Exploring the Lived-Experiences of Faculty Teaching Radiographic Positioning and Procedures: Challenges and Adaptations in Selected Private Schools in Laguna.

Radiographic positioning and procedures competency are important components of radiologic technology education, yet existing research predominantly focuses on student learning outcomes while overlooking the instructional side of educators. This study aims to fill this gap by exploring the lived-experiences of professors to better understand their challenges and adaptations in delivering a quality radiographic positioning and procedure education. The study used phenomenological research design and transcendental phenomenological data analysis. Furthermore, the study is limited to 6 participants in accordance with the researchers criteria which are: (a)teach the subject for at least 1 year (b) degree holder in radiologic technology and ( c)have at least 3 students fail the subject. 8 themes emerged from the participants responses including: Professors experiences in implementing and navigating effective teaching strategies, Student-centered strategies for effective learning, Diverse and context-driven assessment practices in evaluating students, Managing diverse learning paces and sustaining engagement in teaching, Faculty’s coping strategies on the challenges in teaching, Emphasizing the importance of radiographic positioning and procedures in clinical practice, Teaching radiographic positioning and procedure as a continuous, adaptive, and reflective learning process, Adaptive and student-focused strategies in teaching radiographic positioning and procedures. The findings showed that the professors encountered various challenges in teaching radiographic positioning and procedures, particularly in managing student variability, conceptual complexity, and instructional delivery. However, they responded to these challenges by using and utilizing student-centered and context-based instructional approaches across different learning abilities and engagement levels between educators and students. This implies that flexible and reflective teaching practices of professors are significant for improving instructional effectiveness and supporting students’ access to quality education through theoretical understanding and clinical competence development.