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JRCERT Update

Aaron

Table radiologic sciences.” The JRCERT defines not “actively
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Example Comparing Program Examination seeking employment” as when the graduate :
Pass Rates  Fails to communicate with program officials
Total Students Passing regarding employment status after multiple
Taking the Students 5-Year attempts.
Program Year Examination (%) a Average (%)  Is unwilling to seek employment that requires
relocation.
A 2013 5 4 (80) 30 of 34 (88)
 Is unwilling to accept employment because of
2012 10 9 (90)
salary or hours.
2011 4 3 (75)  Is on active military duty.
2010 8 8 (100)  Is continuing his or her education.
2009 7 6 (86) When calculating job placement rate at 12 months
postgraduation, the program must determine which
B 2013 50 40 (80) 264 of 310 (85)
2012 60 54 (90) students are “actively” seeking employment. For exam-
ple, a program could have 10 students who graduated,
2011 80 60 (75) but based upon the JRCERT’s definition, not all were
2010 50 50 (100) actively seeking employment (see Box). In this scenario,
2009 70 60 (86) 5 of 10 students (A, C, D, H, and I) were not actively
a seeking employment. Five students (B, E, F, G, and J)
First attempt each year within 6 months of graduation.
had sought employment; however, only 60% (3 of the 5)
percentages were used (431 divided by 5). The correct were employed in the professional discipline within 12
calculation should compare the actual number of stu- months of graduation. Like the previous example, this
dents passing the examination to the number attempt- example demonstrates the importance of reporting the
ing the examination. number of students used in calculations of program
No 2 programs are exactly alike, and there can be effectiveness.
many differences in how data is collected and reported. The JRCERT requires that a program’s effectiveness
The goal is to provide enough information to assure data be posted on its Web site, including the sample sizes
that the data are as clear as possible for prospective stu- and time periods reflected in the data. At a minimum,
dents and the public. Providing the sample size associat- the program effectiveness data must be updated annually.
ed with the particular measure helps to provide context Reporting effectiveness data is a way for programs to
for the data. Depending on the situation, the program
might need to provide the size of the total population Box
(N)—the cohort size—or the size of the sample (n). Illustration of Program Data for Job
In the examination pass rate example, the programs Placement Rates
report the total population size (N) because 100% of Student A – enrolled in a sonography program.
the students took the examination within 6 months of Student B – gained employment at an outpatient clinic.
graduation. Student C – declined a position because it was the night shift.
Programs often assess results for a controlled sample of Student D – the program was unable to locate this student.
the total population, with the sample size represented as n. Student E – gained employment at a local hospital.
An example of the use of the sample size (n) is job place- Student F – gained employment in a pediatric clinic.
ment rate. In the JRCERT Standards for an Accredited Student G – gained employment as a waitress.
Educational Program in Radiography, Objective 5.2,
job placement rate is defined as the “number of graduates Student H – enrolled in a radiation therapy program.
employed in the radiologic sciences compared to the Student I – enrolled in a master’s degree program.
number of graduates actively seeking employment in the Student J – did not find a job within 12 months of graduation.

RADIOLOGIC TECHNOLOGY, November/December 2014, Volume 86, Number 2 225
Reprinted with permission from the American Society of Radiologic Technologists for educational purposes. ©2019. All rights reserved.