Page 68 - JRCERT Update Articles
P. 68
JRCERT Update
Using High-Impact Practices in Radiologic
Technology Programs
Julie Lasley, PhD, R.T.(R)(T)
igh-impact practices are active learning not be captured on a standardized licensure exam.
strategies that can increase student learning Choosing high-impact practices could meet learning
by connecting classroom knowledge with outcomes to form well-rounded graduates and increase
Hexperiences. These practices could affect the student engagement. Various high-impact practices
5
way a student approaches course material. Radiologic can be implemented to benefit radiologic technol-
1,2
science employers want graduates who are critical ogy programs, programmatic assessment, and career
thinkers, effective communicators, clinically compe- development, including :
6
tent, and those who demonstrate they can be active capstone courses and projects
members of a team. In addition, employers need gradu- common intellectual experiences
ates who have successfully completed their licensing collaborative assignments and projects
exams. Implementing high-impact practices for radio- diversity and global learning
logic technology programs can prepare graduates for ePortfolios
the work environment and for successful completion of first-year experiences
the American Registry of Radiologic Technologists internships
exam. In addition, using high-impact practices can learning communities
improve program retention rates and graduation rates. service learning, community-based learning
3
There are 3 high-impact practices that can be used to undergraduate research
balance a radiologic technology program’s curriculum writing intensive courses
to develop professional competencies while preparing Kuh and Kinzie emphasized that implementing
students for the American Registry of Radiologic high-impact practices smoothly is critical for stu-
Technologists exam. The 3 high-impact practices dent engagement. Some high-impact practices work
6
include ePortfolio, service learning, and learning com- well based on the instructor’s high-impact teaching
munities. In addition, activities that focus on student behaviors and program needs. Faculty members or
reflection is a key component of high-impact practice clinical preceptors, can use high-impact practices to
for pedagogical effectiveness. teach students how to learn effectively by creating a
learner-centered curriculum that connects the course
Implementing High-Impact Practices learning outcomes with the assessment activity. A
7
Employers often require new graduates to have more learner-centered approach is an educational process
than a list of successfully completed classes. The that enables students to learn by taking control of their
2,4
Joint Review Committee on Education in Radiologic learning. Kuh and O’Donnell described high-impact
8
Technology (JRCERT) requires programs to maintain practices in 8 key principles for effective learning :
9
a curriculum that integrates textbook knowledge, as demonstration of competence
well as allows for students to develop essential pro- experience with diversity that differs from that
fessional qualities for patient care and employment. which the student is familiar
Accreditation also requires programs to document and frequent, timely, and constructive feedback
evaluate many aspects of student learning that might interactions with peers and faculty
232 asrt.org/publications
Reprinted with permission from the American Society of Radiologic Technologists for educational purposes. ©2021. All rights reserved.