The Teaching Methods and Learning Approaches Used in the Training of Radiographers: The Case of Kenya Medical Training College, Nairobi

Background: The Kenya Medical Training College is the leading and pioneer institution that trains radiographers in Kenya for over the last sixty years. Therefore, there is need for trainers of radiographers to explore on the milieu of teaching and learning strategies that could effectively impart the requisite knowledge, skills, and attitude on the trainees.

Objectives: To find out the different teaching methods used in the training of radiographers at Medical Imaging Sciences (MIS) department; determine the educational climate factors influencing the various teaching methods and learning approaches and to determine the learning approaches used by radiography trainees at the MIS department. 

Methods: Mixed methods design based on open and closed Questionnaire over a three-month period involving 50 learners and 10 lecturers at the Medical Imaging Sciences department of Kenya Medical Training College, Nairobi were randomly selected to participate in the study.

Results: The study findings showed that majority of the lecturers, 60% prefer using lecture as a method of teaching. The rest used a combination of discussion, 20%, small group teaching 20%, and demonstrations at 10%. The researchers also found that both teacher centred approach and student centred approach were used in the Imaging Department by 46% of the respondents. However, 28% of the learners felt that teacher centred approach was dominating the student centred approach, while 26% of the interviewees were not sure. Concerning the learning environment, it emerged that there is need to improve on the frequency and quality of student assessment plus encouraging the utility of library services by both trainers and learners. It was impressive to find that most lecturers (70%) had training in medical education and only 30% had not. This is a positive step in improving teaching and learning in the department.

Conclusion: Radiography lecturers need to embrace a wider spectrum of teaching and learning strategies in line with Harden’s recommendation (1986) in the training of radiographers at the Kenya Medical Training College while taking cognizance of the fact that individual trainer and learners have different interests (Jarvis and Gibson, 1997). Integration of an effective blend of teaching methods encouraging student centred approach is paramount in nurturing lifelong learners that could produce competent radiography professionals in Kenya.   

Background: The Kenya Medical Training College is the leading and pioneer institution that trains radiographers in Kenya for over the last sixty years. Therefore, there is need for trainers of radiographers to explore on the milieu of teaching and learning strategies that could effectively impart the requisite knowledge, skills, and attitude on the trainees.

Objectives: To find out the different teaching methods used in the training of radiographers at Medical Imaging Sciences (MIS) department; determine the educational climate factors influencing the various teaching methods and learning approaches and to determine the learning approaches used by radiography trainees at the MIS department. 

Methods: Mixed methods design based on open and closed Questionnaire over a three-month period involving 50 learners and 10 lecturers at the Medical Imaging Sciences department of Kenya Medical Training College, Nairobi were randomly selected to participate in the study.

Results: The study findings showed that majority of the lecturers, 60% prefer using lecture as a method of teaching. The rest used a combination of discussion, 20%, small group teaching 20%, and demonstrations at 10%. The researchers also found that both teacher centred approach and student centred approach were used in the Imaging Department by 46% of the respondents. However, 28% of the learners felt that teacher centred approach was dominating the student centred approach, while 26% of the interviewees were not sure. Concerning the learning environment, it emerged that there is need to improve on the frequency and quality of student assessment plus encouraging the utility of library services by both trainers and learners. It was impressive to find that most lecturers (70%) had training in medical education and only 30% had not. This is a positive step in improving teaching and learning in the department.

Conclusion: Radiography lecturers need to embrace a wider spectrum of teaching and learning strategies in line with Harden’s recommendation (1986) in the training of radiographers at the Kenya Medical Training College while taking cognizance of the fact that individual trainer and learners have different interests (Jarvis and Gibson, 1997). Integration of an effective blend of teaching methods encouraging student centred approach is paramount in nurturing lifelong learners that could produce competent radiography professionals in Kenya.