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JRCERT Update

Competency-Based Education: A Brief Overview

Table
JRCERT Standards and Objectives That Address Competency 2-4
Standard/
Objective Description Explanation
Standard 1 R, MR, RT – provides timely, appropriate, and educationally Students must have sufficient access to clinical
Objective 1.3 valid clinical experiences for each admitted student. settings that provide a wide range of procedures for
competency achievement.
Standard 3 R, MR, RT – provides a well-structured competency- A competency-based curriculum allows for effective
Objective 3.2 based curriculum that prepares students to practice in the student learning by providing a knowledge
professional discipline. foundation prior to performance of procedures.
Continual refinement of the competencies achieved is
necessary so that students can demonstrate enhanced
performance in a variety of situations and patient
conditions. In essence, competency-based education is
an ongoing process, not an end product.
Standard 4 R, MR – assures that medical imaging/MR procedures Direct supervision assures patient safety and proper
Objective 4.4 are performed under the direct supervision of a qualified educational practices. An appropriately qualified
radiographer/MR technologist until a student achieves practitioner who is physically present during the
competency. conduct of the procedure provides direct supervision.
RT – assures that all radiation therapy procedures are
performed under the direct supervision of a qualified
practitioner.
Standard 4 R, MR – assures that medical imaging/MR procedures are Indirect supervision is provided by an appropriately
Objective 4.5 a performed under the indirect supervision of a qualified qualified practitioner who is immediately available
radiographer/MR technologist after a student achieves to assist students regardless of the level of student
competency. achievement.
Standard 5 R, MR, RT – develops an assessment plan that, at a Assessment is the systematic collection, review, and use
Objective 5.1 minimum, measures the program’s student learning of information to improve student learning and educa-
outcomes in relation to the following goals: clinical tional quality. This provides program faculty the oppor-
competence, critical thinking, professionalism, and tunity to evaluate students’ level of competence and
communication skills. make revisions to the program’s curriculum as needed.
Abbreviations: MR, magnetic resonance; R, radiography; RT, radiation therapy.
a Not applicable for radiation therapy.

Competency-based education has 2 major attri- need to succeed as entry-level practitioners. The
butes that increase student success. The first attribute importance of advisory groups and related communi-
is that it aligns the educational process toward dem- ties of interest cannot be overemphasized because the
onstrated mastery of the application of knowledge and individuals who comprise such groups are the most
skills in the clinical environment. Beyond memorizing knowledgeable about current and future clinical skills
rote facts for a single term or course, students must requirements. Advisory groups are part of educational
build upon the cognitive knowledge and apply it to the programs, and members meet periodically to provide
laboratory setting and, ultimately, the clinical envi- guidance on the program and include feedback on
ronment. This in turn decreases the gap between aca- program effectiveness, assessment outcomes, and cur-
demia and the workplace, resulting in a better under- riculum. Advisory group members typically include
standing of the knowledge and skills that students employers, educators, clinical staff, graduates, and

446 RADIOLOGIC TECHNOLOGY, March/April 2015, Volume 86, Number 4
Reprinted with permission from the American Society of Radiologic Technologists for educational purposes. ©2019. All rights reserved.