Page 12 - JRCERT Update Articles

JRCERT Update

Program Survey Development

Chad Hensley, PhD, R.T.(R)(MR)

tandard 6, Objective 6.3 of the Joint Review improvements. Responding in this manner is referred
Committee on Education in Radiologic to as optimizing. Respondents might answer some ques-
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Technology (JRCERT) Standards highlights tions with optimizing behaviors but become fatigued
Sthe importance of continuous program as the questions continue, which might lessen their
improvement. To accomplish continuous improvement, cognitive efforts. In addition, respondents often answer
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programs solicit feedback—often in the form of a surveys because it is required. They lack the intrinsic
survey—from their communities of interest motivation to put forth cognitive effort, a behavior
(eg, students, graduates, employers, clinical staff, known as satisficing. Respondents using satisficing
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administration). JRCERT defines communities of behaviors provide satisfactory or good enough answers
interest as, “The internal and external stakeholders, as that are not as accurate or as thoughtful as answers pro-
defined by the program, who have a keen interest in the vided using optimizing behavior. 4
mission, goals, and outcomes of the program and the
subsequent program effectiveness.” 1 Writing Comprehendible Questions
If properly developed, a survey can be an effective, A survey should be written based on the assump-
inexpensive, and easy tool with which to gather data. tion that most respondents use satisficing behaviors.
Understanding why respondents answer in specific Each question should be written in a clear manner to
ways helps avoid survey pitfalls and ensure that the ensure that respondents can comprehend it (see Table).
feedback allows for continuous program improvement. Addressing more than 1 concept in a question, known
as a double-barreled question, often creates confusion
Respondent Psychology and makes the question difficult to answer. For exam-
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When answering a survey, respondents often fol- ple, a question that asks responders to rate the level of
low a 4-step process called the cognitive aspect of survey agreement to a statement but then provides 2 options is
measurement. This method involves comprehending considered a double-barreled question (eg, the clinical
the question, retrieving the information from memory, placement provided sufficient volume and variety of
integrating the information into a single judgment, examinations). To avoid double-barreled questions, 2
and reporting the judgment to the best response. 2 separate questions should be crafted regarding volume
The method might explain why some surveys receive and variety.
inaccurate or unreliable information. For example, Using terms that respondents could interpret in dif-
respondents might : ferent ways also can lead to inaccurate results. Take, for
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ƒ not understand the question example, a question that asks students to rate the level
ƒ not remember the information of agreement regarding a clinical instructor’s profes-
ƒ make judgments from inaccurate memories sionalism. Without defining the term professionalism,
ƒ be influenced by previous questions respondents will apply their own perspective regarding
ƒ edit their responses and not report the best answer how a professional should act and what is considered
Respondents should be motivated to go through professional behavior. To avoid confusion, profession-
each cognitive step for each question, resulting in reli- alism should be defined based on the behaviors the
able information that facilitates effective program program wants to assess.

RADIOLOGIC TECHNOLOGY, January/February 2021, Volume 92, Number 3 297