Shared Governance for Effective Clinical Education in Medical Radiation Science: A Narrative Review

ABSTRACT Medical radiation science (MRS) education operates within a rapidly evolving healthcare environment characterised by technological advancement, workforce pressures, and increasing regulatory oversight. Effective governance structures are therefore required to ensure that educational programs remain clinically relevant, compliant with accreditation standards, and responsive to students' wellbeing and patient safety imperatives. This review examines the role of shared governance in facilitating institutional effectiveness, regulatory alignment, and sustainable workforce and clinical education. Literature addressing governance theory, MRS education, clinical supervision, accreditation standards, and professional regulation was prioritised in this review. Twenty‐four sources were included and organised across three areas: clinical education and workforce sustainability; professional and regulatory standards; and shared‐governance theory. The literature rarely used the term ‘shared governance’ explicitly in relation to MRS education. Nevertheless, it consistently described distributed responsibilities, interdependence between universities and clinical services, and the need for stakeholder participation in curriculum review, placement planning, assessment, quality assurance and regulatory alignment. Unique vulnerabilities of medical radiation practice, such as rapid technological advancement and global workforce shortages, necessitate agile and inclusive governance structure, especially in settings without clearly outlined governance framework. The review proposes a tri‐integrated model linking academic, clinical, and professional/regulatory governance, with students participating across all three domains. This model offers a practical basis for clarifying roles, improving university–health service coordination, supporting sustainable clinical placements, and maintaining educational quality and patient safety.