Background: Internship satisfaction constitutes a critical dimension of the overall educational experience, encapsulating students’ perceptions and evaluations of their clinical training. It reflects not only their subjective sense of fulfilment but also the extent to which the internship meets their professional expectations and learning needs. Within public hospital settings, where patient volumes are typically high and resources may be constrained, the clinical environment can present substantial challenges. These conditions may limit opportunities for individualised supervision, increase workload pressures, and complicate the acquisition of practical competencies. Consequently, such contextual factors can significantly influence both the quality of learning and the level of satisfaction reported by interns. Aim: This study investigated the relationship between learning engagement and internship satisfaction among radiologic technology interns. It aimed to assess demographic profiles, evaluate levels of learning engagement focusing on autonomy, teaching, and support and determine if a significant correlation exists between engagement and satisfaction. Study Design: The study employed a quantitative research approach, utilizing a descriptive-correlational research design. Place and Duration of Study: The study was conducted at a private tertiary institution (Iloilo Doctors’ College) in Iloilo City, Philippines, during the academic year 2025-2026. Methodology: A total of 109 radiologic technology interns were selected from a population of 150 using simple random sampling. Data were collected using two adapted instruments: the Postgraduate Hospital as an Educational Environment Measure to measure learning engagement (40 items) and a Satisfaction Scale to assess internship satisfaction (25 items). Statistical analysis included the computation of means and the use of Spearman’s rho to determine the correlation between variables. Results: The results showed that the majority of respondents were female (67.0%), implying that more than six out of every ten respondents were female, while the rest were male (33.0%). Regarding the clinical duty duration, a large percentage of the radiologic technology interns had completed only one month (77.1%), and a smaller proportion, approximately two in ten, had completed two months (22.9%). Regarding the learning engagement of radiologic technology interns, the study revealed a consistently high level of involvement across all measured dimensions, yielding a composite mean of 4.21. Specifically, interns reported high scores in perception of autonomy (4.24), perception of teaching (4.20), and perception of support (4.19). Furthermore, the findings indicated a high level of internship satisfaction, as evidenced by an overall mean score of 2.83. The null hypothesis (Ho) was rejected. This indicates that higher levels of learning engagement are associated with higher levels of internship satisfaction among radiologic technology interns. Conclusion: Radiologic technology interns are highly engaged and satisfied, exhibiting a strong positive link between their learning environment and professional fulfilment. While the program effectively fosters independence, the study recommends strengthening structured administrative support and addressing concerns regarding future employment. Improving these areas will further optimize clinical training and enhance the quality of patient care delivered by future professionals.
Ablanido et al. (Sat,) studied this question.