The Relationship Between the Level of Basic Knowledge of Nuclear Medicine and the Readiness of Radiology Students for Clinical Practice

Nuclear medicine is a rapidly evolving medical discipline, playing a crucial role in the diagnosis and treatment of various diseases, including malignancies and cardiovascular disorders. However, the integration of nuclear medicine knowledge into radiology curricula is often suboptimal, creating a gap between theoretical understanding and the practical application required by radiology students for competent clinical practice. Recent data demonstrates the increasing use of nuclear radiology modalities, but concerns remain regarding graduates' readiness to accurately interpret nuclear imaging examination results and manage related radiation safety aspects. A specific research gap lies in quantifying the direct relationship between radiology students' mastery of basic nuclear medicine concepts and their clinical practice readiness, which provides a crucial foundation for developing a more effective curriculum. This study aims to quantitatively assess the relationship between radiology students' basic knowledge of nuclear medicine and their clinical practice readiness. Based on the theoretical framework of the Theory of Planned Behavior, which emphasizes the role of knowledge in shaping intentions and behavior, the primary hypothesis of this study is that there is a significant positive correlation between radiology students' basic knowledge of nuclear medicine and their clinical practice readiness. This study used a correlational study design with a quantitative approach. A total of 250 final-year radiology students from five leading radiology educational institutions in Indonesia were selected using stratified random sampling to ensure adequate representation from diverse academic backgrounds. Basic nuclear medicine knowledge was measured using a valid and reliable questionnaire developed based on the latest nuclear medicine syllabus, covering the principles of radiopharmaceuticals, radiobiology, and nuclear imaging techniques. Clinical practice readiness was evaluated using a self-assessment questionnaire with proven validity and reliability, measuring students' perceptions of their image interpretation skills, understanding of examination protocols, and patient safety practices. Data were collected through an online survey and analyzed using Pearson correlation analysis. The results showed a significant positive correlation between basic nuclear medicine knowledge and clinical practice readiness of radiology students (r = 0.68, p < 0.001). Regression analysis showed that basic nuclear medicine knowledge explained 46.2% of the variance in clinical practice readiness (R² = 0.462, F(1, 248) = 212.5, p < 0.001). A key secondary finding revealed that understanding radiation safety significantly contributed to clinical practice readiness, regardless of general nuclear medicine knowledge scores. No significant unexpected findings were identified in this study. The main pattern identified was that the greater the students' understanding of the basic principles of nuclear medicine, the greater their confidence and readiness to face the challenges of clinical practice. It was concluded that the level of basic nuclear medicine knowledge had a strong and positive relationship with radiology students' clinical practice readiness. The theoretical contribution of this study lies in the empirical validation of the application of the Theory of Planned Behavior in the context of radiology education, while its practical contribution provides scientific evidence for improving the radiology education curriculum, particularly in strengthening nuclear medicine content and emphasizing radiation safety aspects. Curriculum evaluation and the integration of nuclear medicine-based practical simulations are recommended to improve graduate readiness.