Page 21 - JRCERT Update Articles

JRCERT Update

Using High-Impact Practices in Radiologic

Technology Programs

Julie Lasley, PhD, R.T.(R)(T)

igh-impact practices are active learning not be captured on a standardized licensure exam.
strategies that can increase student learning Choosing high-impact practices could meet learning
by connecting classroom knowledge with outcomes to form well-rounded graduates and increase
Hexperiences. These practices could affect the student engagement. Various high-impact practices
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way a student approaches course material. Radiologic can be implemented to benefit radiologic technol-
1,2
science employers want graduates who are critical ogy programs, programmatic assessment, and career
thinkers, effective communicators, clinically compe- development, including :
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tent, and those who demonstrate they can be active ƒ capstone courses and projects
members of a team. In addition, employers need gradu- ƒ common intellectual experiences
ates who have successfully completed their licensing ƒ collaborative assignments and projects
exams. Implementing high-impact practices for radio- ƒ diversity and global learning
logic technology programs can prepare graduates for ƒ ePortfolios
the work environment and for successful completion of ƒ first-year experiences
the American Registry of Radiologic Technologists ƒ internships
exam. In addition, using high-impact practices can ƒ learning communities
improve program retention rates and graduation rates. ƒ service learning, community-based learning
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There are 3 high-impact practices that can be used to ƒ undergraduate research
balance a radiologic technology program’s curriculum ƒ writing intensive courses
to develop professional competencies while preparing Kuh and Kinzie emphasized that implementing
students for the American Registry of Radiologic high-impact practices smoothly is critical for stu-
Technologists exam. The 3 high-impact practices dent engagement. Some high-impact practices work
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include ePortfolio, service learning, and learning com- well based on the instructor’s high-impact teaching
munities. In addition, activities that focus on student behaviors and program needs. Faculty members or
reflection is a key component of high-impact practice clinical preceptors, can use high-impact practices to
for pedagogical effectiveness. teach students how to learn effectively by creating a
learner-centered curriculum that connects the course
Implementing High-Impact Practices learning outcomes with the assessment activity. A
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Employers often require new graduates to have more learner-centered approach is an educational process
than a list of successfully completed classes. The that enables students to learn by taking control of their
2,4
Joint Review Committee on Education in Radiologic learning. Kuh and O’Donnell described high-impact
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Technology (JRCERT) requires programs to maintain practices in 8 key principles for effective learning :
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a curriculum that integrates textbook knowledge, as ƒ demonstration of competence
well as allows for students to develop essential pro- ƒ experience with diversity that differs from that
fessional qualities for patient care and employment. which the student is familiar
Accreditation also requires programs to document and ƒ frequent, timely, and constructive feedback
evaluate many aspects of student learning that might ƒ interactions with peers and faculty

232 asrt.org/publications
Reprinted with permission from the American Society of Radiologic Technologists for educational purposes. ©2021. All rights reserved.