Page 23 - JRCERT Update Articles

JRCERT Update

examination. 22,23 Furthermore, Currie-Mueller and helps students to self-monitor, which can increase inter-
Littlefield demonstrated that service learning provided nal feedback. Furthermore, students providing feedback
students with the high-impact learning necessary to on each other’s work using peer evaluations also can
experience other cultures and connect their experiences create internal feedback. Another example of small
to the course material. For example, when meeting a group debriefing involves students developing class
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cultural competency goal for a course, 1 student com- assignments and criteria on rubrics for grading. 7,28,29
mented that interacting with other cultures face-to-face
provided a better understanding of those cultures than Conclusion
did reading about them in a book. Offering 1 or more of these 3 high-impact practices
does not determine that students who participate in the
Learning Communities activity will benefit. Radiologic technology programs
Learning communities or small group learning is a can engage students with learning that is meaningful
high-impact practice that provides multiple forms of and equitable. Reflection is crucial for high-impact
feedback for learning, and allows for students to work practices but can be challenging for students and could
in teams to share insights. 24-26 Students have the oppor- lead to more inquiry as they progress through their
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tunity to integrate knowledge from various radiologic program. Supplemented with group reflection, stu-
technology classes, experiences, backgrounds, and per- dents can understand how much they have learned and
spectives. By working together in small groups with how much more they will need to learn about radio-
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faculty, students can plan, implement, evaluate, and cor- logic technology professions. High-impact practices
rect learning behaviors. involve interaction, feedback, and reflection, which
Sharing insights is a form of reflective thinking can increase the level of learning throughout the cur-
because it can lead to students developing community riculum. In addition, high-impact practices with guided
with others who share an interest in radiologic technol- reflections and rubrics can be used to demonstrate and
ogy. A small group structure also helps to distribute assess a student’s learning, which can be more benefi-
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the cognitive load so that all students in a group can cial than using the test question or survey question for
solve problems that would usually be considered dif- assessment. Program curriculum is more effective when
ficult if each student was solving it alone. Markowitz et students are engaged and can understand the skills nec-
al described that students can learn as much from each essary to perform quality patient care.
other as from the instructor. Siegesmund recommend-
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ed using self-assessments for students to monitor their
learning and to allow them to think about learning. Julie Lasley, PhD, R.T.(R)(T), serves as board chair on
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For example, this study assessed how overconfidence the Joint Review Committee on Education in Radiologic
in student learning in a biology course presented bar- Technology board of directors and is the radiation therapy
riers to learning effectively, which demonstrated that program director for Northern Kentucky University in
competency was difficult to achieve. Siegesmund also Highland Heights.
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showed that students who were low performing often
overestimated their level of competency and failed References
to realize their incompetence. The 2021 Practice 1. Berrett D. How to bring ‘High-Impact Practices’ to your courses.
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The Chronicle of Higher Education. March 7, 2019. Accessed
Standards focus on programs that graduate entry level June 17, 2021. https://www.chronicle.com/newsletter/teaching
practitioners who are competent; self-reflection helps /2019-03-07
students monitor their learning to achieve this goal. 2. Chan, C. Using the ePortfolio to complement standardized test-
Small group debriefing after a radiologic simulation ing in a healthcare professional program: better education or
or class discussion provides an opportunity for students more busy work? Int J ePorfolio. 2012;2(2):149-162.
to reflect on how the experience affected their under- 3. Larson KC, Downing MS, Nolan J, Neikirk M. High impact
practice through experiential student philanthropy: a case study
standing. Formative feedback from the instructor of the Mayerson student philanthropy project and academic
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Reprinted with permission from the American Society of Radiologic Technologists for educational purposes. ©2021. All rights reserved.