324 D. A. López et al.: Radioprotection 2025, 60( 4), 318 – 327
Nations with stricter regulations demonstrate higher compliance and fewer incidents, whereas weaker oversight increases risks and leads to lower compliance( Mojeed Omotayo Adelodun and Evangel Chinyere Anyanwu, 2024b). adequate training of medical professionals is crucial, as inadequate education can result in safety failures. Strengthening regulations, enhancing enforcement, and improving training programs through collaboration between regulatory bodies, healthcare institutions, and research organizations can ensure safer medical radiation practices( Frija et al., 2021; Rehani et al., 2022; Mojeed Omotayo Adelodun and Evangel Chinyere Anyanwu, 2024b). Additionally, training plays a key role in human resource development and motivation( Hysa and Rehman, 2019; Kavuma et al., 2023; Santos et al., 2023). This is particularly relevant given that the course was delivered free of cost, and the majority of participants were medical physicists or medical physics students— a profession that exhibits significant variability in status across Latin American countries.
The theoretical evaluation resulted in a 100 % pass rate, with an average score of 13.3 points out of 15. These results are promising when compared to existing literature; for instance, a literature review by Delungahawatta et al.( 2022) indicated that only 28 % of studies reported mean scores below 60 % in similar educational interventions( Delungahawatta et al., 2022). Furthermore, Wagner-Menghin et al.( 2020) found an average performance of 81 %, with a notable preference among medical students for virtual learning environments( Wagner-Menghin et al., 2020). Although various metrics exist to assess learning outcomes, the pass / fail rate remains a fundamental indicator of educational effectiveness( Wagner-Menghin et al., 2020; Varkey et al., 2023; Alkhateeb et al., 2018).
4.2 Practical Component Outcomes
In terms of development of practical skills, 43 participants from 15 countries( 13 Latin American countries completed practical exercises, analyzing a total of 78 nuclear medicine studies during the course( 1.8 studies per student). The data sets utilized primarily included bone scans and 18F-FDG studies, among the most frequently used procedures in conventional and hybrid nuclear medicine settings( Peix, Claudio T Mesquita et al., 2022). This approach demonstrates Dataset-Based Learning( DBL), an effective active teaching methodology where students use real data to draw conclusions and develop hypotheses. Previous research has shown that working with actual datasets enhances critical thinking and problem-solving skills while fostering competencies such as data management and project planning( Díaz et al., 2023; Meza Villares et al., 2023). Especially in our cases, the students showed in their report the use of their own datasets, understanding their specific particularities, and fostering a culture of safety in their environment( Tabakova, 2020; Meza Villares et al., 2023). In all cases, medical physicist and medical physics students constitute the majority of the total of participants. However, their representation increases during the practical exercise, indicating a higher level of interest and alignment with the topic and their professional role.
4.3 Quality Survey Feedback
The number of responses exceeded the minimum threshold of 8, the minimum sample size required for 99 students, ensuring the representativeness of the survey results( Nicolás Ramón Cruz Pérez, 2014). Participant feedback revealed high satisfaction levels, with average ratings ranging from 4.2 to 4.5 on a scale of 5. survey responses showed that participants found the course highly relevant and well-structured for asynchronous learning environments. Notably, questions regarding the course’ s applicability to their work received particularly high scores, suggesting that participants perceived strong value in the course content. The standard deviation ranges from 0.70 to 0.80, indicating moderate variability. This suggests that, while most students are satisfied, there are some differences in perception, possibly due to variations in individual expectations or experiences reported by other authors( Si, 2022; Nyirongo and Mbano, 2024; Yang and Romero-Hall, 2024), in our case also supported by heterogeneous professions of personnel involved( Hysa and Rehman, 2019).
The open question answers identified key areas for improvement, especially the lack of available literature in Spanish, the need for future follow-up on the topic, and improving the quality of the recording, but also reflected the participant satisfaction with learning goals and motivated the organising team to repeat and support these types of educational activities.
The literature supports the importance of various factors that students rated positively here, such as content quality, usefulness, and adequacy of support( Meza Villares et al., 2023; Díaz-Camacho et al., 2022). Studies on course relevance and utility have shown that learners tend to value courses seen as directly applicable to their work or academic goals( Si, 2022; Nyirongo and Mbano, 2024). In this survey, the question about the course’ s utility received one of the top ratings, which aligns with these findings.
Satisfaction with asynchronous format: Research from Varkey( 2022) and Sinclair( 2024) shows that asynchronous formats provide flexibility that appeals to students managing various responsibilities( Varkey et al., 2023; Sinclair et al., 2024). The high rating of this course’ s format indicates that the asynchronous structure was well-received, supporting the effectiveness of this design in meeting individual needs.
Adequacy of content and platform: According to Khosla( 2023), Meza( 2024), Fadumiye( 2024) and Yang( 2024), the perception of content adequacy and platform ease of use significantly impacts satisfaction( Khosla et al., 2023; Meza Villares et al., 2023; Fadumiye and Li, 2024; Yang and Romero-Hall, 2024). High ratings in these aspects suggest that the course meets standards of clarity and accessibility.
The evaluation of this asynchronous virtual course using YouTube and Google platforms shows a strong satisfaction levels, particularly in terms of relevance, practical utility, and adequacy of format and support materials. This suggests that the course design and content align well with factors that research indicates are essential for satisfaction in virtual environments. However, the variation in responses suggests possible areas for improvement, such as further personalizing content or refining support tools to cover a range of expectations.