The Impact Of Multiple Learning Strategies On Student Competencies In Patient-Centered Care In Medical Imaging Technology Programs In Yunnan's Vocational Colleges

Abstract

In today's evolving healthcare landscape, the integration of humanistic education into vocational medical training has become increasingly essential, particularly in fields like medical imaging technology, where patient interaction is inevitable. Despite strong technical preparation, many students lack the interpersonal and ethical competencies required for delivering patient-centered care. This study aims to examine the impact of multiple learning strategies specifically, humanistic education, teaching methodology, student engagement, and faculty training on students' competency in patient-centered care within medical imaging technology programs at vocational colleges in Yunnan Province, China. A quantitative research design was employed, utilizing a structured questionnaire distributed to 385 students enrolled in medical imaging programs. The instrument measured five key constructs, and data were analyzed using multiple linear regression via Jamovi version 2.6.26. Descriptive statistics and inferential analyses were also conducted to examine relationships among variables. The results revealed a strong predictive model with an R² of 0.749 and adjusted R² of 0.746, indicating that the independent variables collectively explained nearly 75% of the variance in student competency. Among the predictors, faculty training (β = 0.489) and humanistic education (β = 0.410) had the most significant positive effects, followed by student engagement (β = 0.199). Surprisingly, teaching methodology showed a negative relationship (β = −0.191), suggesting that not all instructional methods effectively support humanistic outcomes. These findings underscore the importance of embedding humanistic values into technical curricula and investing in faculty development to promote patient-centered competencies. The study offers valuable insights for educators, administrators, and policymakers aiming to improve the quality of vocational healthcare education.