Assessing Radiography Student's Knowledge of Diverse X-Ray Special Procedures

Background: Medical imaging continues to play a vital role in modern diagnostic medicine, with specialized X-ray procedures such as Barium Meal Follow Through (BMFT), Intravenous Pyelography (IVP), and Hysterosalpingography (HSG) retaining diagnostic value, especially in resource-constrained settings. Despite the increasing reliance on advanced cross-sectional imaging modalities, proficiency in these foundational techniques remains crucial. Assessing the knowledge of radiography students regarding such procedures is essential to ensure safe practice and clinical preparedness. Aim: The present study aimed to assess and compare the knowledge levels of Bachelor of Medical Radiology and Imaging Technology (BMRIT) and Master of Medical Radiology and Imaging Technology (MMRIT) students concerning specialized X-ray procedures, with the goal of identifying educational gaps and informing curriculum improvements. Materials and Methods: This cross-sectional study employed a validated questionnaire administered to 79 radiography students, comprising 45 BMRIT and 34 MMRIT participants. The questionnaire evaluated theoretical and procedural knowledge related to BMFT, IVP, HSG, Barium Enema, and Percutaneous Transhepatic Cholangiography (PTC). Statistical analysis included descriptive measures and inferential testing via paired t-tests to determine significant differences in knowledge levels between the two groups. Results: MMRIT students achieved a significantly higher mean score (21/25) compared to BMRIT students (13/25), with statistical significance (t = -4.49, p < 0.001). The study identified substantial knowledge deficiencies, particularly regarding complex procedures such as PTC, where only 13% of responses were correct. A strong positive correlation (r = 0.807) was observed between academic level and knowledge scores. Conclusion: Advanced-level students demonstrated better understanding of specialized procedures, whereas foundational students displayed notable knowledge gaps. These findings underscore the need for curricular reinforcement through simulation-based training and targeted clinical exposure to enhance competency in specialized diagnostic imaging techniques.