perceived gaps and predictors of skill development.
RESULTS: Of 121 students (62.8% female, 37.2% male), the mean clinical placement experience score was 3.46. The university preparation rated significantly above neutral ( P < 0.001), while the theory-practice gap was below neutral ( P = 0.002). A negative correlation was noted between perceived university preparation and the gap (rho = -0.290, P = 0.001). Linear regression showed that perceived relevance of courses (B = 0.245, P < 0.001) and confidence in performing routine exams (B = 0.259, P < 0.001) were significant predictors of skill development, explaining 22% of the variance (R² = 0.2).
CONCLUSION: Although students experienced a theory-practice gap, improved academic preparation, frequent clinical exposure, and opportunities for routine exams enhanced perceived skills. Enhancing the connection between academic curricula and clinical training could help bridge this gap and improve learning outcomes.