The Clinical Competencies of Radiologic Technology Interns of Batch 2018 2019...

The Clinical Competencies of Radiologic Technology Interns of Batch 2018-2019 on
Radiological Science Modalities: Basis for Proposed Enhancement Program
Florentino, Czarielle B.
Gustilo, Rowell L.
Jailani, Hijran U.
Maceren, Marivic R.
Periabras, Nicole O.
Alipio, Mark M.
ABSTRACT
There appears to be a decline in the clinical competence of students during their

internship. This study aims to determine the clinical competencies of Radiologic
Technology Interns of Batch 2018-2019 on Radiological Science Modalities and propose
an enhancement program based on the findings of the study. A descriptive method using
the Clinical Evaluation Tool was employed to elicit data on 34 respondents who were
chosen through purposive sampling technique. Clinical competencies data were collected
from the Clinical Coordinator of Davao Doctors College Radiologic Technology
Program.Results showed that majority of the respondents were female (71%) while all of
the respondents rotated in five Radiological Science Modalities.The overall clinical
competency on Computed Tomography, Magnetic Resonance Imaging, Nuclear
Medicine, Radiation Therapy and Ultrasound was low. Test of difference revealed that
there is no significant difference in the clinical competencies of respondents when grouped
according to sex (p>0.05) but there is significant difference in the clinical competencies
when grouped according to Radiological Science Modalities (p<0.05). Results also
showed that there is no significant difference in the overall clinical competency on
Computed Tomography, Nuclear Medicine, Radiation Therapy, and Ultrasound when
respondents are grouped according to sex (p>0.05) butthere is significant difference in
the overall clinical competency on Magnetic Resonance Imaging when respondents are
grouped according to sex (p<0.05). Based on the findings of the study, a proposed
enhancement program on all Radiological Science Modalities was developed.
Keywords: Clinical Competencies, Enhancement Program, Descriptive, Davao City,

Radiologic Technology
INTRODUCTION
Background of the Study
Clinical learning is a key area that explicates the importance of a Radiologic
Technology student’s performance in the clinical setting, and provides the students an
avenue to practice their skills, develop their professional identity, increase their
knowledge, and apply the theoretical and practical knowledge in the clinical setting and
hence, the readiness among new graduate Radiologic Technologists in assuming
professional practice must be critically attended, especially with the increasing demands
of competent Radiologic Technologists in the healthcare sectors. However, there appears
to be a decline in the clinical competence of students during their internship (Charania,
Fitzpatrick, & Gillis et al., 2016).
Beukes, Magobe, & Müller (2010) identified reasons for poor clinical
competencies of the students. These include lack of material and human resources in the
practice field, low morale and negative attitude of preceptors and staff, lack of
recognition, support and incentive for preceptors, lack of continuing education for
preceptors and lack of appropriate qualifications by preceptors. A study conducted by
Leach and Tucker(2018) revealed that theory-practice gap has a negative impact on the
clinical competencies of student. Theory-practice gap, the inconsistency between what
students acquire through theoretical classroom lectures and what they experience in the
clinical setting, was found out to be associated with low compassion satisfaction and high
burnout during internship of 127 medical students in Taiwan (Chen, Lin, & Lin, 2017).
The study of Casman, Fisher, Galvan and Small, (2013) revealed that internship
performance has a positive impact and a strong significance on the probability of
employment.
In the Philippines, a study of Felicen, Rasa, Sumanga and Buted (2014) found out
that internship performance of the Interns of Lyceum of the Philippines University was
low in terms of training skills. This conforms to the study of Flores, Contreras, Tosoc and
Pring (2016) which also found out that the internship performance on different affiliated
hospitals in Batangas City of students was poor. Jackel (2011) identified
preparation/training received by the interns positively predicts their clinical competency.
Furthermore, the availability of program coordinator and site supervisor as well as clinical
evaluation tool was found out to be a significant predictor of clinical performance.
The study also showed that 99 or 60% of the respondents who did not receive prior
training have the lowest performance during their clinical internship.
In Davao City, a study conducted in three medical technology schools in Region
XI found out a low performance rating during internship (Dayaganon&Limjuco, 2016).
In the field of Radiologic Technology, Felizarte (2013) revealed a low student’s clinical
competency for computed tomography and a moderate student’s clinical competency for
ultrasound, radiation therapy and nuclear medicine. The study showed that the
radiological skills or procedures received the lowest rating among the clinical
competencies. The result also showed that there is significant difference on students’
skills when grouped by imaging areas. Moreover, the study suggested the need to develop
a competency-based clinical evaluation tool and the need to enhance the clinical
education training program.

Given these drawbacks of poor clinical competency, there is a need to evaluate
the clinical competencies of the interns and propose enhancement program to increase the
identified competencies. Previous researches evaluated the competencies of interns but
none of them assessed the competencies specific to the Radiologic Technology field. Due
to this, the study of Felizarte (2013) was the only literature that established a
competency-based assessment tool to monitor the development of skills among the
students. Employing the tool, the result showed that respondents of the study can perform
the tasks in Ultrasound, Radiation Therapy and Nuclear Medicine but need guidance in
all procedures in Computed Tomography.
The previous research utilized the researcher-made competency-based assessment
tool which is not adapted by the current Clinical Education Management of the Davao
Doctors College Radiologic Technology Program, creating the research gap. This study
sought to identify the clinical competencies of the interns using the Clinical Evaluation
Tool and proposed an enhancement program that can strengthen the identified low-
performing Radiological Science Modalities. The results of this study would be valuable
to the Radiologic Technology Faculty, interns, students and future researchers.
Review of Related Literature
This section presents the literature and studies reviewed by the researcher to give
a clear picture of the variables of the study. Readings related to clinical education and
clinical practices are discussed hereunder.
Radiologic Technology Education in the Philippines
The Radiologic Technology clinical education in the Philippines is based on the
implementing guidelines of the Commission on Higher Education. The present

curriculum in clinical education is requirement-based. There is a required number of
cases to be accomplished in the different imaging sciences procedures and clinical duty
hours. Compared to other countries, their curriculum in clinical education for Radiologic
Technology program is competency-based designed to ensure that the entry-level of
health care professionals possesses the technical skills outlined in the American Society
of Radiologic Technology practice standards (American Society of Radiologic
Technologist, 2012).
Clinical evaluation tool is an essential component in the educational plan in
preparation for the future Radiologic Technologist (Cleveland University, 2018).
Moreover, it is measuring students’ progress based on defined criteria and related
educational course. In this manner clinical internships are basic parts of students’
education and the intern must achieve the defined standards and progress year by year.
Therefore, the assessment progress must give an appropriate picture of educational
development of each one of interns in regular time periods to trainers (Jabbari et al.,
2012). Identification of clinical education status helps improve the weak points and can
develop accessing educational goals, training skillful people, and giving treating and
caring services with higher quality (Baraz, Memarian, Vanaki, 2015). Radiology is the
branch of science in medicine that deals with the application of radiant like gamma rays,
x-rays, radiopharmaceuticals, sound energy, and magnetic resonance imaging for
diagnosis and treatment. A sophisticated branch of science in medicine keeping it pace
with the demand of the society in the field of Health care.The World Health Organization
(WHO) focus on the preventive management in the delivery of health care as one of their
goal (Callaway& Gurley, 2006). A quality image is the master piece of the person who
specialize the highly technical principles of radiologic sciences imaging of different
modalities. The artistry in performing complex special imaging procedures. A career in
Radiologic Technology offers vast opportunities for advancement (American Journal of
Roentgenology, 2012).
Radiologic Technology is an allied healthcare profession whose practitioners work
in hospitals, clinics, health imaging centers. The Radiologic Technologist is a member
of the health care team who works directly with the patient and the physician performing
a wide variety of diagnostic imaging procedures. The Technologist must be proficient
in the knowledge of principles on the different imaging modalities, radiographic exposure,
anatomy, patient positioning, the operation of specialized equipment, and in the care
and management of the patient. The rapid expansion of medical diagnostic imaging
has greatly increased the diversity and utility of medical diagnosis. The radiologic
technology education in the Philippines is anchored on the implementing guidelines
from the Commission on Higher Education (CHED), Memorandum order No. 07, series
of 2018. The present curriculum in clinical education is not competency-based. The
curriculum contents are more of the requirement-based, required number of patient’s
case in different imaging procedures and required clinical duty hours (CMO No. 07
series of 2018). Unlike other countries, their curriculum and required clinical duty hours
for radiologic technology is competency-based designed to ensure that the entry-level of
health care professionals equip the competencies needed in the workplace.
General Education Curriculum. The Bachelor of Science in Radiologic
Technology is curriculum-based program. The first three years focus on the classroom
instruction and the last year is on clinical education. Students will be exposed in the
clinical setting (CMO No. 07 series of 2018). The essence of the program plays a big role
in the field of Radiology. The branch of science in medicine that deals with the application
of radiant energies like gamma rays, x-rays, radiopharmaceuticals, sound energy for
imaging and magnetic resonance imaging.
The clinical education provides clinical learning experience that allows the
students to apply the theoretical principles of the science in Radiologic Technology. This
provides lifelong learning essential to the practice of the profession. Aims to develop
student confidence in their abilities and cultivate critical thinking and problem-solving
skills as well as inculcating the value of professional growth and development (Collins,
2009).
The need for quality assurance in clinical education recognizes the critical role of
clinical education in the development of competent professionals who value lifelong
learning, various perspectives on quality, in which emphasis is placed either on the
product of clinical education, as indicated by training outcomes, or on the process of
quality assurance would be optimally feasible with the adoption of a widely shared
philosophy of clinical education and with implementation of formal educational practices
around the preparation of clinicians for assuming the role of clinical educators . An
important example of the profession’s readiness is to develop more uniform practices in
the area of clinical education (Chipchase, Buttrum, Dunwoodie, Hill, Mandrusiak, &
Moran, 2012).
Clinical Education. The clinical education of Radiologic Technology has a
duration of eleven months of service divided into Clinical Education I and Clinical
Education II, periods of 5 ½ months for each. The program requires the students to be
assigned to the various affiliation centers of the school. The interns shall undertake to
perform or assist in at least 800 radiographic examinations during the entire clinical
education period in general radiography and special radiographic procedures (CMO No. 7
series of 2018). The clinical education in Radiologic Technology provides clinical
learning experience that allows the students to apply the theoretical principles essential to
the practice of the profession (Giordano, 2008). Winesman, Malik, Morison, & Balkoski
(2009).It develops students’ confidence in their abilities and cultivates critical thinking
and problem solving skills as well as inculcating the value of professional growth and
development. It is a set planned program designed to help students acquire leaning to
develop student’s full potential (Canberra Secondary School, 2015).
One observation made by an official at the American Association of American
Medical Colleges was that perhaps the directors in this study had unrealistic expectations
of students who were working with the patients for the first time. It was felt that the
purpose of workplace learning was to provide an opportunity to learn these skills (Centre
Européen pour le Développement de la Formation Professionnelle, 2011).
Student clinical performance is evaluated based on the accurate reflection of each
student’s clinical skills. Clinical education should be objective based evaluation to
recognize students both superior and failing performance, free from bias. Performance
feedback should deliver in constructive manner (AJR, 2012). An educational plan
identifies what will student do, how the student be assessed and the criteria for acceptable
performance. Miller’s pyramid is an example of this assessment method. The evaluation

component of the plan is design to determine whether students are mastering the goals of
the clinical experience designed to prepare competent professionals.
Competencies on Radiological Sciences Modality
The technological advances of imaging sciences in the past four decades have
been truly astounding. X-ray, Fluoroscopy and Computed tomography is 37 years in its
existence, in its modern form; it is rapid and high resolution, good contrast and four
dimensional. Magnetic resonance tomography is nearly 30 years, can yield improved
soft-tissue contrast and has the same 4D imaging capacity with respect to respiratory
motion. Ultrasound imaging is real time noninvasive and tomography. Nuclear medicine
emission tomography can image tissue functions such as blood perfusion, glucose
metabolism, lung ventilation and tumor hypoxia. Radiation therapy has stages of
treatment process for cancer patients; each stage employs different combinations of
imaging modalities in different usage scenarios (Battista, 2011).
Computed Tomography. According to the study of Vannier (2009) entitled CT
clinical perspective: challenges and the impact of future technology developments,
computed tomography is not the most frequent radiologic imaging procedure but is
arguably the most important in terms of clinical impact.
As stated in Foothill College Radiologic Technology Program (2015), Clinical
Competency Evaluation is a detailed documentation of acquired competency of specific
exams. For each quarter of the Program the student will be required to prove competency
for a specified number and category exam. The students must complete all required
competencies for all quarters to successfully progress with the clinical education. Their
clinical objectives in every week of CT rotation of the student include preliminary

examination preparation, patient care and handling, scanning techniques and filming and
image manipulation.
In the study of Felizarte (2013), the summary on the level of ratings of clinical
preceptor towards students’ clinical competencies in computed tomography presents
three indicators obtained very low rating. This means that the radiologic technology
intern cannot perform the tasks and procedure given.
Magnetic Resonance Imaging. MRI Technologists are responsible for the
outcome of the MRI examination. The outcome of the examination is recorded
electronically to allow for consultation with other health and medical practitioners
(Shellock, 2017). Furthermore, according to the American Society of Radiologic
Technologists (2017), MRI Technologists’ competencies include, but are not limited to,
patient care, patient positioning, use of magnetic resonance imaging physics and
technology, bio effects and magnetic resonance safety, clinical and organizational
responsibility for the examination, and quality assurance. Upon completing these courses,
clinical practicums are designed to provide students with the opportunity to complete
required clinical competencies. However, the school cannot guarantee students will
receive all required competencies. Students may be required to complete competencies on
their own time or by completing additional clinical hours (Bellevue College’s Magnetic
Resonance (MR) Imaging, 2018).
Nuclear Medicine. As mentioned by Liaison International (2018), Nuclear
Medicine Technologists are involved in the preparation, administration, imaging and
quantification of diagnostic pharmaceuticals to demonstrate organ and molecular function

as well as the delivery of therapeutic radiopharmaceuticals to treat a number of
pathologies.
Nuclear Medicine Technologists’ competencies include, but are not limited to,
patient care, patient positioning, preparation and administration of radiopharmaceuticals,
radionuclide and radiation safety, in vitro diagnostic testing, radionuclide therapy,
clinical and organizational responsibility for the examination, and quality assurance
(Costa, Fragoso, and Testanera, 2017).
Furthermore, according to the study of Felizarte (2013) entitled The Competency
of Radiologic Technology Interns: Basis for a Proposed Clinical Instruction Evaluation
Tool, the result presented that the level of student’s clinical competencies in nuclear
medicine is moderate. The four indicators: area preparation, medical records, patient care
and management, and imaging procedures obtained mean rating that ranges from 3.15 to
3.35 and standard deviation of 0.59 to 0.63. It shows that the student can perform the
procedures under supervision of preceptors. The competency based evaluation tool is
essential in the monitoring of student’s weakness and strength in the clinic as well as the
assessment of student progress. It easily identifies which skills need to be developed and
enhanced.
Radiation Therapy.Competence standards are a description of the ability of a
radiation therapy practitioner to practice safely and effectively in a variety of contexts
and environments. Competence is influenced by many factors including, but not limited
to, the practitioner’s qualifications, clinical experience, professional development and
his/her ability to integrate knowledge, skills, attitudes, values and judgments within a
practice setting. A critical value of competence standards is their capacity to support and
facilitate professional practice and growth (New Zealand Medical Radiation Technologist
Board, 2017).
Ultrasound.Throughout the ultrasound technician internships, the interns will
generally be evaluated by the clinical coordinator from the institution and also the
supervisor at the facility. The interns will be evaluated on every skill and task affiliated
with the role of a professional sonographer. Examples of some the competencies you will
be evaluated on include: Knowledge of clinical facility’s administrative procedures (i.e.
the chain of command and the role of each member of the healthcare team), patient care,
including explaining the procedure, answering questions, recording medical history,
updating patient files and scheduling appointments, proper usage and maintenance of
ultrasound equipment, presentation of images and reports to relevant staff, interpreting
ultrasound results and possessing a sound knowledge of anatomy and pathology related to
the ultrasound specialty, correlating patient history with ultrasound results,
professionalism and communication skills and, note that competencies will vary across
clinical settings and specialties (Ultrasound Schools Info, 2018).
According to the study of Harrison (2014), the findings suggest that respondents’
preference is for some clinical competency assessments to take place on routine lists
within the clinical department, assessed by two people one of which would be an external
assessor. In view of recent reports relating to training and assessment of health care
professionals, the ultrasound profession needs to begin the debate about how best to
assess clinical competence and ensure appropriate first post-competency of anyone
undertaking ultrasound examinations.

According to the study of Prats et al. (2015), the purpose of this evaluation was to
assess the long-term outcomes of intensive ultrasound training at the undergraduate
medical education level in the eventual use of ultrasound in clinical practice. Their
findings demonstrate that a longitudinal undergraduate medical education program can
function as a bridge to future practice. Graduates were able to develop a foundation of
ultrasound skills at the undergraduate medical education level, which were reinforced at
the graduate medical education level and became practical skills for their future practice.
These graduates self-reported a substantial impact on their clinical practice from
involvement in an undergraduate medical education program.
In addition, according to a study, the summary of mean rating obtained in
ultrasound: Area preparation is 3.28 or moderate and standard deviation of 0.28, Medical
Records is 3.14 or moderate and standard deviation of 0.25, Patient care and management
is 2.98 or moderate and standard deviation of 0.15 and ultrasound procedures is 2.45 or
low and standard deviation of 0.28. The overall mean rating obtained in ultrasound is
2.96 or moderate and standard deviation of 0.24. Result shows the need of improvement
in the skill of students. Result presented that the level of student’s clinical competencies
in ultrasound is moderate. This means that the student can perform the procedures under
supervision of preceptors. The competency base evaluation tool is essential in the
monitoring of students’ performance in the clinic as well as the assessment of the student
progress. It easily identifies which skills need to be developed and enhance (Felizarte,
2013).
Clinical Evaluation Tool
Area Preparation.Area preparation includes the student prepares the room ready
to accommodate patients, students observes good temperature to ensure good condition of
machines, students ensures the availability of materials or supplies, and students always
applies sterile or aseptic technique (Felizarte, 2013).
Patient Care and Management.Patient care and management is this improves
the patient experience of care, including the quality and satisfaction (Murphy, Burch,
Dickenson, Wong, & Moore, 2018).Also, according to Kaufield (2015), patient-centered
care model is a holistic approach in which the patient is at the center of the process,
allowing them to be treated with compassion from the moment they register for the exam
to the time they meet the clinician, have the procedure, hear the results, and receive
follow up. This level of care can improve the patient experience and provide better
communication, as well as provide a greater awareness of what role radiologists play
within care.
Radiographic Positioning.Radiographic technique, study of the general
foundation to obtain radiographic demonstration of anatomical structure of interest as
well as specialized radiographic examinations of the different body structures and organs
without contrast media. Moreover, this includes anatomic and radiographic positioning
terms, source-image-receptor distance and tube-film alignment, positioning principles,
radiographic landmarks, exposure techniques, structures demonstrated, and evaluation
criteria of examinations of the different organs and body structures and also clinical
competency is accomplished through positioning demonstration and return demonstration
(CMO No. 07 Series of 2018).

Image Acquisition/Processing.In Image Acquisition/ Processing, it aimed to
understand the principles involving action of x-rays, various systems, processor operation
and maintenance and to learn the skills necessary to critique radiographic images and also
include the processing room design and accessories and regulatory requirements.
Moreover, radiographic technique deals with the radiographic imaging and the production
of quality radiographs also include the factors affecting radiographic density, contrast,
geometric detail, visibility and distortion of detail, and technique conversion factors with
the aid of radiographs and laboratory experiments (CMO No. 07 Series of 2018).
Radiographic technique is a study of the general foundation course to obtain
radiographic demonstration of anatomical structure of interest as well as specialized
radiographic examinations of the different body structures and organs without contrast
media. Moreover, this includes anatomic and radiographic positioning terms, source-
image-receptor distance and tube-film alignment, positioning principles, radiographic
landmarks, exposure techniques, structures demonstrated, and evaluation criteria of
examinations of the different organs and body structures and clinical competency is
accomplished through positioning demonstration and return demonstration (CMO, No. 07
Series of 2018). On the other hand, in Illinois this course is accompanied by RAD 112
that is designed to provide the student radiographer with hands-on radiographic
positioning experiences, in an energized X-ray room, leading to the development of
clinical competencies. It serves as a foundation for the development of advanced clinical
skills. The competencies developed are chest, abdomen, upper and lower extremities,
pelvic girdle, spine and digestive system. The bony anatomy of these areas will be
stressed. Some emphasis is placed on the soft-tissue structures demonstrated by

radiographs of these areas. Routine positioning common to most health care facilities will
be described and demonstrated. If images are taken, phantoms are used in the energized
X-ray Laboratories (Watts & Walker, 2014)
Theoretical Framework
According to the book of Meijer (2012) Readiness for clinical practice,
competency is often defined as the integration of knowledge, skills and attitude
(Baartman& De Bruijn, 2011). Several authors have defined the features of competencies
more specifically. Based on this literature, competencies are: precise, integrative,
resilient, focused on performance, learnable and mutually dependent (Van Merriënboer,
Van der Klink, and Hendriks, 2002). In addition, competencies should reflect external
expectations and should lead to performance that is quantifiable using absolute principles
(Albanese, Mejicano, Mullan, Kokotailo, & Gruppen, 2008). Furthermore, competencies
are often seen as context-dependent (Ten Cate, Snell, & Carraccio, 2010). A competency
can be seen as a factor of expertise. A competency is context-specific performance within
the domain of the individual’s expertise (Herling, 2000). Therefore, for the
accomplishment of relevant competencies, expertise development of trainees is needed.
Gurley (2006) argued that Radiologic Technology education today requires a
great deal of coordination between classroom learning and clinical application in
achieving educational excellence. Competency-based evaluation tool is associated to
improve clinical performance.Russell (2016) the researchers suggested that there should
be a review and practice of the characteristics of a good radiologic technologist. A
concern expressed in the literature emphasized that students and new practitioners often
perceive an inconsistency between theory and practice. The course work and field work
and field work and different forms of knowledge were used in academic and clinical
practice. Such separation of theory and practice may result from inadequate development
of skills in reflection and theory building within their placement settings.
Conceptual Framework
Input Process Output

1. Profile
1.1 Sex
1.2 Radiological Clinical Competencies
Science Modalities on Radiological Science
1. Computed
2. Clinical Evaluation Tomography
Form 2. MagneticResonan Proposed Enhancement
ce Imaging Program
2.1 Area Preparation
2.2 Patient Care and 3. Nuclear Medicine
Management 4. Radiation Therapy
2.3 Positioning 5. Ultrasound
2.4 Image Acquisition or
Processing
Figure 1. Schematic Diagram Employed in the Study
Presented in Figure 1 is the schematic diagram employed in the study. This study
utilized the Input-Output- Process approach in paradigm which was adopted from the
previous study of Felizarte (2013) The Competencies of radiologic technology interns:
basis for a proposed clinical instruction evaluation tool. The input consists of the Profile
of the respondents in terms of sex and Radiological Science Modalities; and the Clinical
Evaluation Form. The process in order to collect data in this study is through clinical
evaluation formfrom different radiological science modalities that would be distributed to
the respondents. After the process has been undertaken, the proposed enhancement
program will be proposed.

The Clinical Competencies written in the clinical evaluation form were as
follows: area preparation, patient care and management, positioning and image acquisition
or processing of five radiological sciences imaging modalities: Ultrasound, Magnetic
Resonance Imaging, Computed Tomography, Nuclear Medicine and Radiation Therapy.
These indicators were taken from the Radiologic Technology Curriculum in the
Philippines (CMO No.7 series, 2018).
Statement of the Problem

This study aims to determine the clinical competencies of Radiologic Technology
Interns of Batch 2018-2019 on Radiological Science Modalities. Specifically, it seeks to
answer the following questions:
1. What is the profile of respondents in terms of:
1.1 Sex
1.2 Radiological Science Modalities
2. What is the clinical competency of respondents on radiological science
modalities in terms of:
2.2 Patient Care and Management
2.3 Positioning
2.4 Image Acquisition/ Processing
3. Is there a significant difference in the clinical competencies of respondents
when grouped according to:
3.1 Sex

4. Is there a significant difference in the overall clinical competency on
Radiological Science Modalities when respondents are grouped according to:
4.1 Sex
5. On the bases of the findings of the study, what enhancement program may be
proposed?
Hypotheses
The null hypotheses were formulated and tested at 0.05 level of significance
stating:
H1: There is no significant difference on the clinical competence of respondents
when grouped according to sex and radiological science modalities.
H2: There is no significant difference in the overall clinical competency on
Radiological Science Modalities when respondents are grouped according to sex.
Significance of the Study
The findings of this study will be beneficial to the various groups of people:
Hospital Administrators.It will help administrators in the employment of newly
hired radiologic technologist who are already equipped with the highly technical skill
needed in the practice of the profession and ensure the quality of health care service.
Radiologic Technology Clinical Instructors. It will improve the clinical
instruction and monitoring of the progress on interns in their performance. It may also
serve as a guide in giving accurate evaluation of student performance and improving the
clinical instruction program thus ensuring the quality of education.

Radiologic Technology Interns. It will serve as their guide in the improvement
of their skill required in the practice of the profession and their personal growth in the
clinical education.
Patients. It assures the quality of health care service delivered by the competent
professional who provides the quality images for accurate diagnosis and care
management.
Future Researchers. This will serve as their reference for further study with the
same purposes of improving the clinical instruction.
Definition of Terms:
Clinical Evaluation Tool. Used to measure and assess the clinical performance
of radiologic technology interns. The clinical competencies that needs to be evaluated
are: area preparation, patient care and management, positioning and image acquisition or
process in all different imaging modalities.
Clinical Performance. Demonstrate the degree of professional competence.
(Gurley, 2006)
Clinical Instruction. A set of planned experiences designed to help students
acquire skills, attitudes, and knowledge by participating in the work setting. It is a form
of experiential learning. It is active learning by doing. (Steves, 2008)
Imaging Modalities. High technology machines use to image structures or parts
of a person body for diagnostic and therapeutic purposes. (Medical Imaging International,
2012)
METHODOLOGY
Research Design
Descriptive method was used in this study. According to Creswell (2013), a
descriptive method is a research method that describes the characteristics of the
population or phenomenon that is being studied. It is in this light that this method was
used in order to describe, record, analyze and interpret the data gathered through the use
of clinical evaluation form. This is appropriate in the study as it describe the clinical
competencies of the respondents in different Radiological Science Modalities based on
their performance.
Research Setting
The research was conducted in the affiliated hospitals of Davao Doctors College
located at General Malvar Street, Davao City, extending to different Health Institution in
Davao City where Radiologic Technologist clinical preceptors worked in the affiliating
centers include: Davao Doctors Hospital, Southern Philippines Medical Center, Davao
Regional Medical Center, Davao Medical School Foundation Hospital, San Pedro
Hospital, Rivera Medical Center Inc., Metro Davao Medical and Research Center,
Medical Mission Group Hospital, Alexian Brothers Health and Wellness Center, Ricardo
Limso Medical Center, Somoso General Hospital, Cainglet Medical Center, Central Lab
Diabetes Heart and Kidney, Inc., UM Medical Multitest Diagnostic Center and Anda
Riverview Medical Center. The researchers chose Davao Doctors Hospital because it has
complete modalities that the respondents rotated for the whole semester. Shown in
Figure 2 is the site map of Davao Doctors College.

Figure 2. Site map of Davao Doctors College
Respondents
The respondents of the study were the 34 Radiologic Technology Interns of Batch
2018-2019. The respondents were chosen through purposive sampling. In purposive
sampling, the researchers use their good judgment and appropriate strategy in selecting
the subjects who comprise the sample and who meet best the purposes of the study
(Walliman, 2011). This design was also used because the selection of individuals as
samples was based upon the purposes of the researchers as their controls. The sole
inclusion criterion was the respondent must rotate in all of the five Radiological Science
Modalities during the entire Clinical Education Hospital Duty. Among the 62 Radiologic
Technology Interns, only 34 qualified for the set criterion.
Measures
This study used secondary data to gather the clinical competencies of the
respondents. The clinical evaluation tool used by the Davao Doctors College –
Radiologic Technology Program was adapted from the International Standard
Competencies of Radiologic Technologist. The clinical evaluation forms of the

respondents were taken from the Clinical Coordinator of Davao Doctors College –
Radiologic Technology Program. Because the researchers were the actual respondents of
the study, the names of the evaluation forms were hidden to avoid bias. The clinical
evaluation forms were collected from the preceptors of the said five imaging modalities
during the entire Clinical Education Hospital Duty for the First Semester of School Year
2018-2019. The evaluation form was in the checklist form and was used to evaluate the
performance of interns in the Radiological Science Modalities. The raters were fulltime
worker and chosen based on their expertise in the different imaging areas.
The clinical evaluation tool covered the five imaging modalities with four
indicators and composed of four items each namely: Area Preparation, Patient care and
management, Positioning and Image Acquisition/Processing. For the interpretation of the
clinical competencies, the following scale was used:
Range of Means Description Interpretation

4.50- 5.00 Very High Independently & correctly performs all tasks and
procedure
3.50- 4.49 High Independently performs some tasks and procedures
2.50- 3.49 Moderate Can perform tasks and procedure but needs guidance
1.50- 2.49 Low Needs to be guided in all tasks and procedure performed
1.00-1.49 Very Low Cannot perform the tasks and procedures given
Ethical Consideration
The researchers obtained the approval of Davao Doctors College - Research Ethics
Committee before conducting the study. Upon approval of the request to conduct the
study, the researcher gave a complete overview of the research study to the prospective
research respondents. Written informed consent was then obtained from the respondents.
Included in the written informed consent are the direct benefits of the respondents
from the study, associated risks and provision of a counselor to provide appropriate
intervention to research respondents during and after the research. Respondents were
informed that the responses from the evaluation form will be utilized for the results of
the study. Students who were incapable of giving personal consent and/or to express
their decision sought their consent through their parents or guardians. Other external
entities that are not connected with the study who will ask for any information about the
data gathered were declined by the researchers. Respondents’ participation was
voluntary and the researchers explained to the respondents that they are free to withdraw
at any time during the study. All data that have been collected will be kept into
confidentiality and will serve as a collective data in the conduct of the study and the results
is for research purposes only.
Data Gathering Procedure
The researchers observed the following procedure in gathering of the data:
1. Permission to conduct the study. Before the conduct of this study, the
researchers sent a personal communication to the Program Chair of Radiologic
Technology asking permission and suggestions for the conduct of the study. Upon the
approval of the said communication, the researchers requested for a complete list of the
affiliation centers of Davao Doctors College from School Year 2018-2019. After list was
procured, the researchers prepared another letter addressed to the Clinical Coordinator of
Davao Doctors College – Radiologic Technology Program to request for the names of the
Radiologic Technology Interns and their rotation during the First Semester. After the
names of the interns and their rotation were identified, the thirty-four respondents were
selected. Another letter was sent to the Clinical Coordinator to request for the clinical
evaluation forms of the respondents. Because the researchers were the actual respondents
of the study, the Clinical Coordinator did not disclose the name of the respondents.
2. Retrieval of the Clinical Evaluation Forms. After the approval of Clinical
Coordinator was given, the researchers sorted the clinical evaluation forms and only
those clinical evaluation forms of the clinical preceptors and clinical instructors who were
qualified to rate the tool as stipulated in the Clinical Education of Davao Doctors College
– Radiologic Technology Manual were selected.
3. Collection and Tabulation of the Data. After all the data were gathered, these
were tallied and tabulated based on the given indicators of the clinical competencies on
Radiological Science Modalities.
Data Analysis
The following were the statistical tools employed in the analysis and
interpretation of the data:
Mean. This was used to determine the level of different radiological Imaging
areas towards students’ clinical competencies.

Independent t-test. This was used to determine the significant difference of
students’ clinical competencies when grouped by sex.
Analysis of Variance (ANOVA). This was used to determine the significant
difference on the students’ clinical competencies when grouped by Radiological Science
Modalities.
Scope and Limitations
The study covers the selected respondents of the study were the Radiologic
Technologist clinical preceptors of Davao Doctors College under Radiologic Technology
Program. The researchers employ indicators for the independent variable the radiologic
science modalities, namely: Ultrasound, Magnetic Resonance Imaging, Computed
Tomography Scan, Nuclear Medicine and Radiation Therapy while the dependent
variable are the Clinical Competencies of the Interns namely: Area Preparation, Patient
and Management, Positioning and Image Acquisition or Process. The scope of this study
shall be only limited to 34 students of radiologic technology interns in the batch 2018-
2019 who have rotated in the said affiliation for the whole first semester.
RESULTS AND DISCUSSIONS
This section presents the analysis and interpretation of the gathered data which are
presented in descriptive and tabular form. The results and discussions answer the
statement of the problem presented in the previous section.
1. What is the profile of respondents in terms of:
1.1 Sex
Table 1. Profile of Respondents in terms of Sex
Sex Number of Respondents Percentage (%)

Male 10 29
Female 24 71
Total 34 100
Table 1 shows the profile of respondents in terms of sex. There are 10
respondents who are male with a corresponding percentage of 29% while there are 24
respondents who are female with a corresponding percentage of 71%. This means that
majority of the respondents are female.
Table 2. Profile of Respondents in terms of Radiological Science Modalities
Radiological Science Modalities Frequency Percentage (%)

Computed Tomography 34 100
Magnetic Resonance Imaging 34 100
Nuclear Medicine 34 100
Radiation Therapy 34 100
Ultrasound 34 100
Table 2 shows the profile of the respondents in terms of Radiological Science
Modalities. The 34 respondents rotated in the following Radiological Science Modalities:

Computed Tomography, Magnetic Resonance Imaging, Nuclear Medicine, Radiation
Therapy and Ultrasound.
2. What is the clinical competency of respondents on radiological science modalities in
terms of:
2.2 Patient Care and Management
2.3 Positioning
2.4 Image Acquisition/ Processing
Table 3. Clinical Competency on Computed Tomography in terms of Area

Preparation
Item Mean Descriptive Equivalent
Provides a clean and orderly work area 2.29 Low
Ensures the availability of materials needed for the
2.18 Low
procedure/task
Ensures safety within the area and keeps things in order 2.38 Low
Identifies tasks/procedures to be performed 2.79 Moderate
Overall 2.41 Low
Legend: 4.20-5.00=Very High; 3.40-4.19=High; 2.60-3.39= Moderate; 1.80-2.59=Low; 1.00-
1.79=Very Low
Presented in Table 3 is the clinical competency of respondents on computed
tomography in terms of Area Preparation. The overall mean score for Area Preparation is
2.41 with a descriptive equivalent of low. This means that the respondents need to be
guided in all tasks and procedure performed. The item that stated in which respondents
provide a clean and orderly work area has a mean score of 2.29 with a descriptive
equivalent of low. This means that the respondents need to be guided in providing a clean
and orderly work area. The item that stated in which respondents ensure the availability
of materials needed for the procedure/task has a mean score of 2.18 with a descriptive
equivalent of low. This means that the respondents need to be guided in ensuring the
availability of materials needed for the procedure/task. The item that stated in which
respondents ensure safety within the area and keeps things in order has a mean score of
2.38 with a descriptive equivalent of low. This means that that the respondents need to be
guided in ensuring safety within the area and keeping things in order. The item that stated
in which respondents identify tasks/procedures to be performed has a mean score of 2.79
with a descriptive equivalent of moderate. This means that the respondents can perform
this task but need guidance.
This finding conforms to the study of Felizarte (2013) which states that, the level
of ratings of Clinical Preceptor in CT- scan area towards student clinical competencies on
area preparation. Data showed that the descriptive equivalent is very low. It means that
students cannot perform the tasks and procedures or they never performed the said tasks
because they still lack the competence required in the actual clinical setting knowing the
area of assignment highly required longer exposure time, one week rotation is insufficient
to develop students skills
Table 4. Clinical Competency on Computed Tomography in terms of Patient Care

and Management
Confirms patient identification and ensures patient preparation 2.35 Low
Maintains patient privacy and modesty and correctly transfers
2.74 Moderate
patient to couch/table
Provides clear instructions before and during procedures and
2.74 Moderate
monitors patient always
Observes principles of radiation protection, medical asepsis and
2.18 Low
safety
Overall 2.41 Low
1.79=Very Low
Presented in Table 4 is the clinical competency of respondents on Computed
Tomography in terms of Patient Care and Management. The overall mean score for
Patient Care and Management is 2.41 with a descriptive equivalent of low. This means
that the respondents need to be guided in all tasks and procedure performed. The item
indicating respondents confirm patient identification and ensure patient preparation has a
mean score of 2.35 with a descriptive equivalent of low. This means that the respondents
need to be guided in confirming patient identification and ensures patient preparation.
The item that indicating respondents maintain patient privacy and modesty and correctly
transfer patient to couch/table has a mean score of 2.74 with a descriptive equivalent of
moderate. This means that the respondents can perform tasks and procedure but needs
guidance maintaining patient privacy and modesty and correctly transfers patient to
couch/table. The item indicating respondents provide clear instructions before and during
procedures and monitors patient always has a mean score of 2.74 with a descriptive
equivalent of moderate. This means that the respondents can perform tasks and procedure
but needs guidance in providing clear instructions before and during procedures and
monitors patient always. The item indicating respondents observe principles of radiation
protection, medical asepsis and safety has a mean score of 2.18 with a descriptive
equivalent of low. This means that the respondents need to be guided in all tasks and
procedure performed.
This finding conforms to the study of Felizarte (2013) stated that, the level of
ratings of Clinical Preceptor in CT- scan area towards student clinical competencies on
patient care and management. Data showed that the descriptive equivalent is low.This
means that the students’ needs to be guided in all tasks and procedures, they seldom
perform the procedures given because they lack confidence in their skills, apprehended to
performed because of the limited clinical exposure time with a duration of one week.
Table 5. Clinical Competency on Computed Tomography in terms of Positioning

Performs appropriate positioning of the part 2.44 Low
Ensures proper preparations/materials to be used 2.62 Moderate
Performs machine manipulation appropriately 2.38 Low
Desired image is achieved 2.15 Low
Overall 2.40 Low
1.79=Very Low
Tomography in terms of Positioning. The overall mean score for Positioning is 2.40 with
a descriptive equivalent of low. This means that the respondents need to be guided in all
tasks and procedure performed. The item that stated in which respondents perform
appropriate positioning of the part has a mean score of 2.44 with a descriptive equivalent
of low. This means that the respondents need to be guided in all tasks and procedure
performed in performing appropriate positioning of the part. The item that stated in which
respondents ensure proper preparations/materials to be used has a mean score of 2.62
with a descriptive equivalent of moderate. This means that the respondents can perform
tasks and procedure but needs guidance in ensuring proper preparations/materials. The
item that stated in which respondents perform machine manipulation appropriately has a
need to be guided in all tasks and procedure performed in performing machine
manipulation appropriately. The item that stated in which desired image is achieved has a
need to be guided in all tasks and procedure performed.

This finding conforms to the study of Felizarte (2013) in which it was stated that
the level of ratings of Clinical Preceptor in CT- scan area towards student clinical
competencies on Positioning. This means that the student cannot perform the tasks and
procedures given or never performed the said task because it’s their first time to be given
the opportunity to really observe the actual procedures, what is taught in the classroom
are more of theories and it doesn’t have any laboratory session to be trained in skills
required in the work setting.
Table 6. Clinical Competency on Computed Tomography in terms of Image

Acquisition/Processing
Ensures the machine/equipment is ready 2.15 Low
Can operate correct parameters for image acquisition and display 2.59 Low
Image Receptors/Cassette/Coils/Transducers/ Applicators/
2.32 Low
Collimators are orderly placed and secured
Efficiently send and store images 2.32 Low
Overall 2.35 Low
1.79=Very Low
Tomography in terms of Image Acquisition/Processing. The overall mean score of Image
Acquisition/Processing is 2.35 with a descriptive equivalent of low. This means that the
respondents need to be guided in all tasks and procedure performed. The item that stated
in which respondents ensure the machine/equipment is ready has a mean score of 2.15
with a descriptive equivalent of low. This means that the respondents need to be guided
in all tasks and procedure performed in ensuring the machine/equipment is ready. The
item that stated in which respondents can operate correct parameters for image
acquisition and display has a mean score of 2.59 with a descriptive equivalent of low.
This means that the respondents need to be guided in all tasks and procedure performed
in ensuring proper operating correct parameters for image acquisition and display. The
item that stated in which respondents Image Receptors/Cassette/Coils/Transducers/
Applicators/ Collimators are orderly placed and secured has a mean score of 2.32 with a
descriptive equivalent of low. This means that the respondents need to be guided in all
tasks and procedure in performing Image Receptors/Cassette/Coils/Transducers/
Applicators/ Collimators are orderly placed and secured. The item that stated in which
respondents efficiently send and store images has a mean score of 2.32 with a descriptive
the level of ratings of Clinical Preceptor in CT- scan area towards student clinical
competencies on Image Acquisition/Processing. This means that the student cannot
perform the tasks and procedures given or never performed the said task because it’s their
first time to be given the opportunity to really observe the actual procedures, what is
taught in the classroom are more of theories and it doesn’t have any laboratory session to
be trained in skills required in the work setting.
Table 7. Summary of Clinical Competency on Computed Tomography

Indicators Mean Descriptive Equivalent
Area Preparation 2.41 Low
Patient Care and Management 2.50 Low
Positioning 2.40 Low
Image Acquisition/Processing 2.35 Low
Overall 2.41 Low
1.79=Very Low
Presented in Table 7 is the summary of Clinical Competency on Computed
Tomography. The overall mean score of Clinical Competency on Computed Tomography

is 2.41 with a descriptive equivalent of low. This means that the respondents need to be
guided in all tasks and procedure performed. The indicator on Area Preparation has a
need to be guided in all tasks and procedure performed in the Area Preparation. The
indicator on Patient Care and Management has a mean score of 2.50 with a descriptive
procedure performed in Patient Care and Management. The indicator on Positioning has a
need to be guided in all tasks and procedure in Positioning. The indicator on Image
Acquisition/Processing has a mean score of 2.35 with a descriptive equivalent of low.
This means that the respondents need to be guided in all tasks and procedure performed.
the level of ratings in Clinical Competency on Computed Tomography and its indicators
is low. The evaluation tool is essential in the monitoring of students performance in the
clinic as well as the assessment of student progress. It easily identifies which skills need
to be developed and enhance.
Table 8. Clinical Competency on Magnetic Resonance Imaging in terms of Area

Preparation
1.85 Low
procedure/task
Identifies tasks/procedures to be performed 2.09 Low
Overall 1.97 Low
1.79=Very Low
Presented in Table 8 is the clinical competency of respondents on Magnetic
Resonance Imaging in terms of Area Preparation. The overall mean score for Area
Preparation is 1.97 with a descriptive equivalent of low. This means that the respondents
need to be guided in all tasks and procedure performed. The item that stated in which
respondents provide a clean and orderly work area has a mean score of 1.85 with a
descriptive equivalent of low. This means that the respondents need to be guided in
providing a clean and orderly work area. The item that stated in which respondents
ensure the availability of materials needed for the procedure/task has a mean score of
guided in ensuring the availability of materials needed for the procedure/task. The item
that stated in which respondents ensure safety within the area and keeps things in order
has a mean score of 2.09 with a descriptive equivalent of low. This means that that the
respondents need to be guided in ensuring safety within the area and keeping things in
order. The item that stated in which respondents identify tasks/procedures to be
performed has a mean score of 2.09 with a descriptive equivalent of low. This means that
the respondents need to be guided in ensuring respondents identify task/procedures to be
performed.
This finding does not conform to the study of Felizarte (2013) in which it was
stated that the level of ratings of Clinical Preceptor in Magnetic Resonance Imaging area
towards student clinical competencies on Area preparation is high. This means that the
student can independently perform some tasks and procedures often. Students has the
opportunity to perform the task because the technologist allow them to be hands on the
task, the technologist are confident for the safety because this modality is radiation free,
patient and students are hazard free from radiation exposure.
Table 9. Clinical Competency on Magnetic Resonance Imaging in terms ofPatient

Care and Management
1.91 Low
1.91 Low
2.03 Low
safety
Overall 1.95 Low
1.79=Very Low
Presented in Table 9 is the clinical competency of respondents on Magnetic
Resonance imaging in terms of Patient Care and Management. The overall mean score
for Patient Care and Management is 1.95 with a descriptive equivalent of low. This
means that the respondents need to be guided in all tasks and procedure performed. The
item that stated in which respondents confirms patient identification and ensures patient
preparation has a mean score of 1.97 with a descriptive equivalent of low. This means
that the respondents need to be guided in confirming patient identification and ensures
patient preparation. The item that stated in which respondents maintains patient privacy
and modesty and correctly transfers patient to couch/table has a mean score of 1.91 with a
tasks and procedure performed maintaining patient privacy and modesty and correctly
transfers patient to couch/table. The item that stated in which respondents provide clear
instructions before and during procedures and monitors patient always has a mean score
of 1.91 with a descriptive equivalent of low. This means that the respondents need to be
guided in all tasks and procedure performed in providing clear instructions before and
during procedures and monitors patient always. The item that stated in which respondents
observe principles of radiation protection, medical asepsis and safety has a mean score of
guided in all tasks and procedure performed.
towards student clinical competencies on Patient Care and Management is high. This
means students can independently perform the procedures even without supervision.
Students are confident to perform because of the trust and guidance of the preceptors
which gives them opportunity to learn the skills in the workplace
Table 10. Clinical Competency on Magnetic Resonance Imaging in terms of

Positioning
Ensures proper preparations/materials to be used 1.88 Low
Overall 2.00 Low
1.79=Very Low
Presented in Table 10 is the Clinical Competency of respondents on Magnetic
Resonance Imaging in terms of Positioning. The overall mean score for Positioning is
perform appropriate positioning of the part has a mean score of 2.15 with a descriptive
procedure performed in performing appropriate positioning of the part. The item that
stated in which respondents ensure proper preparations/materials to be used has a mean
score of 1.88 with a descriptive equivalent of low. This means that the respondents need
to be guided in all tasks and procedure performed in ensuring proper
preparations/materials. The item that stated in which respondents perform machine
manipulation appropriately has a mean score of 1.97 with a descriptive equivalent of low.
This means that the respondent needs to be guided in all tasks and procedure performed
in performing machine manipulation appropriately. The item that stated in which desired
image is achieved has a mean score of 2.00 with a descriptive equivalent of low. This
means that the respondent needs to be guided in all tasks and procedure performed.
towards student clinical competencies on Positioning is moderate. This means that the
student can perform the tasks and procedures given under supervision of preceptors.
Students always observe the proper protocol of asking permission on any task to ensure
the accuracy of procedures and patient safety in the delivery of diagnostic service.
Table 11. Clinical Competency on Magnetic Resonance Imaging in terms of Image

1.73 Very low
Overall 1.90 Low
1.79=Very Low
Presented in Table 11 is the Clinical Competency of respondents on Magnetic
Resonance Imaging in terms of Image Acquisition/Processing. The overall mean score of
Image Acquisition/Processing is 1.90 with a descriptive equivalent of low. This means
that the respondents need to be guided in all tasks and procedure performed. The item
that stated in which respondents ensure the machine/equipment is ready has a mean score
guided in all tasks and procedure performed in ensuring the machine/equipment is ready.
The item that stated in which respondents can operate correct parameters for image
This means that the respondents need to be guided in all tasks and procedure performedin
ensuring proper operating correct parameters for image acquisition and display. The item
that stated in which respondents Image Receptors/Cassette/Coils/Transducers/
descriptive equivalent of very low. This means that the respondents cannot perform the
tasks and procedures given in performing Image Receptors/Cassette/Coils/Transducers/
Applicators/ Collimators are orderly placed and secured. The item that stated in which
respondents efficiently send and store images has a mean score of 2.00 with a descriptive
towards student clinical competencies on Image Acquisition/Processing is moderate. This
means that the student can perform the tasks and procedures given under supervision of
preceptors. Students always observe the proper protocol of asking permission on any task
to ensure the accuracy of procedures and patient safety in the delivery of diagnostic
service.
Table 12. Summary of Clinical Competency on Magnetic Resonance Imaging

Overall 1.96 Low
1.79=Very Low
Presented in Table 12 is the summary of Clinical Competency on Magnetic
Resonance Imaging. The overall mean score of Clinical Competency on Magnetic
Resonance Imaging is 1.96 with a descriptive equivalent of low. This means that the
respondents need to be guided in all tasks and procedure performed. The indicator on
Area Preparation has a mean score of 1.97 with a descriptive equivalent of low. This
means that the respondents need to be guided in all tasks and procedure performed in the
Area Preparation. The indicator on Patient Care and Management has a mean score of
guided in all tasks and procedure performed in Patient Care and Management. The
indicator on Positioning has a mean score of 2.00 with a descriptive equivalent of low.
This means that the respondents need to be guided in all tasks and procedure in
Positioning. The indicator on Image Acquisition/Processing has a mean score of 1.90
in all tasks and procedure performed.

stated that the level of ratings in Clinical Competency on Magnetic Resonance Imaging
and its indicators is from moderate to high. It implies that student can perform the
procedures under supervision of preceptors. The competency base evaluation tool is
essential in the monitoring of students weakness and strength in the clinic as well as the
assessment of student progress. It easily identifies which skills need to be developed and
enhance.
Table 13. Clinical Competency on Nuclear Medicine in terms of Area Preparation

2.47 Low
procedure/task
Ensures safety within the area and keeps things in order 2.62 Moderate
Identifies tasks/procedures to be performed 2.91 Moderate
Overall 2.65 Moderate
1.79=Very Low
Presented in Table 13 is the clinical competency of respondents on Nuclear
Medicine in terms of Area Preparation. The overall mean score for Area Preparation is
2.65 with a descriptive equivalent of moderate. This means that the respondents can
perform tasks and procedure but needs guidance. The item that stated in which
respondents provide a clean and orderly work area has a mean score of 2.59 with a
descriptive equivalent of low. This means that the respondents need to be guided in
providing a clean and orderly work area. The item that stated in which respondents
ensure the availability of materials needed for the procedure/task has a mean score of
guided in ensuring the availability of materials needed for the procedure/task. The item
that stated in which respondents ensure safety within the area and keeps things in order
has a mean score of 2.62 with a descriptive equivalent of moderate. This means that that
the respondents can perform tasks and procedure but needs guidance in ensuring safety
within the area and keeps things in order. The item that stated in which respondents
identify tasks/procedures to be performed has a mean score of 2.91 with a descriptive
equivalent of moderate. This means that the respondents can perform this task but need
guidance in identifying task/procedures to be performed.
the level of ratings of Clinical Preceptor in Nuclear Medicine area towards student
clinical competencies on Area Preparation is moderate. This means that the students can
perform some tasks and procedures but need guidance. Students will possibly be exposed
to radiopharmaceuticals when proper radiation safety is not observe, the guidance of
preceptor will always be needed to ensure the safety of everyone.
Table 14. Clinical Competency on Nuclear Medicine in terms ofPatient Care and
Management
2.50 Low
2.76 Moderate
2.56 Low
safety
Overall 2.55 Low
1.79=Very Low
Presented in Table 14 is the Clinical Competency of respondents on Nuclear
Medicine in terms of Patient Care and Management. The overall mean score for Patient
Care and Management is 2.55 with a descriptive equivalent of low. This means that the
in which respondents confirms patient identification and ensures patient preparation has a
The item that stated in which respondents maintains patient privacy and modesty and
correctly transfers patient to couch/table has a mean score of 2.50 with a descriptive
procedure performed maintaining patient privacy and modesty and correctly transfers
patient to couch/table. The item that stated in which respondents provide clear
of 2.76 with a descriptive equivalent of moderate. This means that the respondents can
perform tasks and procedure but needs guidance in providing clear instructions before
and during procedures and monitors patient always. The item that stated in which
respondents observe principles of radiation protection, medical asepsis and safety has a
mean score of 2.56 with a descriptive equivalent of low. This means that the respondents’
needs to be guided in all tasks and procedure performed.
stated that the level of ratings of Clinical Preceptor in Nuclear Medicine area towards
student clinical competencies on Patient Care and Management is moderate. This means
students can perform some of the procedures with supervision of the preceptors. Students
are only allowed to assist and observe the procedures.
Table 15. Clinical Competency on Nuclear Medicine in terms ofPositioning

Performs appropriate positioning of the part 2.68 Moderate
Overall 2.54 Low
1.79=Very Low
Presented in Table 15 is the Clinical Competency of respondents Nuclear
Medicine in terms of Positioning. The overall mean score for Positioning is 2.54 with a
of moderate. This means that the respondents can perform tasks and procedure but needs
guidance in performing appropriate positioning of the part. The item that stated in which
in all tasks and procedure performed in ensuring proper preparations/materials. The item
that stated in which respondents perform machine manipulation appropriately has a mean
to be guided in all tasks and procedure performed in performing machine manipulation
appropriately. The item that stated in which desired image is achieved has a mean score
student clinical competencies on Positioning is moderate. This means that the student can
perform the tasks and procedures given under supervision of preceptors. Students are not
allowed to perform any procedures as part of the protocol in the department, but they can
observe and assist so that they can familiarize the routine, sometimes if they are ask to do
so, as long with preceptor around, the opportunity to perform is given.
Table 16. Clinical Competency on Nuclear Medicine in terms ofImage

Can operate correct parameters for image acquisition and display 2.68 Moderate
2.24 Low
Overall 2.47 Low
1.79=Very Low
Presented in Table 16 is the Clinical Competency of respondents on Nuclear
Medicine in terms of Image Acquisition/Processing. The overall mean score of Image
acquisition and display has a mean score of 2.68 with a descriptive equivalent of moderate.
This means that the respondents can perform tasks and procedure but needs guidance
Applicators/ Collimators are orderly placed and secured has a mean score of 2.24 with
a descriptive equivalent of low. This means that the respondents Needs to be guided in
all tasks and procedure performed in performing Image
Receptors/Cassette/Coils/Transducers/ Applicators/ Collimators are orderly placed and
secured. The item that stated in which respondents efficiently send and store images has
a mean score of 2.59 with a descriptive equivalent of low. This means that the
respondent needs to be guided in all tasks and procedure performed.
student clinical competencies on Image Acquisition/Processing is moderate. This means
that the student can perform the tasks and procedures given under supervision of
preceptors. Students are not allowed to perform any procedures as part of the protocol in
the department, but they can observe and assist so that they can familiarize the routine,
sometimes if they are ask to do so, as long with preceptor around, the opportunity to
perform is given.
Table 17. Summary of Clinical Competency on Nuclear Medicine
Area Preparation 2.65 Moderate
Overall 2.55 Low
1.79=Very Low
Presented in Table 17 is the summary of Clinical Competency on Nuclear
Medicine. The overall mean score of Clinical Competency on Nuclear Medicine is 2.55
in all tasks and procedure performed. The indicator on Area Preparation has a mean score
perform tasks and procedure but needs guidance in the Area Preparation. The indicator on
Patient Care and Management has a mean score of 2.55 with a descriptive equivalent of
low. This means that the respondents need to be guided in all tasks and procedure
performed in Patient Care and Management. The indicator on Positioning has a mean
to be guided in all tasks and procedure in Positioning. The indicator on Image
stated that the level of ratings in Clinical Competency on Nuclear Medicine and its
indicators is moderate. It shows that student can perform the procedures under

monitoring of students weakness and strength in the clinic as well as the assessment of
student progress. It easily identifies which skills need to be developed and enhance.
Table 18. Clinical Competency on Radiation Therapy in terms of Area Preparation

2.41 Low
procedure/task
Overall 2.40 Low
1.79=Very Low
Presented in Table 18 is the clinical competency of respondents on Radiation
Therapy in terms of Area Preparation. The overall mean score for Area Preparation is
provide a clean and orderly work area has a mean score of 2.53 with a descriptive
equivalent of low. This means that the respondents need to be guided in providing a clean
and orderly work area. The item that stated in which respondents ensure the availability
of materials needed for the procedure/task has a mean score of 2.41 with a descriptive
equivalent of low. This means that the respondents need to be guided in ensuring the
availability of materials needed for the procedure/task. The item that stated in which
respondents ensure safety within the area and keeps things in order has a mean score of
2.35 with a descriptive equivalent of low. This means that that the respondents need to be
guided in all tasks and procedure performed ensuring safety within the area and keeps
things in order. The item that stated in which respondents identify tasks/procedures to be
performed has a mean score of 2.32 with a descriptive equivalent of low. This means that
the respondents need to be guided in all tasks and procedure performed in identifying
task/procedures to be performed.
the level of ratings of Clinical Preceptor in Radiation Therapy area towards student
clinical competencies on area preparation is low. This means that the student Needs to be
guided in all tasks and procedures, seldom perform the given procedure. Students are not
allowed to prepare anything that concerns the treatment as part of the protocol; they are
only allowed to observe in the area.
Table 19. Clinical Competency on Radiation Therapy in terms ofPatient Care and
Management
2.82 Moderate
2.76 Moderate
2.38 Low
safety
1.79=Very Low
Presented in Table 19 is the Clinical Competency of respondents on Radiation
Therapy in terms of Patient Care and Management. The overall mean score for Patient
Care and Management is 2.61 with a descriptive equivalent of moderate. This means that
the respondents can perform tasks and procedure but needs guidance. The item that stated

but needs guidance in maintaining patient privacy and modesty and correctly transfers
perform tasks and procedure but needs guidance in providing clear instructions before
and during procedures and monitors patient always. The item that stated in which
respondents observe principles of radiation protection, medical asepsis and safety has a
stated that the level of ratings of Clinical Preceptor in Radiation Therapy area towards
student clinical competencies on patient preparation and management is high. This means
students can independently perform some of the procedures even without supervision.
Students are committed to be train in providing quality care management to cancer
patients and understand the patient needs that undergo treatment.
Table 20. Clinical Competency on Radiation Therapy in terms ofPositioning

Performs appropriate positioning of the part 2.71 Moderate
Overall 2.46 Low
1.79=Very Low
Presented in Table 20 is the Clinical Competency of respondents Radiation
Therapy in terms of Positioning. The overall mean score for Positioning is 2.46 with a
of moderate. This means that the respondents can perform tasks and procedure but needs
guidance in performing appropriate positioning of the part. The item that stated in which
in all tasks and procedure performed in ensuring proper preparations/materials. The item
that stated in which respondents perform machine manipulation appropriately has a mean
student clinical competencies on Positioning is moderate. This means that the student can
perform the tasks and procedures given under supervision of preceptors. Students are not
allowed to perform treatment procedures unless they are instructed to assist. For this
reason students skills need to be develop.

Table 21. Clinical Competency on Radiation Therapy in terms ofImage
2.29 Low
Overall 2.48 Low
1.79=Very Low
Presented in Table 21 is the Clinical Competency of respondents on Radiation
Therapy in terms of Image Acquisition/Processing. The overall mean score of Image
This means that the respondents need to be guided in all tasks and procedure performed
tasks and procedure performed in performing Image

secured. The item that stated in which respondents efficiently send and store images has a
student clinical competencies on Image Acquisition/ Processing is moderate. This means
that the student can perform the tasks and procedures given under supervision of
preceptors. Students are not allowed to perform treatment procedures unless they are
instructed to assist. For this reason students skills need to be develop.
Table 22. Summary of Clinical Competency on Radiation Therapy

Patient Care and Management 2.61 Moderate
Overall 2.49 Low
1.79=Very Low
Presented in Table 22 is the summary of Clinical Competency on Radiation
Therapy. The overall mean score of Clinical Competency on Radiation Therapy is 2.49
in all tasks and procedure performed. The indicator on Area Preparation has a mean score
guided in all tasks and procedure performed in the Area Preparation. The indicator on
Patient Care and Management has a mean score of 2.61 with a descriptive equivalent of
moderate. This means that the respondents can perform tasks and procedure but needs
guidance in Patient Care and Management. The indicator on Positioning has a mean score
guided in all tasks and procedure in Positioning. The indicator on Image
stated that the level of ratings of clinical preceptor towards student clinical competencies
in Radiation Therapy is high. It implies that student can perform the procedures under
monitoring of students weakness and strength in the clinic as well as the assessment of
student progress. It easily identifies which skills need to be develop and enhance.
Table 23. Clinical Competency on Ultrasound in terms of Area Preparation

2.44 Low
procedure/task
Overall 2.37 Low
1.79=Very Low
Presented in Table 23 is the clinical competency of respondents on Ultrasound in
terms of Area Preparation. The overall mean score for Area Preparation is 2.37 with a
descriptive equivalent of low. This means that the respondent needs to be guided in all
tasks and procedure performed. The item that stated in which respondents provide a clean
and orderly work area has a mean score of 2.26 with a descriptive equivalent of low. This
means that the respondents need to be guided in providing a clean and orderly work area.
The item that stated in which respondents ensure the availability of materials needed for
the procedure/task has a mean score of 2.44 with a descriptive equivalent of low. This
means that the respondents need to be guided in ensuring the availability of materials
needed for the procedure/task. The item that stated in which respondents ensure safety
within the area and keeps things in order has a mean score of 2.21 with a descriptive
equivalent of low. This means that that the respondents need to be guided in all tasks and
procedure performed ensuring safety within the area and keeps things in order. The item
that stated in which respondents identify tasks/procedures to be performed has a mean
to be guided in all tasks and procedure performed in identifying task/procedures to be
performed.
stated that the level of ratings of Clinical Preceptor in Ultrasound area towards student
clinical competencies on area preparation is moderate. This means that the student can
perform tasks and procedures but needs guidance sometimes, students has limited skills
because most of the affiliation centers they don’t allow the students to prepare, most
often students only observe in the area.
Table 24. Clinical Competency on Ultrasound in terms ofPatient Care and

Management
2.62 Moderate
2.26 Low
2.41 Low
safety
Overall 2.43 Low
1.79=Very Low
Presented in Table 24 is the Clinical Competency of respondents on Ultrasound in
terms of Patient Care and Management. The overall mean score for Patient Care and
Management is 2.43 with a descriptive equivalent of low. This means that the
respondents needs to be guided in all tasks and procedure performed. The item that stated
but needs guidance in maintaining patient privacy and modesty and correctly transfers
guided in all tasks and procedure performed in providing clear instructions before and
during procedures and monitors patient always. The item that stated in which respondents
observe principles of radiation protection, medical asepsis and safety has a mean score of
clinical competencies on Patient Care and Management is moderate. This means students
can perform the procedures but needs to be guided in tasks and procedures given.
Students could hardly develop their skills in this area because they are not allowed to
perform only the registered technologists are allowed to perform unless students are
asked to do so.
Table 25. Clinical Competency on Ultrasound in terms ofPositioning

Overall 2.50 Low
1.79=Very Low
Presented in Table 25 is the Clinical Competency of respondents on Ultrasound in
terms of Positioning. The overall mean score for Positioning is 2.50 with a descriptive
procedure performed. The item that stated in which respondents perform appropriate
positioning of the part has a mean score of 2.50 with a descriptive equivalent of low. This
means that the respondents need to be guided in all tasks and procedure performed in
performing appropriate positioning of the part. The item that stated in which respondents
ensure proper preparations/materials to be used has a mean score of 2.59 with a
tasks and procedure performed in ensuring proper preparations/materials. The item that
stated in which respondents perform machine manipulation appropriately has a mean
the level of ratings of Clinical Preceptor in Ultrasound area towards student Clinical
Competencies on Positioning is low. This means that the student cannot perform the tasks
and procedures given because they are not allowed to do so, most of the affiliation
centers they don’t allow students to do the procedures, students are only allowed to assist
the procedures.
Table 26. Clinical Competency on Ultrasound in terms ofImage

2.79 Moderate
Efficiently send and store images 2.76 Moderate
1.79=Very Low
Presented in Table 26 is the Clinical Competency of respondents on ultrasound in
terms of Image Acquisition/Processing. The overall mean score of Image
Acquisition/Processing is 2.67 with a descriptive equivalent of moderate. This means that
the respondents can perform tasks and procedure but needs guidance. The item that stated
This means that the respondents need to be guided in all tasks and procedure performedin
ensuring proper operating correct parameters for image acquisition and display. The item
that stated in which respondents Image Receptors/Cassette/Coils/Transducers/
descriptive equivalent of moderate. This means that the respondents can perform tasks
and procedure but needs guidance in performing Image
secured. The item that stated in which respondents efficiently send and store images has a
mean score of 2.76 with a descriptive equivalent of moderate. This means that the
respondents can perform tasks and procedure but needs guidance.
clinical competencies on Image Acquisition/Processing is low. This means that the student
cannot perform the tasks and procedures given because they are not allowed to do so, most
of the affiliation centers they don’t allow students to do the procedures, students are only
allowed to assist the procedures.
Table 27. Summary of Clinical Competency on Ultrasound

Image Acquisition/Processing 2.67 Moderate
Overall 2.49 Low
1.79=Very Low
Presented in Table 27 is the summary of Clinical Competency on Ultrasound. The
overall mean score of Clinical Competency on Ultrasound is 2.49 with a descriptive
procedure performed. The indicator on Area Preparation has a mean score of 2.37 with a
tasks and procedure performed in the Area Preparation. The indicator on Patient Care and
Management has a mean score of 2.43 with a descriptive equivalent of low. This means
that the respondents need to be guided in all tasks and procedure performed in Patient
Care and Management. The indicator on Positioning has a mean score of 2.50 with a
tasks and procedure in Positioning. The indicator on Image Acquisition/Processing has a
mean score of 2.67 with a descriptive equivalent of moderate. This means that the
respondents can perform tasks and procedure but needs guidance.
stated that the level of ratings of clinical preceptor towards student Clinical Competencies
in Ultrasound Imaging and its indicators is moderate. This means that the student can
perform the procedures under supervision of preceptors. The competency base
evaluation tool is essential in the monitoring of students performance in the clinic as well
as the assessment of student progress. It easily identifies which skills need to be
developed and enhance.

3. Is there significant difference in the clinical competencies when respondents are
grouped according to:
3.1 Sex
Table 28. Independent t-test in the clinical competencies when grouped according to
sex
Clinical Competencies Mean t df Sig. Decision Interpretation

Male 2.32
Area Preparation -0.54 32.00 0.59 Accept Not Significant
Female 2.38
Patient Care and Male 2.32

-1.41 32.00 0.17 Accept Not Significant
Management Female 2.45
Male 2.38
Positioning 0.06 32.00 0.96 Accept Not Significant
Female 2.38
Image Acquisition/ Male 2.37
-0.27 32.00 0.79 Accept Not Significant

Processing Female 2.38
Male 2.35
Overall -1.46 32.00 0.15 Accept Not Significant
Female 2.40
Alpha: 0.05
Table 28 presents the independent t-test in the clinical competencies when
respondents are grouped according to sex. In terms of Area Preparation, the mean score
of male respondents is 2.32 while the mean score of female respondents is 2.38; the
tabular value is -0.54, the degree of freedom is 32 and because the p-value of 0.59 is
greater than 0.05 alpha level of significance, the null hypothesis is accepted; therefore,
there is no significant difference in Area Preparation when grouped according to sex. In
terms of Patient Care and Management, the mean score of male respondents is 2.32 while
the mean score of female respondents is 2.45; the tabular value is -1.41, the degree of
freedom is 32 and because the p-value of 0.17 is greater than 0.05 alpha level of
significance, the null hypothesis is accepted; therefore, there is no significant difference
in Patient Care and Management when grouped according to sex.
In terms of Positioning, the mean score of male respondents is 2.38 while the
mean score of female respondents is 2.38; the tabular value is 0.06, the degree of freedom
is 32 and because the p-value of 0.96 is greater than 0.05 alpha level of significance, the
null hypothesis is accepted; therefore, there is no significant difference in Positioning
when grouped according to sex. In terms of Image Acquisition/ Processing, the mean
score of male respondents is 2.37 while the mean score of female respondents is 2.38; the
there is no significant difference in Image Acquisition/ Processing when grouped
according to sex. In terms of Overall Clinical Competencies, the mean score of male
respondents is 2.35 while the mean score of female respondents is 2.40; the tabular value
is -1.46, the degree of freedom is 32 and because the p-value of 0.15 is greater than 0.05
alpha level of significance, the null hypothesis is accepted; therefore, there is no
significant difference in Overall Clinical Competencies when grouped according to sex.
Table 29. ANOVA in the clinical competencies when grouped according to

Radiological Science Modalities
Radiological Science Modalities Mean F Sig. Decision Interpretation

Computed Tomography 2.41
Magnetic Resonance Imaging 1.96
Nuclear Medicine 2.55 23.10 0.00 Reject Significant
Radiation Therapy 2.49
Ultrasound 2.49
Alpha:0.05
Table 29 presents the ANOVA in the clinical competencies when respondents are
grouped according to Radiological Science Modalities. The clinical competency of
respondents on each Radiological Science Modalities are as follows: Computed
Tomography has a mean score 2.41, Magnetic Resonance Imaging has a mean score of
1.96, Nuclear Medicine has a mean score of 2.55, Radiation Therapy has a mean score of
2.49 and Ultrasound has mean score of 2.49. The F-value is 23.10 and because the p-
value of 0.00 is lesser than 0.05 alpha level of significance, the null hypothesis is rejected.
Therefore, there is significant difference in the clinical competencies when grouped
according to Radiological Science Modalities.
To confirm where the differences occurred between groups, a Post Hoc Test
using Tukey’s Honest Significant Difference was used. According to Pallant (2013), Post
Hoc Tests are designed for situations in which the researcher has already obtained a
significant omnibus F-test with a factor that consists of three or more means and additional
exploration of the differences among means is needed to provide specific information
on which means are significantly different from each other.

Table 30. Post Hoc Test using Tukey's Honest Significant Difference
Radiological Science Modalities Mean Difference (I-J) Sig.

I J
Computed Tomography Magnetic Resonance Imaging 0.45 0.00
Nuclear Medicine -0.14 0.29
Radiation Therapy -0.07 0.83
Ultrasound -0.08 0.79
Magnetic Resonance Imaging Computed Tomography -0.45 0.00
Radiation Therapy -0.52 0.00
Nuclear Medicine Computed Tomography 0.14 0.29
Magnetic Resonance Imaging 0.59 0.00
Radiation Therapy 0.06 0.89
Ultrasound 0.06 0.92
Radiation Therapy Computed Tomography 0.07 0.83
Ultrasound Computed Tomography 0.08 0.79
Radiation Therapy 0.01 1.00
Legend: Bolded, Underlined and Italicized=Significant at 0.05 Alpha Level of Significance
Table 30 presents the Post Hoc Test using Tukey's Honest Significant Difference.
The following have significant difference when statistically compared between groups:
Computed Tomography, Nuclear Medicine, Radiation Therapy and Ultrasound vs.
Magnetic Resonance Imaging. The clinical competency difference between Magnetic
Resonance Imaging and Computed Tomography is -0.45, between Magnetic Resonance
Imaging and Radiation Therapy is -0.52, between Magnetic Resonance Imaging and
Ultrasound is -0.53, and between Magnetic Resonance Imaging and Nuclear Medicine is
-0.59. This means that the clinical competency of respondents in Magnetic Resonance
Imaging is less than the clinical competencies of respondents in other Radiological
Science Modalities.
4. Is there significant difference in the overall clinical competency on Radiological
Science Modalities when respondents are grouped according to:
4.1 Sex
Table 31. Independent t-test in the overall clinical competency on Radiological

Science Modalities when respondents are grouped according to sex
Overall Clinical Competency on

Mean t df Sig. Decision Interpretation
Radiological Science Modalities
Male 2.50
Computed Tomography 1.5 32.00 0.30 Accept Not Significant
Female 2.38
Magnetic Resonance Male 1.74

-3.37 32.00 0.00 Reject Significant
Imaging Female 2.06
Male 2.54
Nuclear Medicine -0.20 32.00 0.85 Accept Not Significant
Female 2.56
Male 2.48
Radiation Therapy -0.16 32.00 0.87 Accept Not Significant
Female 2.49
Male 2.48
Ultrasound -0.21 32.00 0.83 Accept Not Significant
Female 2.50
Male 2.35
Overall -1.42 32.00 0.16 Accept Not Significant
Female 2.40
Alpha: 0.05
Table 31 presents the independent t-test in the overall clinical competency on
Radiological Science Modalities when respondents are grouped according to sex. In
terms of Computed Tomography, the mean score of male respondents is 2.50 while the
mean score of female respondents is 2.38; the tabular value is 1.05, the degree of freedom
is 32 and because the p-value of 0.30 is greater than 0.05 alpha level of significance, the
null hypothesis is accepted; therefore, there is no significant difference in the overall
clinical competency on Computed Tomography when grouped according to sex. In terms

of Magnetic Resonance Imaging, the mean score of male respondents is 1.74 while the
mean score of female respondents is 2.06; the tabular value is -3.37, the degree of
freedom is 32 and because the p-value of 0.00 is lesser than 0.05 alpha level of
significance, the null hypothesis is rejected; therefore, there is significant difference in
the overall clinical competency on Magnetic Resonance Imaging when grouped
according to sex.
In terms of Nuclear Medicine, the mean score of male respondents is 2.54 while
the mean score of female respondents is 2.56; the tabular value is -0.20, the degree of
in the overall clinical competency on Nuclear Medicine when grouped according to sex.
In terms of Radiation Therapy, the mean score of male respondents is 2.48 while the
in the overall clinical competency on Radiation Therapy when grouped according to sex.
In terms of Ultrasound, the mean score of male respondents is 2.48 while the
in the overall clinical competency on Ultrasound when grouped according to sex. In
terms of Overall Clinical Competency on Radiological Science Modalities, the mean
score of male respondents is 2.35 while the mean score of female respondents is 2.40; the
there is no significant difference in the Overall Clinical Competency on Radiological
Science Modalities when grouped according to sex.

Title: Proposed Enhancement Program in all Radiological Science Modalities
Rationale
As presented in the previous chapter, the findings of the study revealed that the
level of students Clinical Competencies in all Radiological Science Modalities:
Computed Tomography, Magnetic Resonance Imaging, Nuclear Medicine, Radiation
Therapy and Ultrasound yielded an overall low rating. This means that the students need
guidance of the preceptors when performing task/procedure. With the Enhancement
program that the researchers would like to implement, this would help the Interns and the
Third year students to enhance their skills to provide not only good quality service but
top performing quality service. Additionally, this would identify the matters that the
faculty and the clinical preceptors could help to enhance the students.
General Objectives
Generally, this intervention plan aims to improve the level of clinical competencies
of radiologic technology interns in all radiologic science modalities which obtained a
good rating. Specifically, this aims to:
1. To improve the clinical instruction of Radiologic technology in DDC.

2. To develop a competency base clinical evaluation tool in radiological science
modalities.
3. To increase the level of competency in terms of area preparation in all
radiological science modalities.
4. To increase the level of competency in terms of Patient Care and Management in
all radiological science modalities.
5. To increase the level of competency in terms of positioning in all radiological
science modalities.
6. To increase the level of competency in terms of Image Acquisition or Processing
in all radiological science modalities.
7. To train clinical instructors on how to evaluate interns in the clinical setting.
8. To propose subject requirement that allow students to observe in the hospital.
Target Participants/ Audiences
There are four beneficiaries or audiences for this intervention. These are the
Radiologic Technology Department Faculty, Radiologic Technology Interns, Third Year
Students and Radiologic Technology Clinical Preceptors.
Implementation:
This proposed intervention scheme shall be presented to the department of

Radiologic Technology of Davao Doctors College, respectfully requesting to initiate this
intervention through the following:
To the Faculty
• Providing improvised materials seen in the Clinical Setting
• Lectures on Positioning and Patient Care in every Modality
• Addition of Laboratory class in every Radiological Science Subject
• Introduce Seminars, more on Actual Demonstrations
• Ask permission for Hospital Orientation
• Implementing mini practical revalida during Pre-Internship
To the Interns
• Practicing more in the Clinical Area

• Participating hands-on procedure
• Familiarizing the procedures
To the Incoming Interns
• Early Hospital Exposure

• Watching educational videos on social media on how to understand
Radiological Science Modality
• Laboratory Activities
• Return Demonstrations
To the Preceptor
• Allow Interns to perform procedures

• Make a policy that interns need to strictly observe the procedures
The abovementioned activities will help improve the clinical education. The venue
should be convenient to the concerned individuals and the training for clinical
instructors must be relative to specific areas of radiologic science modalities for the
improvement of their skills.
Resources needed
1. Resource speakers/ lecturer

2. Working Committee: Program, Registration and Food
3. School Approval
4. Physical plant/ Venue
Estimated Budget
One Hundred Thousand Pesos (PHP 100,000) Budget taken from the Faculty Development
Funds for Clinical Instructors and Clinical Internship budget for the students and clinical
preceptors.
Evaluation and Monitoring
The monitoring and evaluation serve as the input to improve the clinical
instruction and the level of students’ competencies in Radiologic Science Modalities.
1. Monitor if proposed activities were conducted,

2. Monitor if proper documentation was observed: handouts, attendance and photos,
3. Monitor if production and distribution of instructional materials were sufficient,
4. Evaluate if the objectives of the activities were achieved.
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This section describes the summary, extracts the conclusions, and proposes the
recommendations of the study.
Summary
The thrust of the study was to determine the Clinical Competencies of Radiologic
Technology Interns of Batch 2018-2019 on Radiological Science Modalities.
Specifically, it sought to know the profile of respondents in terms of Radiological Science
Modalities and sex, to determine the Area Preparation, Patient Care and Management,
Positioning and Image Acquisition/ Processing of each Radiological Science
Modalities,to know the significant difference in the clinical competencies of
respondents when grouped according to sex and Radiological Science Modalities, to
know the significant difference in the overall clinical competency on Radiological Science
Modalities when respondents are grouped according to sex and to propose an
enhancement program on the bases of the findings of the study.
A descriptive study was undertaken at the Davao Doctors College affiliations
employing Radiologic Technology interns of Batch 2018-2019 as respondents. The
standard clinical evaluation tool of Davao Doctors College Radiologic Technology
Program was used to gather data on the clinical competencies of respondents. After the
data were gathered, these were analyzed using the following statistical tools: mean,
percentage, independent t-test and ANOVA.
The findings of the study are summarized and arranged as follows:
1. The profile of the respondents in terms of sex was as follows: 10 (29%) are
male while 24 (71%) are female; and in terms of Radiological Science Modalities is as
follows: all 34 (100%) respondents rotated in Computed Tomography, Magnetic
Resonance Imaging, Nuclear Medicine, Radiation Therapy and Ultrasound.
2. The clinical competencies of respondents on Computed Tomography were as
follows: 2.41 or low descriptive equivalent in terms of Area Preparation, 2.50 or low
descriptive equivalent in terms of Patient Care and Management, 2.40 or low descriptive
equivalent in terms of Positioning and 2.35 or low descriptive equivalent in terms of
Image Acquisition/Processing. The overall clinical competency on Computed
Tomography was 2.41 or low descriptive equivalent. The clinical competencies of
respondents on Magnetic Resonance Imaging were as follows: 1.97 or low descriptive
equivalent in terms of Area Preparation, 1.95 or low descriptive equivalent in terms of
Patient Care and Management, 2.00 or low descriptive equivalent in terms of Positioning
and 1.90 or low descriptive equivalent in terms of Image Acquisition/Processing. The
overall clinical competency on Magnetic Resonance Imaging was 1.96 or low descriptive
equivalent.
The clinical competencies of respondents on Nuclear Medicine were as follows:
2.65 or moderate descriptive equivalent in terms of Area Preparation, 2.55 or low
descriptive equivalent in terms of Patient Care and Management, 2.54 or low descriptive
equivalent in terms of Positioning and 2.47 or low descriptive equivalent in terms of
Image Acquisition/Processing. The overall clinical competency on Nuclear Medicine was
2.55 or low descriptive equivalent. The clinical competencies of respondents on
Radiation Therapy were as follows: 2.40 or low descriptive equivalent in terms of Area
Preparation, 2.61 or moderate descriptive equivalent in terms of Patient Care and
Management, 2.46 or low descriptive equivalent in terms of Positioning and 2.48 or low
descriptive equivalent in terms of Image Acquisition/Processing. The overall clinical
competency on Radiation Therapy was 2.49 or low descriptive equivalent. The clinical
competencies of respondents on Ultrasound were as follows: 2.37 or low descriptive
equivalent in terms of Area Preparation, 2.43 or low descriptive equivalent in terms of
Patient Care and Management, 2.50 or low descriptive equivalent in terms of Positioning
and 2.67 or moderate descriptive equivalent in terms of Image Acquisition/Processing.
The overall clinical competency on Ultrasound was 2.49 or low descriptive equivalent.
3. Results of independent t-test in the clinical competencies when grouped
according to sex revealed that because the p-values of Area Preparation, Patient Care and
Management, Positioning, Image Acquisition/ Processing and Overall Clinical
Competencies are 0.59, 0.17, 0.96, 0.79 and 0.15, respectively, are greater than 0.05
alpha level of significance, the null hypothesis is accepted. Therefore, there is no
significant difference in the clinical competencies of respondents when grouped
according to sex. Results of ANOVA in the clinical competencies when grouped
according to Radiological Science Modalities revealed that because the p-value of 0.00 is
lesser than 0.05 alpha level of significance, the null hypothesis is rejected. Therefore,
there is significant difference in the clinical competencies when grouped according to
Radiological Science Modalities. Post Hoc Test using Tukey's Honest Significant
Difference revealed that the clinical competencies of respondents in Magnetic Resonance
Imaging is less than the clinical competencies of respondents in other Radiological Science
Modalities.
4. Results of independent t-test in the overall clinical competency on Radiological
Science Modalities when respondents are grouped according to sex revealed that because
the p-values of Computed Tomography, Nuclear Medicine, Radiation Therapy, Ultrasound
and OverallClinical Competency on Radiological Science Modalities are 0.30, 0.85,
0.87, 0.83 and 0.16, the null hypothesis is accepted. Therefore, there is no significant
difference in the overall clinical competency on Computed Tomography, Nuclear
Medicine, Radiation Therapy, Ultrasound and OverallClinical Competency on
Radiological Science Modalities when respondents are grouped according to sex.
Because the p-value of Magnetic Resonance Imaging is 0.00, is lesser than 0.05 alpha
level of significance, the null hypothesis is rejected. Therefore, there is significant
difference in the overall clinical competency on Magnetic Resonance Imaging when
respondents are grouped according to sex.
5. Based on the findings of the study, the development of enhancement program
on all Radiological Science Modalities was prepared.
Conclusions
Based on the findings of the study, the following conclusions are drawn:
1. The majority of the respondents were female. All respondents rotated in all
Radiological Science Modalities.
2. In Computed Tomography, the respondents need to be guided in all tasks and
procedure in the following clinical competencies: Area Preparation, Patient Care and
Management, Positioning and Image Acquisition/Processing. In Magnetic Resonance
Imaging, the respondents need to be guided in all tasks and procedure in the following
clinical competencies: Area Preparation, Patient Care and Management, Positioning and
Image Acquisition/Processing. In Nuclear Medicine, the respondents need to be guided in
all tasks and procedure in the following clinical competencies: Patient Care and
Management, Positioning and Image Acquisition/Processing while the respondents can
perform tasks and procedure but needs guidance in Area Preparation. In Radiation
Therapy, the respondents need to be guided in all tasks and procedure in the following
clinical competencies: Area Preparation, Positioning and Image Acquisition/Processing
while the respondents can perform tasks and procedure but needs guidance in Patient
Care and Management. In Ultrasound, the respondents need to be guided in all tasks and
procedure in the following clinical competencies: Area Preparation, Patient Care and
Management and Positioning while the respondents can perform tasks and procedure but
needs guidance in Image Acquisition/Processing.
3. There is no significant difference in the clinical competencies of respondents
when grouped according to sex. There is significant difference in the clinical
competencies when grouped according to Radiological Science Modalities.
4. There is no significant difference in the overall clinical competency on
Computed Tomography, Nuclear Medicine, Radiation Therapy, Ultrasound and Overall
Clinical Competency on Radiological Science Modalities when respondents are grouped
according to sex. There is significant difference in the overall clinical competency on
Magnetic Resonance Imaging when respondents are grouped according to sex.
5. A proposed enhancement program in all Radiological Science Modalities was
presented in this study.
Recommendations
Based on the findings of the study and conclusions, the following
recommendations are given:

1. The Hospital administrators shall provide students a good training applicable to
the scope of duty as Radiologic technologist to prepare them the necessary competencies
required in the workplace. Through a good training program, they would be able to assure
the competence of newly appointed radiologic technologist already trained with the
extremely technical skills needed in the practice of the career and guarantee the quality of
health care service having skilled professional with the right knowledge, vital skills
required in the practice and suitable attitude in the health care services.
2. The Radiologic Technologist shall run-through the code of ethics in allied
health profession and ensures worth service to patient by applying the precise skills in
performing any imaging procedures. They should take time to join seminars related to the
profession for the awareness of the recent practices in the clinical area of specialization.
3. The Radiologic Technology Program Administrator must frequently progress
the clinical instruction and trainings of the faculty to reach educational excellence.
Produce strategic proposal that will improve the clinical education training program and
develop plans and practices that strengthen the student in clinical instruction
correspondence in the required competencies in the health care practices required in the
society. Continuously skim and develop the assessment tool to monitor the improvement
of skills, to make ready the students to be competent professional equip with the essential
skills required in the practice of the profession.
4. The Radiologic Technology Interns must oblige their selves in training to
improve their competence, be eager to learn and run through the profession to the
uppermost standard as possible. Be able to pursue the training and be prepared with the
significant competencies in the workplace.

5. The patient as a client in the hospital deserve to be given an excellence health
care service carried by the competent professional who will provide the quality images
for the precise conclusion and care management.
6. Further learning for radiologic technology clinical instruction, clinical
evaluation tool and radiologic imaging sciences modality.

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The Clinical Competencies of Radiologic Technology Interns of Batch 2018-2019 on

Radiological Science Modalities: Basis for Proposed Enhancement Program

There appears to be a decline in the clinical competence of students during their

Keywords: Clinical Competencies, Enhancement Program, Descriptive, Davao City,

Background of the Study

Clinical learning is a key area that explicates the importance of a Radiologic

hence, the readiness among new graduate Radiologic Technologists in assuming

of competent Radiologic Technologists in the healthcare sectors. However, there appears

to be a decline in the clinical competence of students during their internship (Charania,

Fitzpatrick, & Gillis et al., 2016).

preceptors and lack of appropriate qualifications by preceptors. A study conducted by

clinical competencies of student. Theory-practice gap, the inconsistency between what

hospitals in Batangas City of students was poor. Jackel (2011) identified

preparation/training received by the interns positively predicts their clinical competency.

evaluation tool was found out to be a significant predictor of clinical performance.

training have the lowest performance during their clinical internship.

In Davao City, a study conducted in three medical technology schools in Region

XI found out a low performance rating during internship (Dayaganon&Limjuco, 2016).

education training program.

identified competencies. Previous researches evaluated the competencies of interns but

competency-based assessment tool to monitor the development of skills among the

all procedures in Computed Tomography.

The previous research utilized the researcher-made competency-based assessment

to the Radiologic Technology Faculty, interns, students and future researchers.

Review of Related Literature

clinical practices are discussed hereunder.

Radiologic Technology Education in the Philippines

The Radiologic Technology clinical education in the Philippines is based on the

implementing guidelines of the Commission on Higher Education. The present

Technology program is competency-based designed to ensure that the entry-level of

of Radiologic Technology practice standards (American Society of Radiologic

Clinical evaluation tool is an essential component in the educational plan in

preparation for the future Radiologic Technologist (Cleveland University, 2018).

Moreover, it is measuring students’ progress based on defined criteria and related

Therefore, the assessment progress must give an appropriate picture of educational

x-rays, radiopharmaceuticals, sound energy, and magnetic resonance imaging for

diagnosis and treatment. A sophisticated branch of science in medicine keeping it pace

modalities. The artistry in performing complex special imaging procedures. A career in

Radiologic Technology offers vast opportunities for advancement (American Journal of

Radiologic Technology is an allied healthcare profession whose practitioners work

in hospitals, clinics, health imaging centers. The Radiologic Technologist is a member

a wide variety of diagnostic imaging procedures. The Technologist must be proficient

in the knowledge of principles on the different imaging modalities, radiographic exposure,

technology education in the Philippines is anchored on the implementing guidelines

of 2018. The present curriculum in clinical education is not competency-based. The

curriculum contents are more of the requirement-based, required number of patient’s

for radiologic technology is competency-based designed to ensure that the entry-level of

health care professionals equip the competencies needed in the workplace.

General Education Curriculum. The Bachelor of Science in Radiologic

imaging and magnetic resonance imaging.

clinical education in the development of competent professionals who value lifelong

learning, various perspectives on quality, in which emphasis is placed either on the

product of clinical education, as indicated by training outcomes, or on the process of

philosophy of clinical education and with implementation of formal educational practices

important example of the profession’s readiness is to develop more uniform practices in

Clinical Education. The clinical education of Radiologic Technology has a

series of 2018). The clinical education in Radiologic Technology provides clinical

development. It is a set planned program designed to help students acquire leaning to

develop student’s full potential (Canberra Secondary School, 2015).

One observation made by an official at the American Association of American

Européen pour le Développement de la Formation Professionnelle, 2011).

Student clinical performance is evaluated based on the accurate reflection of each