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JRCERT Update
Creating Transparency in Radiologic Science Programs: The 3-Part Student Learning Outcome
have a clear expectation that they will be able to turn to fill in the blanks. To measure this learning, a rubric
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the learning outcome into an I can statement such as, can be developed and pilot-tested before being used as
I can identify the bony anatomy of the pelvis with 100% an outcome assessment tool, or it can be adapted from a
accuracy. A learning outcome example for a radiation tested Valid Assessment of Learning in Undergraduate
therapy syllabus might be: Given the treatment plan of Education (VALUE) rubric. In addition, embedded
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the breast, the learner will identify underlying organs at assessments, such as personal response systems, allow
risk with 100% accuracy. The radiation therapy student the instructor to gather information on individual and
will be able to turn this outcome into an I can statement group learning. This form of assessment helps to diagnose
such as, I can look at the treatment plan of the breast and student problems early and allows adjustments in course
identify underlying organs at risk with 100% accuracy. syllabi to improve student learning. Embedded assess-
ment also can be used to measure growth in learning
Adult Learning Theory across a semester or across cohorts of students. 6
Adult learning theory suggests that students in
higher education are adult learners who define them- Student Learning and Program
selves by their experiences and their ability to apply Improvement
knowledge learned to useful skill sets. Diverse stu- The assessment plan is an ideal place to showcase a
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dent needs encourage educators to create a mixture of program’s successes and demonstrate trends in improv-
instructional materials to assure successful adult learn- ing student learning. Student learning and program
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ing. For example, radiologic science programs balance improvement are the core behind program assessment
knowledge learned in the classroom with skills acquired plans. Writing clear learning outcomes on a course
through laboratory time and clinical experience, and syllabus can drive the program assessment plan as
they include a variety of teaching tools to assure suc- required by accreditation. The expected learning out-
cessful learning: come for a radiography, radiation therapy, magnetic
E-portfolios. resonance, or medical dosimetry student needs to be
Group work. a clear statement of what is expected and how the out-
Guided reading assignments. come is measured.
Laboratory work demonstration skills. Connecting meaningful teaching and learning
Service learning. has become a focus of quality higher education. The
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Simulations. Joint Review Commission on Education in Radiologic
Student presentations. Technology (JRCERT) remains committed to quality
Student self-reflection. education. The JRCERT recognition of a radiologic sci-
These instructional methods can bridge gaps in ence program signifies that students graduate with the
previously learned concepts, which can inspire learning knowledge and competence to provide quality patient
that promotes professional skills needed for radiologic care.
technology professions. The assessment plan can use all In addition, clearly written learning outcomes com-
of these teaching tools. municate clear expectations to learners, instructors, and
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Because adult learners appreciate authenticity in prospective employers regarding student learning. The
assignments, instructors should make the learning expe- JRCERT recognition also signifies that the program’s
rience as real as possible. Creating real problems that a graduates are worthy of employment with various
radiographer, radiation therapist, magnetic resonance health care facilities. According to Rhodes, health care
technologist, or medical dosimetrist might face in a employers are interested in students who have a broad
clinical situation develops the learning and thinking of range of learning outcomes to meet the ever-demanding
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health care professionals. For example, radiation therapy work environment. Employers want to know what
instructors can create a mind map of a metastatic disease students can do. Today’s global health care environ-
process with essential concepts missing and ask students ments require graduates to apply their knowledge to
310 RADIOLOGIC TECHNOLOGY, January/February 2018, Volume 89, Number 3
Reprinted with permission from the American Society of Radiologic Technologists for educational purposes. ©2019. All rights reserved.
