SOCIALIZATION OF THE INTEGRATION OF BASIC RADIOGRAPHY PHYSICS IN THE HEALTH QUALITY ASSURANCE SYSTEM IN HOSPITALS AND COMMUNITY HEALTH CENTERS IN TOBA REGENCY

Abstract

Accuracy and safety in radiological diagnostic procedures are fundamental pillars of modern healthcare quality assurance, where a solid understanding of the basic physics of radiography covering imaging principles, radiation interactions with human tissues, and radiation protection is essential to ensure optimal diagnostic image quality and minimize unnecessary radiation exposure to both patients and healthcare personnel. Observations conducted at healthcare facilities in Toba Regency revealed variability in the comprehension and application of these fundamental physics concepts among radiology professionals, an issue of growing concern given the increasing use of imaging modalities and stricter regulatory demands on patient safety. This study seeks to evaluate the effectiveness of an integrated radiographic physics socialization program in enhancing the knowledge and practices of radiology personnel in hospitals and community health centers in Toba Regency. The research framework is grounded in Bandura’s Social Learning Theory, which emphasizes observation, imitation, and reinforcement in acquiring knowledge and skills. The central hypothesis posits that structured socialization programs significantly improve understanding and compliance with best practices in radiographic physics compared to a control group. Employing a quasi-experimental design with pre-test and post-test groups, the study involved 60 radiology personnel selected through purposive sampling from three regional hospitals and five health centers. A validated structured questionnaire (Cronbach’s Alpha > 0.85) was used to assess participants’ understanding of radiographic physics and related radiation protection practices. Data were analyzed using paired and independent t-tests. Findings demonstrated a statistically significant improvement in the intervention group’s post-test scores (85.2 ± 7.5) compared to pre-test scores (62.3 ± 9.2), with a mean difference of 22.9 (p < 0.001; Cohen’s d = 2.65). Post-test comparisons with the control group (65.1 ± 8.8) also showed significant differences (p < 0.001; Cohen’s d = 2.50). Notably, practical simulation of equipment calibration had the strongest impact, boosting participants’ confidence and reinforcing learning outcomes. In conclusion, the program effectively improved radiology personnel’s knowledge and practices in Toba Regency, affirming the relevance of Social Learning Theory in professional development. The study recommends integrating similar modules into national continuing education frameworks to strengthen radiology service quality.