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JRCERT Update

Creating Transparency in Radiologic Science

Programs: The 3-Part Student Learning

Outcome

Julie Lasley, PhD, R.T.(R)(T)

reating transparency in radiologic science pro- the student will be evaluated. In addition, well-written
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grams does not involve the purchase of high- learning outcomes address what a student should know
dollar technology, the creation of a flipped and be able to do at the conclusion of a course, unlike
Cclassroom, or the development of online the more teacher-centered approach that describes the
course delivery. Transparency involves writing mean- students’ learning experiences throughout a course.
ingful student learning outcomes that describe a behav- Well-written learning outcomes are measurable
ior, a condition, and a criterion. Students should be able and characterized by action verbs associated with the
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to turn the learning outcome into a student-centered students’ levels of learning. It is not always necessary to
statement of I can. Creating transparency in radiologic use higher-order action verbs (eg, analyze, synthesize,
science programs involves developing a curriculum and evaluate) in the early course work. For example,
whereby radiography, radiation therapy, magnetic reso- foundational or introductory courses in radiologic sci-
nance, and medical dosimetry students know : ence programs usually are designed for the new learner
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ƒ Why they are being asked to do a particular to begin building a knowledge base. New learners need
assignment. to be able to exhibit that they have learned the course
ƒ What they need to do. material by identifying, labeling, or listing the concepts
ƒ How they will be assessed. presented in the material. As students progress through
When students comprehend the rationale behind the program and continue to develop their knowledge
assignments and how they will be evaluated, they feel base, comprehension skills, and application skills, fac-
as though they have mastered the art of learning how ulty can progress through Bloom’s 1956 taxonomy and
to learn. Students become more confident academi- classification system using increasing levels of cognitive
cally and see themselves becoming quality health care behaviors with action verbs to describe student learn-
practitioners. Including clear and measurable learning ing. 1,4
outcomes on course syllabi can become the fulcrum A learning outcome on a course syllabus provides a
for student learning and program improvement on the clear statement of what is expected, while focusing on a
assessment plan. measurable performance and making a clear statement
of intended learning. For example, a clear and measur-
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Clear, Measurable Learning Outcomes able learning outcome in a medical radiography course
Well-written learning outcomes serve 2 purposes: might be: Given a radiograph of the pelvis, the learner will
to guide the development of the lesson and to plan how identify bony anatomy with 100% accuracy. Students will

RADIOLOGIC TECHNOLOGY, January/February 2018, Volume 89, Number 3 309
Reprinted with permission from the American Society of Radiologic Technologists for educational purposes. ©2019. All rights reserved.