Educational experiences associated with cold- and hot-run practical training on the handling of unsealed radioactive sources by radiological technologist students

Background This study aimed to evaluate students’ subjective educational experiences related to cold- and hot-run practical training on the handling of unsealed radioactive sources by radiological technologists, using quantitative and qualitative methods. To the best of our knowledge, few studies have provided a structured quantitative comparison of perceived safety-related learning experiences between cold- and hot-run training in nuclear medicine. Methods In total, 143 students participated in this study. A five-point Likert scale questionnaire was used to evaluate primary and secondary outcomes related to cold- and hot-run training, and open-ended responses were analyzed using a qualitative descriptive methodology. Results The quantitative results showed positive self-reported educational experiences for both procedures; however, hot-run training yielded significantly higher scores in safety awareness and learning satisfaction, including safety-related secondary outcomes, suggesting distinct perceived educational characteristics. The fourth-year students demonstrated lower self-assessment scores than the third-year students across all items. The qualitative findings highlighted the tension, clinical realism, and heightened perceptions of safety awareness associated with hot-run experiences. Conclusions These results suggest that combined cold- and hot-run training is perceived as educationally valuable; however, additional educational strategies may be required to support sustained self-confidence and perceived understanding over time.