Students’ Satisfaction with the First-Year Teaching and Learning Management in the Bachelor of Science Program in Radiological Technology, Faculty of Medicine Vajira Hospital

Abstract

Background and Objectives: Thailand is currently experiencing a shortage of radiological technicians, which negatively impacts the overall efficiency of the healthcare system. In response to this issue, the Faculty of Medicine at Vajira Hospital, Navamindradhiraj University, established the Bachelor of Science Program in Radiological Technology to produce competent graduates who fulfill society's needs. The program started admitting students in 2018. While previous studies have evaluated student satisfaction in specific courses, there is still a lack of comprehensive assessment of students’ overall satisfaction with teaching and learning. Particularly, the first year of study is crucial in establishing the foundation for academic knowledge, learning skills, and professional attitudes. Therefore, this study aims to evaluate first-year students’ satisfaction with the program’s teaching and learning management, identify factors influencing their satisfaction, and gather students’ suggestions to help improve curriculum quality and instructional effectiveness.

Methods: This study employed a descriptive cross-sectional survey design. Data were collected through satisfaction rating questionnaires and open-ended questions. The sample consisted of 64 second to fourth-year radiological technology students in the academic year 2020. Descriptive statistics including frequency, percentage, mean, and standard deviation were used for analysis.

Results: The overall satisfaction with the instructional management was found to be at a high level, with the highest satisfaction in professional courses. The highest satisfaction scores were found in professional courses, followed by general education courses, while elective courses received the lowest scores. Learning support factors and facilities were rated high. Regarding learning formats, most students emphasized the importance of appropriate lecture duration of 1.5-2 hours, accompanied by documents with images or multimedia. Achievement evaluation methods, students favored a combination of multiple-choice and mixed-format in similar proportions. The recommendations provided by students from each academic year reflect their specific needs and learning contexts. Second- and third-year students suggested adjusting the start time of the first class to 9:00 AM to mitigate stress and urgency caused by traffic congestion. Additionally, they emphasized the importance of punctual class dismissal and supplementary tutoring sessions for challenging subjects. Meanwhile, fourth-year students prioritized the enhancement of the learning environment and the provision of academic support resources.

Conclusion: Teaching and learning satisfaction were rated high to highest. Students proposed improvements in time management, learning environment support, and teaching method adaptation to meet the needs of each academic year level. This study emphasizes the importance of holistic management approach to enhance student learning outcomes.