Radiography Third Year Review Report
Note: Because of the large amount of supporting material, appendices are available from the Radiography office.
- Assessment Contact
Jim H. Howard, program director, is the contact person and is preparing this report.
- Attachment of Annual Reports
Due to the structure of the IU South Bend Radiography Assessment Program, annual reports will be attached for the academic years 2003-2004 and 2004-2005. The assessment process for the 2005-2006 academic year begins in the fall of 2005 (except for student Exit Survey-June 2005) and will continue until the generation of the assessment report process in the latter part of the summer 2006. For example, the student Graduate Technologist One-Year Post-Graduate Survey and Employer Survey are not distributed until one year after the student’s graduate. Please refer to the Data Collection, Frequency and Distribution Plan for further clarification.
Appendix A: Data Collection, Frequency and Distribution Plan
- Departmental Assessment Plan
The current IU South Bend Radiography Assessment Plan has been attached as requested.
- Program Goals
Based upon student satisfaction with instruction and the overall positive feedback regarding the professional preparation of our student radiographers and the excellent student performance on the American Registry of Radiologic Technologist certification examination (despite the addition of assessment vehicles), our primary goals have remained the same.
- New Assessment Techniques (Vehicles)
The following assessment techniques (vehicles) have been added to the IU South Bend Radiography Program Assessment Plan since the last three year review in April 2003:
1. Student Communication Skills in the Clinical Patient Care Environment – (Goals A, B, and D)
This assessment vehicle uses the Clinical Performance Evaluation, Communication Skills Category, which assesses the student radiographer’s ability to communicate, interact, and deal effectively with patients and staff. This evaluation form is completed by the assigned registered technologist at the completion of each student’s clinical rotation.
Rationale: One of the primary duties of the medical imaging professional is to provide compassionate and competent patient care. In addition, because of their many duties, they interact with many other health care professionals on a daily basis. The ability to communicate with these individuals is directly related to the practice of effective patient care. This assessment vehicle evaluates the development of each student’s communication skills while indicating the program’s level of instructional performance in this area.
Appendix B: Clinical Performance Evaluation
Appendix C: Clinical Assessment Survey Report, Communication Skills (Clinical Performance Evaluation)
Appendix D: IU South Bend Radiography Program Assessment Plan
2. Student Communication Skills, R260 Radiobiology and Radiation Protection Course Research Project and Presentation – (Goals A, B, C, D)
This assessment process which takes place in the final year of the clinical/professional program requires the student to select a radiation based topic and compose a research paper. The student must then convert their research results in to a poster and present the findings to their peers.
Rationale: This assessment vehicle evaluates the student level of oral and written communication skills in a didactic instructional setting. The development of these dual forms of communication is vital to the related demands of a medical imaging professional.
Appendix D: IU South Bend Radiography Program Assessment Plan
Appendix E: R260 Radiobiology and Radiation Protection Course Syllabus,
Research Paper
Appendix F: Didactic Assessment Survey Program Report, R260 Radiobiology and Radiation Protection Research Project and Poster Presentation
3. Problem Solving/Critical Thinking – R201 Bontrager Questions (Test), Problem Solving Technical and Positioning Errors – (Goals A, B, and D)
This assessment technique appraises the student’s ability to make the necessary adjustments to procedural dilemmas in the completion of specific radiographic procedures that relate to variations in patient condition, pathology, radiographic positioning, body habitus and exposure factor selections. The basis of the assessment techniques are questions of this type on the R201 Radiographic Procedures II tests.
Rationale: The student radiographer must develop the necessary problem solving and critical thinking skills to react to various dilemmas related to obtaining a diagnostic image despite distinct uncontrollable situations.
Appendix D: IU South Bend Radiography Program Assessment Plan
Appendix G: Assessment of Critical Thinking and Problem Solving Skills,
Bontrager’s Problem Solving Questions for Technical and Positioning Errors for the Entire Course
Appendix H: Assessment of Critical Thinking and Problem Solving Skills, R201
Radiographic Procedures II – Test One
4. Critical Thinking/Problem Solving, R201 Bontrager’s Image Evaluation: Test Questions – (Goals A, B, and D)
This assessment deals with the ability of the student to be able to make various decisions regarding whether a medical image is diagnostic or non-diagnostic. The source of the evaluation is actual radiographs that are part of a PowerPoint presentation which is included on Tests 2 and 4 of the R201 Radiographic Procedures II Course. The student is required to identify the repeatable error(s) on the presented radiographic images and then take the proper corrective action(s) to make the image diagnostic.
Rationale: One of the major duties is to be able to evaluate the diagnostic value of a medical image based on a vast array of factors and if necessary be able to take the proper corrective action(s) when a produced radiographic image is non-diagnostic. The student performance on these two tests is a direct translation of the development of these skills and the quality of image evaluation instruction.
Appendix D: IU South Bend Radiography Program Assessment Plan
Appendix I: Assessment of Critical Thinking and Problem Solving Skills Report, Bontrager’s Image Evaluation Exercise Questions, R201 Test Questions for the Entire Course
Appendix J: Assessment of Critical Thinking and Problem Solving Skills, R201 Radiographic Procedures II, Bontrager’s Image Evaluation Exercise Questions – Test 4
5. Professional Development and Growth – Professional Skills Development Evaluation – (Goals A, B, C and D)
This clinical based assessment technique evaluates the student clinical performance on the Professional Skills Evaluation form which includes 13 categories of assessment such as professional demeanor, quality of produced medical images and patient care skills. This evaluation is completed at midterm and end of the semester by the student’s clinical instructor.
Rationale: The entire 22 month clinical/professional program is a continuous process of growth and development. This assessment is a measure of the development of the student’s clinical radiographic skills as well as an indication of the effectiveness of the clinical education process.
Appendix D: IU South Bend Radiography Program Assessment Plan
Appendix K: Clinical/Professional Skills Development Evaluation Form
Appendix L: Clinical Assessment Survey Program Report, Professional Skills Development Evaluation
6. Professional Development and Growth – Membership in Professional Organizations – (Goal D)
This assessment involves the use of the Graduate Technologist Exit Survey and the Graduate Technologist One-Year Post-Graduate Survey. A space is provided on each survey for the graduate technologist to indicate the status of their membership in professional organizations.
Rationale: Radiographers have a mandated continuing education requirement which helps them retain their professional certification status. Part of being considered a professional includes being involved in professional organizations. The program feels that there is a correlation between professional growth and development and membership in professional organization.
Appendix D: IU South Bend Radiography Program Assessment Plan
Appendix M: Graduate Technologist Exit Interview Survey
Appendix N: Graduate Technologist One-Year Post-Graduate Survey
Appendix O: Membership in Professional Organizations Report
7. Clinical Performance and Clinical Competency – Clinical Performance Recheck Evaluation
This assessment technique involves the use of the Clinical Competency Recheck Evaluation which insures that the student remains clinically competent in an anatomical area that they have previously attained clinical competency in. The clinical instructor selects the examination area and completes the evaluation. The student must attain at least a 90% to pass.
Rationale: The foundation of the clinical education portion of the program is the clinical competency system. This process involves cognitive and psychomotor instruction in the classroom and laboratory which progresses to laboratory competency and clinical competency. The clinical performance recheck evaluation process evaluates the student’s continued level of competency in each area as part of the overall clinical education plan. It is a direct measurement of a student’s clinical performance and instructional expertise.
Appendix D: IU South Bend Radiography Program Assessment Plan
Appendix P: Clinical competency Performance Evaluation
Appendix Q: Clinical competency: Recheck Performance Evaluation
Appendix R: Clinical Assessment Survey Report, Recheck Competency Evaluation
8. Clinical Performance and Clinical Competency – Employer Survey: Professional
Clinical Preparation – (Goal D)
This assessment method uses feedback received from the employers of our graduates in the area of professional clinical preparation. This assessment takes place approximately one year after graduation. The graduate is graded on a 1.0-5.0 scale with 5 being the highest score. The total mean average for all survey graduates must be above 3.0 (average) to meet the identified benchmark.
Rationale: Goal 4 states that one goal of the program is to provide the regionally served medical community with qualified individuals who can function as a competent entry level radiographer. This assessment vehicle’s level of attainment has a direct correlation with the quality of instruction by the program.
Appendix D: IU South Bend Radiography Program Assessment Plan
Appendix S: Employer Survey
Appendix T: Employer Survey Report
F. Assessment Instruments (excluding the new ones instituted this 3 year period of evaluation)
1. Program Completion and Retention Report – (Goal A)
Completed once a year to measure the program’s completion and retention performance. A 75% pass rate is mandated by our accreditation agency, the Joint Review Committee on Education in Radiologic Technology (JRCERT)
Appendix A: Data Collection, Frequency and Distribution Plan
Appendix U: IU South Bend Radiography Program Review and Assessment – Table 1
Appendix V: IU South Bend Radiography Program Review and Assessment – Table 2
Appendix W: Program Completion, Student Retest Rates Report
2. Graduate Technologist Exit Survey Report
Assessment procedure evaluates the program’s instructional performance (didactic, clinical education and Registry preparation survey). Conducted at the time of graduation.
Appendix A: Data Collection, Frequency and Distribution Plan
Appendix X: Graduate Technologist Exit Interview Survey Form
Appendix Y: Graduate Technologist Exit Interview Survey Report
3. Graduate Technologist One-Year Post-Graduate Survey
Assessment method evaluates program quality of instruction in didactic, clinical and Registry preparation approximately one year after graduation.
Appendix A: Data Collection, Frequency, and Distribution Plan
Appendix Z: Graduate Technologist One-Year Post-Graduate Survey Form
Appendix AA: Graduate Technologist One-Year Post-Graduate Survey Report
4. American Registry Results / Pass Rate
This assessment vehicle documents the pass rate for each graduating class on the American Registry of Radiologic Technologist certification examination. The pass rate is an objective assessment of the overall instructional performance of the program.
Appendix A: Data Collection, Frequency and Distribution Plan
Appendix BB: American Registry Results
5. Employer Survey
This assessment technique involves the use of an Employer Survey which is sent to the employers of our graduates approximately one year after graduation. In addition to the evaluation category which deals with clinical/professional preparation, there are also 19 other categories which assess the graduate’s clinical and attendance related performance.
Appendix A: Data Collection, Frequency and Distribution Plan
Appendix S: Employer Survey Form
Appendix T: Employer Survey Report
6. Course Completion Rate
This yearly assessment process documents the course completion rate for the entire program curriculum for the entire academic year. The information is recorded after the end of each academic year.
Appendix A: Data Collection, Frequency and Distribution Plan
Appendix CC: Course Completion Rate Report
G-I. Assessment Vehicle Data Analysis, Program – Curriculum Changes and Supporting Data
Following the collection of the data for each assessment vehicle which is dictated by the program’s Data Collection, Frequency, and Distribution Plan, the analysis process begins. The IU South Bend Radiography Program assessment process receives assessment feedback from employers, students, alumni and the American Registry of Radiologic Technologists in addition to other assessment processes which evaluates student performance to quantify the instructional performance of the program.
Each assessment vehicle has an identified (established) benchmark which the goal is to meet. These identified (established) benchmarks must be approved by the program’s accreditation agency, JRCERT. All of the collected assessment data is combined into a yearly annual report by each academic year and the previous graduating class. The data is also entered in the Program Review and Assessment-Table 2. The primary focus of the analysis is whether or not the identified benchmark was met. If an identified benchmark is not met, a corrective action will be recommended. Some of the assessment vehicles invite written comments regarding the focus of assessment. The written comments are analyzed in accordance with feasibility, practicality, and validity.
The annual report will indicate a quantified score for each assessment vehicle plus a mention of whether or not an identified benchmark was met. Recommendations will be included based upon the assessment results as well as a follow-up to the recommendations noted on the previous annual report. The Program Review and Assessment – Table 2 is more detailed than the annual report. It includes the following:
1. Goal Indicator
2. Assessment Criteria
3. Assessment Results
4. Action Taken
5. Follow-up Assessment (if required)
The Annual Program Report of academic year 2003-2004 (Class of 2004) indicated recommendations in:
1. Spring /Summer Clinical Laboratories (Registry Review)
2. Pharmacology Course Content
3. Exposure Factor Instruction
4. Professional Membership
In response to these recommendations, the following actions were taken:
1. A new Registry Review system was selected for the indicated clinical laboratories.
2. A pharmacology guest speaker was added to the R208 Venipuncture and Pharmacology Course.
3. Exposure factor selection course content was added to clinical laboratories.
4. The program director instituted a practice of giving a presentation to the students in the R100 Introduction to Radiologic Technology Course regarding professionalism and membership in professional organizations.
Areas 1, 2, and 3 were supported by feedback from the Exit, One-Year Post-Graduate and Employer Surveys in addition to didactic and clinical faculty feedback. Item 4 was indicated by the need to improve the total mean percentage of 52% which barely exceeded the benchmark of 50%. This feedback was part of the Professional Development and Growth – Membership in Professional Organizations assessment vehicle.
Appendix A: Data Collection, Frequency and Distribution Plan
Appendix DD: Assessment Program Report, Academic Year 2003-2004 (Class of 2003)
Appendix EE: Program Review and Assessment – Table 2, Academic Year 2003-2004 (Class of 2003)
The following areas of recommendation were indicated in the academic year 2004-2005 (Class of 2004) Annual Program Report:
1. Exploration of possible internet Registry Review system
2. Physics/Principles Review Sessions in Registry Review Clinical Laboratory during Summer Session One
3. Curriculum review of Physics and Principles course work
4. Addition of professionalism and clinical computer applications skills evaluation categories Employer Survey
The recommendations of the Annual Report has indicated the following actions:
1. An internet based Registry Review system was introduced in the Spring 2005 and Summer Session I, 2005, clinical laboratories.
2. Program Physics/Principles II instructor to conduct a review session in Summer Session I, June 2006 (class).
3. A curriculum review will take place for the selected courses during the Summer of 2006.
4. The professionalism and clinical computer application skills evaluation categories to be added to Employer Survey – Class of 2005 (late Summer 2006)
Items 1, 2, and 3 were in reaction to feedback from the Exit and One-Year Post-Graduate Surveys plus faculty feedback. Item 4 (Professional Membership) is indicated by previously reported 52% mean percentage score on the 2004-2005 academic year Annual Report (Class of 2004), Professional Development and Growth – Membership in Professional Organizations. The other Item 4 evaluation category, Clinical Computer Application Skills, is being added in response to the new Computer Applications in Medical Imaging Course which was added to the program curriculum in Spring 2004. The program requires feedback in this area from the employers of our graduates to insure that the level of course instruction is meeting healthcare facilities digital medical imaging requirements of the 21st century.
Appendix A: Data Collection, Frequency and Distribution Plan
Appendix FF: Assessment Program Report, Academic Year 2004-2005 (Class of 2004)
Appendix V: IU South Bend Radiography Program Review and Assessment – Table 2, Academic Year 2004-2005 (Class of 2004)
J. Future Assessment Techniques
The IU South Bend Radiography Assessment Plan has experienced an extensive addition of assessment vehicles in the past six years. In the period since the last three year review in 2003, eight various assessment techniques in four major evaluation categories have been added. The program is continually exploring new methods which will further advance the educational experience of our students. As we continue to challenge our students to become competent medical imaging professionals, we need to strive to place them in situations where they can become practical critical thinkers and problem solvers.
The program will be completing the Joint Review Committee on Education in Radiologic Technologist (JRCERT) accreditation Self-Study in 2007. The actual JRCERT on-site accreditation visit will take place in 2008. Both of these processes will consist of detailed evaluation of our assessment process.
K. Involvement in Assessment Program
The program director, clinical coordinator and on-site clinical instructors complete the initial assessment technique data collection process. The program director completes the overall assessment reports for the various program related areas which includes the analysis of the results in regards to the attainment of identified benchmarks. From the gathered information, the program director makes initial recommendations based upon the results. The students’ participation in the assessment process involves the completion of the Exit Interview Survey which appraises program performance in overall instruction, clinical/professional preparation, and the Registry Review process. The graduates of the program (alumni) complete the Graduate Technologist One-Year Post-Graduate Survey which covers exactly the same areas as the Exit Interview Survey. Employers of our graduates complete an Employer Survey one year after graduation which assesses instructional performance of the program and clinical/professional preparation of the graduates.
Appendix A: Data Collection, Frequency and Distribution Plan
Appendix FF: Assessment Program Report, Academic Year 2004-2005 (Class of 2004)
Appendix X: Graduate Technologist Exit Interview Survey Form
Appendix Z: Graduate Technologist One-Year Post-Graduate Interview Survey Form
Appendix S: Employer Survey Form
L. Distribution of Assessment Results
As previously mentioned, the program director upon completion of assessment reports based upon all the assessment vehicles contained within the assessment plan formulates an assessment program report. The Assessment Program Report is written to include a specific academic year and graduating class year. The specifics of the report is shared with faculty at scheduled faculty meetings for further discussion. The faculty minutes are posted at the clinical education sites.
The assessment results are shared with clinical administrators and supervisors during on-site clinical visits. A copy of the program’s Annual Report is sent to the Dean of the Nursing and Health Professions upon its completion as well as the three year written report. Specifics of the assessment process and program Annual Report are communicated to the students on an informal basis.
Appendix A: Data Collection, Frequency and Distribution Plan
Appendix FF: Assessment Program Report, Academic Year 2004-2005 (Class of 2004)
Appendix GG: Faculty Meeting Minutes from August 25, 2005, Item 3: Assessment Reports
Appendix HH: Faculty Meeting Minutes from February 18, 2005, Item 3: New Assessment Vehicles
M. Summary Paragraph
The most important impact of the overall assessment process of the program upon the educational experience of our students deals with the overall scope of evaluation. The Program Assessment Plan and its evaluative vehicles are directly incorporated in the program’s Mission Statement and Goals of the program which express the ideals of learning for our students. The program’s instructional performance in affecting effective student learning outcomes is gathered from valid sources including the students, alumni, employers, certification organization and program based identified benchmarks. Overall the connection between the program assessment process and program Missions Statement, Philosophy and Goals combined with an all encompassing array of applicable assessment sources and vehicles provide for an accurate evaluation of student learning outcomes.
Appendix II: Indiana University South Bend Radiography Program Mission, Philosophy and Goals of the program in Radiologic Technology
Appendix U: IU South Bend Radiography Program Review and Assessment – Table 1
N. Additional Report Information
The Indiana University South Bend Associate of Science degree in Radiography Program is currently completing the formal application process to being to avail students to learning opportunities in other medical imaging modalities by offering a Bachelor of Science in Medical Imaging Technology degree.
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