Pedagogical transformation in medical imaging education: Simulation, active learning, and sustainability

• Gaudêncio, Nélia ^[1] ; Ramos, Magda ^[1] ; Abrantes, António ^[1] ; Oliveira, Claudia ^[1]
  1. [1] Universidade do Algarve

     Universidade do Algarve

     Faro (Sé), Portugal

     
• Localización: SAP Gamification and Augmented Reality, ISSN-e 3125-2419, Nº. 4, 2026
• Idioma: inglés
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• Resumen

  • Introduction: active learning methodologies are central to education in Medical Imaging and Radiotherapy (MIR), promoting student engagement, autonomy, and collaborative knowledge construction. Within this framework, the integration of simulators and specialised software has emerged as a relevant strategy to enhance training while supporting more sustainable academic practices. This review aimed to identify pedagogical approaches that improve learning outcomes and contribute to environmental and economic sustainability in MIR education. Methods: a narrative literature review was conducted, focusing on active learning methodologies used in radiology and related areas, with particular emphasis on computer-based simulation and software dedicated to technical training. The search encompassed PubMed and ScienceDirect and included studies addressing innovative practices applied to MIR teaching. Results: The results demonstrate that laboratory-based practical training is significantly strengthened through the use of simulators applied to radiology, radiotherapy, and nuclear medicine. The incorporation of digital resources, demonstrative videos, scientific literature, and online assessment supports a more structured learning process. Furthermore, simulation reduces reliance on high-complexity clinical equipment, thereby decreasing financial costs, energy consumption, and CO₂ emissions. systems, whose acquisition, operation and maintenance require substantial financial investment and are associated with high energy consumption and CO₂ emissions. Conclusion: adoption of dedicated software and simulation systems fosters more active, safe and effective learning, enhancing pedagogical quality while reducing the environmental and financial impact associated with the use of clinical equipment. This approach therefore represents a promising pathway towards greater sustainability in MIR education.