THE ART OF TEACHING IN TECHNICAL AND TECHNOLOGIST COURSES IN RADIOLOGY: STRATEGIES, CHALLENGES, AND TRAINING COMPETENT PROFESSIONALS

Abstract

Technical education in Radiology constitutes the central theme of this work, given its relevance for training professionals capable of acting with technical, ethical, and interpersonal competence in the healthcare sector. The main objective was to analyze the art of teaching in technical Radiology courses, identifying pedagogical strategies used, challenges faced, and perspectives for training competent professionals prepared to meet the demands of the market and society. The methodology adopted was bibliographic and qualitative in nature, developed from the analysis of books, scientific articles, and academic documents that addressed technical education in health, the specificities of teaching in Radiology, and the elements necessary to consolidate an effective teaching-learning process. The results obtained showed that training in Radiology required an articulation between theory and clinical practice, associated with active methodologies such as simulation, case studies, use of digital technologies, and practical laboratories. It was found that pedagogical practice demanded a teaching role focused on mediation and the construction of meaningful experiences, overcoming traditional teaching models centered solely on content transmission. Furthermore, it was verified that the training of competent professionals involved the balanced development of technical skills for performing exams, ethical competencies related to professional responsibility, and interpersonal skills aimed at patient communication and care. Among the highlighted challenges were limitations in infrastructure in some educational institutions, scarcity of updated equipment, difficulties in students’ adaptation to complex techniques, and the need for constant teacher updating in the face of technological innovations. The analysis allowed us to conclude that the art of teaching in technical Radiology courses was a dynamic, interdisciplinary, and humanized process, in which the integration between theory and practice played a central role in consolidating learning. The research also indicated that investing in teacher training, technological resources, and innovative methodologies was essential to qualify pedagogical practice, meet scientific and social transformations, and, above all, contribute to improving healthcare delivery.