Initial physics knowledge of new entrants to undergraduate radiography programs.

Abstract

OBJECTIVES

The objectives of the thesis were to design a physics concepts assessment instrument for assessing the initial level of physics knowledge of new radiography students, use the instrument to assess the initial level of basic physics knowledge of the October 2007 cohort of radiography students, and investigate any particular misconceptions that would need to be addressed by imaging physics educators.

METHODOLOGY

In the first week of term, before any physics lectures had commenced, first year radiography students were asked to complete a concept inventory assessment instrument that was designed for the study. The students were also asked to complete a respondents background form so that one could get more information about any factors which could influence their responses in the inventory. The data was analysed using descriptive quantitative analysis.

RESULTS

The main results of the study were that as expected there were marked differences in the results of those students who studied intermediate level physics, ordinary level physics or no physics. Students were found to be most knowledgeable in the areas of gamma radiation, resonance and x-rays. Issues regarding contamination and the inverse square law were those areas in which students fared the worst. Several misconceptions were also identified, the most relevant being that relating to the distinction between radiation and contamination.

CONCLUSION

It is recommended that if possible SEC or intermediate level physics should be made an entry requirement for the B.Sc. Radiography programme. Another alternative is to devise a short foundation course to teach basic physics concepts or to develop special handouts to be given to students at the beginning of the course.