Programmatic Improvement Using ASRT Clinical Refreshers

Programs accredited by the Joint Review Committee for Education in Radiologic Technology (JRCERT) must provide evidence of continuous program improvement. One specific metric that must be reported annually to the JRCERT as part of program effectiveness data is the pass rate of program graduates on the national credentialing examination. Imaging Sciences programs can use aggregate exam results data provided by the national credentialing organization, including aggregate scores on each section of the exam, to identify trends in student performance. Following a decreasing trend in student performance on the radiographic extremity procedures section of the national credentialing examination, researchers sought to create a tool that could be used to identify specific areas of remediation that would be necessary prior to graduates attempting the national certification exam. Specifically, this research study sought to evaluate the effectiveness of an educational intervention aimed at improving student knowledge and retention of content related to radiographic extremity procedures. Following IRB approval, participants in the study were recruited from a single institution after the institution noticed a decreasing trend among exam performance on the radiographic extremities section of the national credentialing examination. Study participants agreed to complete a pre-test, multiple learning modules targeted to increase student learning over radiographic examination of the extremities, followed by a post-test. This poster presentation highlights the development, revision, and impact of the utilized educational intervention and assessment of student success in preparation for the national certification examination. Additional discussion over lessons learned in the development of assessment tools will also be reviewed. By studying outcome data through targeted assessment and directing improvement initiatives, educational programs in the imaging sciences can effectively promote increased student outcomes.

References:

1. Schmidt, Developing classroom and program assessment rubrics. Radiol Technol. 2020;92(2):210–213.
2. Joint Review Committee on Education in Radiologic Standards for an accredited educational program in radiography. https://www.jrcert.org/wp- content/uploads/Documents/Resources/Standards-PDFs/2021-Radiography-Standards.pdf. Accessed October11, 2022
3. Schans, Student learning outcomes. Radiol Technol. 2019;90(3):312-314.
4. Aaron, Reporting program effectiveness data. Radiol Technol. 2014;86(2):224-226.
5. Battles Effects of lag time on performance on ARRT’s primary certification and registration exams. Radiol Technol. 2022;94(1):14-23.
6. Hatfield, Making assessment matter. Radiol Technol. 2013;84(6):638-641.
7. University of Southern Indiana Radiologic & Imaging Sciences Program effectiveness data. https://www.usi.edu/media/4lzpuu0n/template_for_radiography_radiation_therapy_and_mag   netic_resonance_with_calculation-2017-2021.pdf. Accessed October 11, 2022
8. American Registry of Radiologic Examination content specifications. https://assets-us-01.kc-usercontent.com/406ac8c6-58e8-00b3-e3c1-0c312965deb2/c28cf141-  f45c-44ef-acde-984929886e01/RAD_CS_2022.pdf. Accessed October 12, 2022.
9. Neuhäuser, Combining the t test and Wilcoxon’s rank-sum test. J. Appl. Stat. 2015;42(12):2769-2775.  https://doi.org/10.1080/02664763.2015.1070809