Page 64 - Radiography Flipbook

VII. Assessment Process The assessment plan results and analysis were presented to the Advisory Committee
and the following comments were noted:

In support of Objective 6.4: The Clinical Competence – The benchmarks for clinical competence (positioning skills,
meeting minutes in this section selection of technical factors, and radiation protection) were met. It was noted that
provide excellent documentation that the Clinical Preceptors and Medical Director feel that the students are positioning
the program and its communities of patients with ease. Their confidence levels seem to be higher than in the past two
interest have reviewed outcomes data. classes. This is consistent with the assessment results for positioning skills which
As mentioned in the opening have increased again for the past two years. It was also brought to the Committee’s
sentence, the program has already attention that the student to faculty lab ratio was reduced this year (6:1). This was
analyzed all actual outcome data and difficult for the administration to approve because the laboratory teaching load had
has that documented on another to be increased. However, the early assessment results, student feedback, and
document. Additionally, the minutes clinical feedback indicate that this lower ratio appears to provide students with
indicate that the program will increased skills. Tom E. Dison indicated that the 12:1 ratio in his cohort did not
implement some changes in their plan allow enough time for independent practice with a lab instructor. The program will
and will continue to monitor unmet continue to monitor the positioning skills in relation to the new ratio and resulting
benchmarks. student improvement.

The program has also provided a Communication Skills – The benchmarks for communication skills, both oral and
narrative that describes the various written, were also met for this reporting period. From the comments noted above, it
factors that have contributed to a met appears that students are doing well with communicating with patients. The Clinical
benchmark for the communication Preceptors also noted that the students’ repeat rates are much lower this year. This
goal. could be partially attributed to the students providing better instructions to patients.
Ms. Queue implemented a new assignment in the Patient Care course that requires
For unmet benchmarks in the critical students to explain examination to a variety of patients (pediatrics, hearing impaired
thinking goal, the Committee has patients, adult patients with and without medical backgrounds, etc.). Data will
begun to outline a plan to increase the continue to be collected for this measure to determine its effectiveness. Although the
benchmarks in the future and to assure communication scores have been acceptable, it was decided to improve students
that current students are afforded the skills in obtaining patient histories. An additional SLO was developed to measure
opportunity to improve also. this particular skill set and obtain quantitative data. The additional SLO reads,
“Students will obtain appropriate patient histories during clinical rotations.” The
This is a good example of a met measurement tool will be Question 2 on the Affective Behavior Clinical Form and
benchmark; however, the Committee will be collected semesters II and V by the Clinical Preceptors. The benchmark will
agreed that a change was needed to be set at 80% and reviewed again after data has been collected and trends analyzed.
assure that student learning was the
focus. Critical Thinking – The benchmark for the student learning outcome, “Position
trauma patients,” was not met. It appears that students are experiencing problems
with trauma patients on stretchers --- especially when imaging the cervical spine.
The clinical affiliates also noted that students sometimes have issues with
completing the 90-degree beam to image-receptor alignment necessary for cross-
table laterals. These concepts and laboratory assignments occur in Image
Acquisition I; however, the students may need additional practice to feel
comfortable. The faculty will review the laboratory assignments and talk with the
students to see what additional practice may be warranted. This is the first time this
benchmark has not been met; however, with the curricular changes over the past two
years, there is a greater emphasis on higher order (cognitive and psychomotor)
skills.

The benchmark for the student learning outcome, “Adapt technical factors for non-
routine patients.” was met; however, we would like to see a marked increase in the
actual results. Although the benchmark was met, it appears that students are still
struggling with converting mAs and kVp for changes in distance and positioning.
The Clinical Preceptors will continue to apprise the program of the students’ ability
in this area. The faculty will be surveying other programs and researching the idea
of mandating manual techniques for all procedures.

Professional Growth and Development – Both benchmarks were met. There is
some concern that one of the student learning outcomes (SLO) is not a good
measure of professional growth and development. The Committee reviewed the
SLO and felt that “Students will attend a professional meeting” really does not
reflect assessment of professional growth and development. Additionally, the