Evaluation of Vocational Competency in Open Fracture Imaging Among Radiography Students and Novice Radiographers

IntroductionThis study aims to assess the vocational competency of Proficiency Certificate Level (PCL) radiography students and recent graduates in the imaging of open fractures.Evidence-based practice requires an X-ray evaluation of the fractured area, wherein radiographers' knowledge and skills play a crucial role. MethodsA cross-sectional survey utilizing convenience sampling was conducted to evaluate vocational competency in open fracture imaging among PCL radiography students and recent graduates within the Gandaki Province of Nepal.A total of 97 participants volunteered for the study.They were categorized into four cohorts: first-year students (27/97, 27.8%), second-year students (46/97, 47.4%), third-year students (8/97, 8.2%), and recent graduates (16/97, 16.5%) possessing at least six months of clinical experience.The study evaluated three primary domains: demographic profiles, theoretical knowledge, and practical competencies using structured questionnaires.The questionnaire consisted of 22 items: five on background information, ten on theoretical knowledge, five on practical skills, and two on attitudes and expectations.The questionnaire was prepared in alignment with international standards of radiography practice and validated by consultant radiologists.To reduce ambiguity and response bias, the survey questions were explained uniformly to all participants before administration.Data were analyzed using Statistical Product and Service Solutions (SPSS, version 25; IBM SPSS Statistics for Windows, Armonk, NY). ResultsOverall competency scores in open fracture imaging demonstrated an upward trend corresponding with advancing academic training and clinical exposure.First-year students achieved the lowest total score (210/405, 51.9%), second-year (490/690, 71.0%), and third-year (88/120, 73.3%).Recent graduates recorded the highest overall competency score (182/240, 75.8%).Additionally, a majority of participants (87/97, 89.7%) expressed a strong desire for further academic education in radiography of open fractures.Overall assessment scores differed significantly across the four academic cohorts (Kruskal-Wallis H-test: H(3) = 38.45,p < 0.001).Post-hoc pairwise comparisons using Dunn's test with Bonferroni correction confirmed statistically significant differences between entry-level learners and senior cohorts (p < 0.05). ConclusionThe participants' proficiency in theoretical and practice-related knowledge demonstrated a positive association with academic seniority and clinical experience.Overall competency scores across the cohorts were 51.9% for first-year students, 71.0% for second-year students, 73.3% for third-year students, and 75.8% for recent graduates.These findings suggest that enhancing theoretical knowledge, clinical exposure, and practical training -alongside a potential revision of the existing Council for Technical Education and Vocational Training (CTEVT) Radiography diploma curriculum -may further improve radiographers' preparedness for high-acuity orthopedic emergencies.