INTRODUCTION: Research competence is a core attribute of contemporary medical imaging and radiation therapy (MIRT), however, how research skills are taught and assessed across international radiography programs remains poorly understood. This study aims to explore research skills that are taught and assessed in different medical imaging and radiation therapy (MIRT) higher education institutions internationally, focusing on the curricula, experience of students and academics. METHODS: A two-phase design study was employed. Phase one involved an analysis of undergraduate MIRT curricula from nine international higher education institutions, examining programme structure, research credit allocation, research-related subjects, and teaching strategies. Phase two consisted of semi-structured focus groups with students and academic staff. All sessions were audio-recorded and transcribed using Zoom, with the transcripts checked for accuracy, and analysed using reflexive thematic analysis supported by NVivo software. RESULTS: Data were collected from nine institutions across three continents. Curriculum analysis revealed international variability in the scope, timing, and depth of research integration, with research-related content embedded at differing stages of training. Reflexive thematic analysis identified three overarching themes: 1. research skills in curriculum, 2. Navigating the research learning experience, and 3. Professional identity and practice. CONCLUSION: This study demonstrates substantial international variability in research education for medical imaging and radiation therapy students, leading to differences in research capability among graduates. Importantly, research education also shapes how practitioners value and engage with research, influencing professional culture within the field. IMPACTS ON PRACTICE: Systematically scaffolding research skills across undergraduate radiography programs can support progressive learning and promote sustained engagement with research throughout the curriculum. Embedding clinically relevant research throughout education can sustain engagement with research, strengthening evidence-based practice and supporting a professional culture that values research in MIRT practice.
Michele et al. (Sat,) studied this question.