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The article offers guidance for creating a benchmark for student achievement or performance in higher education institutions, particularly in a radiology technology program. It outlines the components of a Joint Review Committee on Education in Radiologic Technology (JRCERT) assessment pan. Factors considered when creating a benchmark include ability of students to meet a program's minimum level of achievement, positional competence, historical data trends and communities of interest.

The article discusses a study which determined the number of first-time candidates who sat for the American Registry of Radiologic Technologists radiography exam on a per capita basis for the years 2020 to 2022 by state and U.S. Census division. Topics include the methods used in the study, the results of the study and the limitations and areas for further study.

The article focuses on incorporating active learning in didactic radiologic technology course. Topics covered include how incorporating active learning elements can change the interaction in the classroom among the students and with the instructor, the diagnostic image analysis learning activity used and the feedback from students regarding the assignment.

The article focuses on incorporating heutagogy in radiologic science education. Topics covered include the key elements incorporated in a heutagogical design, examples of heutagogical concepts and activities for radiologic technologists and how heutagogy empowers radiologic technologists to become self-directed learners. It also discusses the key differences among pedagogy, andragogy and heutagogy in the context of education.

The article focuses on the integration of pranayama techniques in allied health education for student well-being. Topics discussed include benefits provided by pranayama to individuals seeking to enhance their overall wellness, steps to introduce and integrate pranayama techniques into the classroom, and examples of guided pranayama videos.

Purpose To determine the predictive validity of Health Education Systems Incorporated (HESI) Exit Exam scores for student first-time success on the American Registry of Radiologic Technologists (ARRT) certification exam and to analyze whether schools' policies on the HESI Exit Exam are associated with end-of-program student success. Methods Twenty-five radiography program directors provided retrospective data on ARRT certification exam student outcomes, and 24 program directors completed the HESI Exit Exam program policy survey. Data analysis was performed to examine the correlation between students' HESI Exit Exam scores and their first-time ARRT certification exam outcomes and to investigate the relationship between program policies and performance on both exams. Results First-time ARRT certification exam outcomes were obtained for 1265 program graduates who took the HESI Exit Exam from 2018 through 2021. Students achieving acceptable (700-749) and recommended (750-799) HESI Exit Exam scores exhibited significantly higher certification exam pass rates of 79.4% and 86.4%, respectively. ARRT certification exam pass rates were higher for those scoring 800 or above (94.5-100%). Implementation of a minimum HESI Exit Exam score requirements and a required exam preparation were significantly associated with more favorable ARRT certification exam outcomes. Discussion There was a significant positive relationship between higher HESI Exit Exam scores and more successful outcomes on the ARRT certification exam. Two program policies regarding use of the HESI Exit Exam (minimum exit exam score required, required test prep) emerged as best-practice approaches for ARRT certification exam success. Conclusion The HESI Exit Exam was predictive of success on the ARRT certification exam. The results presented in this study can be used to improve radiography education. Future research on how additional educational resources affect HESI Exit Exam and ARRT certification exam success is warranted. [ABSTRACT FROM AUTHOR]

A student learning outcome (SLO) assessment checklist to ensure quality in SLO assessment among Radiologic Technology students is presented.

Purpose To assess whether first-year radiography students observed differences between what they were taught in didactic and laboratory courses and how technologists perform chest imaging procedures during clinical experiences. Methods This study used a mixed-methods approach with a cross-sectional survey, consisting of 11 quantitative and 11 qualitative items, during the fall 2020 semester. The survey asked participants to evaluate survey statements based on their observations of radiographers' behaviors during chest imaging procedures in relation to the 11 American Registry of Radiologic Technologist clinical competency areas. Participants rated their evaluations based on the degree to which they agreed or disagreed with statements regarding radiographers' behaviors using a 5-point Likert scale, ranging from strongly disagree (1) to strongly agree (5). For each statement, a follow-up, open-ended question asked participants to provide reasons why they thought technologists did or did not exhibit certain behaviors. Data were analyzed quantitatively with differential statistics and qualitatively by thematically categorizing open-ended responses. Results A total of 19 first-year radiography students (N = 19) completed the survey. Most participants somewhat agreed or strongly agreed with 8 out of the 11 competency statements based on their observations of technologists when performing chest imaging procedures: room preparation (73.7%), patient identity verification (89.5%), examination order verification (79%), patient assessment (79%), equipment operation (52.6%), patient management (100%), technique selection (73.6%), and image evaluation (94.7%). Most participants somewhat disagreed, strongly disagreed, or were neutral with 3 out of the 11 categories: patient positioning, radiation safety, and image processing. Qualitatively, participants responded that technologists only provided lead shielding for pediatric patients, were not instructing patients to take 2 inspirations before making an exposure, and were cropping their images electronically before submitting them for diagnoses. Discussion Participants reported inconsistencies between what they were taught and what they saw technologists doing during chest imaging procedures related to patient positioning, radiation safety, and imaging processing. Participants' responses stated that these inconsistencies might be because of an increase in technologist responsibilities, patient volumes, and fear of not including relative anatomy on their images. Conclusion Participants reported the most disagreement with radiation safety during chest imaging procedures. Although lead shielding for abdominal and pelvic procedures is no longer recommended, shielding patients during chest imaging procedures is still recommended. Radiography programs can educate students that inconsistency between task order does not mean there is a gap between theory and practice. [ABSTRACT FROM AUTHOR]

The article discusses the use of the generative artificial intelligence (AI) tool ChatGPT as a teaching and learning resource for radiologic science education. Topics covered include ChatGPT's provision of accurate information on a diverse range of topics via appropriate text and translations in its responses, its engagement in conversation, and its limitations. Also noted are ways in which students and educators can use ChatGPT profitably, and samples of its usage and output.

The article presents a study which examined the effects of mentoring and belongingness on a student's clinical experience and on a student's progression and development of clinical skills. Topics include roles and responsibilities in mentoring and fostering belongingness, influence of mentors and belongingness, and limitations and recommendations.

Purpose To analyze a radiography program's use of the Health Education Systems Incorporated Admission Assessment (HESI A2) and the HESI Exit Exam for preparing graduates to take the American Registry of Radiologic Technologists (ARRT) certification and registration exam for radiography. Methods The program collected exam scores from the HESI Exit Exam for radiography and the ARRT radiography certification and registration exam for a 10-year period. The study included scores of 171 students who graduated from the radiography education program. The program administered the HESI A2 exam during the last 4 years of the study period, which included 81 students. The authors analyzed the data using mean differences, correlations, and a receiver operating characteristic curve analysis. Results The correlation of HESI A2 scores with final HESI Exit Exam scores was 0.58 and with ARRT exam scores it was 0.64, which are extremely high correlations in an admissions context. The correlation of final HESI Exit Exam scores with ARRT exam scores was 0.73, which also is a strong correlation for predicting ARRT exam success. More than 94% of students who scored above the recommended performance level of 750 on the second HESI Exit Exam passed the ARRT exam on the first attempt. A receiver operating characteristic curve analysis indicated that the final HESI Exit Exam score was a strong predictor of pass or fail status on the ARRT exam. Discussion The HESI A2 and Exit Exam are effective measurement tools when used with cogent testing policies. Such policies include strong proctoring practices such as rigorous in-person testing or online proctoring with an attentive, live proctor. Having practice exam results count for a reasonable amount of a course grade (eg, less than 30%) also could be a good policy for the HESI Exit Exam. Conclusion The HESI A2 and Exit Exam are effective tools for helping radiography educators select students for admission and measure student knowledge to help achieve positive certification outcomes. [ABSTRACT FROM AUTHOR]

A hands-on activity assignment to help radiography students understand and learn the concepts of spatial resolution and distortion is presented.

The article suggests strategies for making a positive effect on the credentialing exam pass rate of radiologic technology students. Emphasis is given on the need for the faculty instructional team to commit to collaborative communication and like-minded focus on the program and student success. Interventions to invoke confidence in students include fostering faculty and student relationships, promoting self-efficacy, goal setting, and test-enhanced learning.

The article discusses how to integrate study abroad opportunities in the health sciences curriculum as in the case of the Health Sciences department at the Columbia State Community College in rural Tennessee. Topics covered include the advantages and challenges of studying abroad, how to improve student success through study abroad programs and clinical study abroad programs for radiography students.

The article discusses how to raise the standard in clinical assessment through the objective structured clinical examination (OSCE). Topics covered include the OSCE format, the typical process for conducting and OSCE and the advantages and disadvantages of the OSCE. It also cites the findings of surveys on OSCE implementation in two universities.

The article focuses on the role of a public member on the Joint Review Committee on Education in Radiologic Technology (JRCERT), an agency recognized by the U.S. Department of Education and the Council for Higher Education Accreditation as an accreditor for educational programs in radiography, radiation therapy, magnetic resonance, and medical dosimetry. It also presents a personal narrative and reflection of Karen Friedberg as a director on the JRCERT Board.

The article discusses the importance of defining intensity in relation to describing factors that affect the X-ray beam. Topics discussed include inconsistent definitions of intensity in the field of radiology, the use of the modern physics definition of intensity to clarify misunderstandings, and the definition of intensity as the amount of energy that passes through a unit surface area per unit amount of time.

The article offers news briefs on vaccine policy and education in radiologic sciences programs as of March 1, 2023. Standard 5.5 requires the sponsoring institution and/or program to have policies that safeguard students' health and safety. There are potential curricular touchpoints for vaccines and their purpose. It is important to share scientific knowledge on vaccines through program information, policies, and curriculum to keep students and their patients safe.

Purpose To investigate the educational effect of the COVID-19 pandemic on virtual technology use in the radiologic technology classroom by comparing virtual technology use and perceived barriers for use from before the COVID-19 pandemic through the spring 2021 semester. Methods An explanatory mixed-method, cross-sectional survey design was used to evaluate radiologic technology educators' integration of virtual technology and continuance intention to use (CITU) virtual technology in the radiologic technology classroom. A pseudoqualitative component also was used to add meaning to the quantitative data. Results A total of 255 educators completed the survey. Educators with associate degrees scored significantly lower in CITU compared with participants with master's degrees (P 5 .04) and doctoral or professional degrees (P 5 .01). Virtual technology use significantly increased from before COVID-19 to spring 2021 (P, .001). Educators' perceptions of barriers to technology integration significantly decreased from before COVID-19 to spring 2021 (P, .001). In this report, radiologic technology educators indicated intentions for increased virtual technology use in the future compared with their use during the spring 2021 semester (P 5 .001). Discussion Virtual technology use was low before COVID-19, and although it increased during the spring 2021 semester, it remained relatively low. Future intentions for virtual technology use indicate an increase from spring 2021, suggesting a change in future delivery of radiologic science education. Instructors' levels of education had a significant effect on CITU scores. Cost and funding was consistently the highest reported barrier to virtual technology use, whereas student resistance to technology was consistently the lowest reported barrier. Narratives of participants' challenges, current and future use, and rewards related to virtual technology also added pseudoqualitative meaning to the quantitative findings. Conclusion The educators in this study demonstrated low virtual technology use before the COVID-19 pandemic, increased virtual technology use because of the pandemic, and significantly positive CITU scores. Radiologic science educators' responses regarding their challenges, current and future use, and rewards might be helpful in facilitating more effective technology integration. [ABSTRACT FROM AUTHOR]

Purpose To examine radiologic science programs' contingency planning related to the COVID-19 pandemic. Methods Using a mixed-methods approach, educators in magnetic resonance, medical dosimetry, radiation therapy, and radiography programs were surveyed to identify curricular changes, policy implementation, and financial implications related to pandemic recovery efforts. Quantitative data were summarized using descriptive statistics and percentages. Thematic analyses were performed on the qualitative responses. Results Continued curricular changes involved using technology to teach in the online environment and ensuring the safety and protection of students during clinical rotations. Institutional policies implemented because of the pandemic included social distancing guidelines, mask requirements, and availability of vaccine. The greatest financial implication witnessed among the sample of educators at their respective institutions was the halting of employer-related travel. Faced with the spontaneous shift to online learning while not being equipped with the appropriate training, most of the educator participants experienced COVID-19 fatigue and burnout related to teaching online. Discussion Social distancing guidelines make it difficult for large classes to meet in person, so virtual lectures using video conferencing platforms were an essential part of teaching during the pandemic. Most educators in this study selected recording technology for lectures as the most useful educational technology tool integrated into the didactic portion of their program. For many educators, having administration realize the adoption of technology is integral to and viable for radiologic science programs was a positive outcome of COVID-19. The pandemic caused educators in the study to experience fatigue and burnout related to online learning; however, the educators also expressed a high degree of comfort with using technology in the online learning environment. This implies that the source of fatigue and burnout was likely not associated with the technology, but with the focused and swift transition to predominately online learning. Conclusion Although educators in this sample felt moderately prepared to handle future viral outbreaks and extremely comfortable using technology in the virtual classroom, additional research is needed to develop viable contingency plans and explore pedagogical approaches to content delivery beyond the traditional, in-person structure. [ABSTRACT FROM AUTHOR]

The article discusses the implementation of the Standard 6 of the 2021 Standards for an Accredited Educational Program from the Joint Review Committee on Education in Radiologic Technology (JRCERT) to ensure the quality of graduates in all radiologic technology programs. Other topics are the support by radiography, radiation therapy, magnetic resonance, and medical dosimetry professionals to program development, and the benchmarks used in measuring student learning.

Purpose To identify current tuition trends among types of radiography programs; compare tuition rates; and provide prospective students, educators, and professionals with a comprehensive cost analysis for postsecondary education planning, recruitment, and retention. Methods Radiography program tuition data were collected from the Joint Review Committee on Education in Radiologic Technology (JRCERT) website. National tuition rates were obtained from the National Center for Education Statistics website. Tuition fees for JRCERT--accredited programs were sorted by degree level and state. The data were evaluated for each pathway to determine tuition range, median cost, cost effectiveness, and comparison with national rates. Results The range of annual tuition costs for JRCERT--accredited radiography programs was $750 to $51 769. Results were not normally distributed, and the median annual tuition rate for all programs was $5005. Broken down by program type, the median tuition rate was $4861 for a certificate, $4556 for an applied associate of science degree, $5959 for an associate of science degree, and $10 075 for a bachelor of science degree. The overall mean for radiography tuition was $7875, compared with the national average of $13 016 for all undergraduate institutions nationally. Discussion Radiography program tuition rates vary widely. Prospective students' use of research and financial strategies to determine the best value is recommended. The applied associate of science degree in radiography was found to be the most cost-effective type of program. Bachelor's degrees in radiography were the most expensive option, but according to the literature, a bachelor's degree could yield additional benefits such as increased employment, advanced career opportunities, and higher return on investment. Conclusion An education in radiography is a competitive option compared with the national average for undergraduate programs. To achieve a favorable outcome, prospective students should evaluate educational costs, educational value, and informed decision-making strategies when investing in their postsecondary education. [ABSTRACT FROM AUTHOR]

The article discusses the effectiveness of virtual education in advancing the practice of medical dosimetry, as well as the best practices for online learning. Other topics include the potential benefits of remote didactic education like time flexibility, reduced commutes, and recorded lectures, as well as the recommended strategies to improve students' learning outcomes like small group discussions, recorded presentations, and virtual office hours.

The article reviews the Anatomage Table touchscreen interactive instrument for radiography education from Anatomage, Inc.

Purpose To examine how second-year radiologic technology students perceived their ability to learn based on targeted practice and effective feedback provided by clinical instructors and staff radiographers. Methods This study used qualitative methods with a descriptive design. Data were collected from second-year radiologic technology students in New Jersey and New York through a questionnaire and a follow-up, semistructured interview about their perceptions of the clinical learning environment. Results Two themes were identified from this study: students perceive targeted practice and effective feedback as very effectual to the clinical education process and students' desire additional opportunities for targeted practice that can be performed independently with no interference from the clinical instructor or staff radiographer, followed by effective feedback. Unexpected findings included that some clinical instructors did not provide targeted practice or effective feedback and some clinical instructors and technologists did not allow or permit enough independent practice for students to complete a self-assessment of their clinical skills. Discussion This study demonstrated that positive learning for students occurs when the clinical instructors and staff radiographers allow students to work closely with them by providing opportunities for assisted and independent practice opportunities and through a willingness to provide feedback. Conclusion Additional professional development opportunities are needed for clinical instructors and staff radiographers. For clinical instructors, more education is needed to understand students' need for feedback. For staff radiographers, professional development is needed to incorporate teaching skills and to help them realize the valuable effects they have on the students' clinical education. [ABSTRACT FROM AUTHOR]

Purpose To investigate how lag time between graduation from an education program and exam date influenced candidates' performance on the American Registry of Radiologic Technologists (ARRT) certification and registration exams for radiography, nuclear medicine technology, radiation therapy, and magnetic resonance imaging. Methods Data for this quasi-experimental study were obtained for 39 898 candidates taking the 4 certification and registration exams from January 1, 2017, to December 31, 2019. Comparisons were made between candidates who took their certification exam within 8 weeks of graduation and candidates who waited 9 to 16 weeks after program completion. Results All 4 exams had a significant decrease in their total scaled scores and content category--scaled scores on 4 exams from the first 8 weeks after program completion to the subsequent 8 weeks. Discussion These results should encourage students to take their ARRT certification and registration exam as soon as possible after program completion, ideally within 8 weeks. Conclusion Taking certification and registration exams soon after program completion can benefit students as well as the education programs from which they graduated because specialized-accredited programs must document ARRT pass rates with a minimum 5-year average of 75% or higher. [ABSTRACT FROM AUTHOR]

The article focuses on integration of interview components in assessing noncognitive attributes for program admissions in radiology. Topics include the formation of a special project committee for a successful development of interview process, the importance of publicizing the new interview process, and the development of interview questions and rating scale in assessing noncognitive traits.

The article discusses distance education standards in higher learning in 2023. Topics covered include their expected compliance with traditional education program standards., and the focus and address of Standards 1, 2, 3, 4, and 6. Also noted is the are the program's goals to provide quality education to prepares students for their chosen profession.

A hands-on activity for radiography students to enhance their learning of grid characteristics is presented.

The article discusses the mechanics of educators' conduct of mock interviews and creation of resumes to prepare radiologic technology students for the job interview experience. Topics covered include proper interview etiquette, crafting a well-written resume, the assessment of personality types, strengths, and weaknesses, and the required student tasks before, during, or after the mock interview process. Also noted are the exercises' positive feedback from and benefits to students.

The article shows the evolution of the radiologic technology profession. It highlights changes in radiologic technology education, technology, training and skills, as well as benefits of advances in digital radiography including efficiency in image processing, reduced operational costs and improved patient care. It identifies career options such as picture archiving and communications system administrator, commercial representatives for radiology equipment firms and radiation safety officer.

The article examines the importance of applying behavioral learning theory in radiography education to improve students' psychomotor and technical skills to protect them from radiation. It notes that using lead protection, being aware of the harmfulness of x-rays, and using the inverse square law with primary beam distance are among safety steps. It recommends using slideshow presentations for disseminating information on radiation protection and x-ray production.

The article presents the perspectives of a student mentee and a professional mentor on the 3-year Student to Leadership Development Program (SLDP) of the American Society of Radiologic Technologists (ASRT). Also cited are the qualifications of students for the program, and the aim of the program to connect tenured radiologic technologists and radiation therapists with mentees.

The article discusses the basic clinical concepts of patient safety, patient orientation or positioning, patient communication, patient alignment, and gantry rotation that students should learn to ensure their success during their radiation therapy and radiography clinical internships. Other topics include the principles of as low as reasonably achievable (ALARA) and the machine dynamics of instruments like linear accelerator.

The article provides suggestions for radiologic technology students to have successful experience during clinical rotations. Topics include considering each encounter as a learning experience that can provide valuable lesson, the role of indirect supervision in gaining independence among students in performing examinations, and the importance of communication between clinical site and program administration.

The article focuses on the strategic planning applied at the Joint Review Committee on Education in Radiologic Technology (JRCERT). Topics include the three steps in creating a strategic plan, the benefits of strategic planning in enabling an organization become proactive and progressive, and the key factors used by JRCERT in ensuring a successful strategic plan.

The article focuses on the key role played by a clinical educator in health care organizations. Topics include the challenges in the health care profession brought by the COVID-19 pandemic, the model of educational enrichment and dissemination used by the University of Alabama at Birminghan School of Medicine, and the importance of clinical educators to the radiology administration during the pandemic and in maintaining staff education and safety.

The article discusses radiologic technology students' use of the obesity simulation suit during radiography examination positioning activities for live and phantom patients in 2021. It states that the suit boosted comprehension of the collimator light field appearance compared to the collimator dial settings when working with a larger habitus patient. Also noted is the suit's provision of improved understanding for students when they work with obese patients.

Purpose To illustrate the need for further research dedicated to the development of clinical leadership competencies in the medical imaging curriculum. Methods Online journals and literature were searched to acquire published peer-reviewed articles associated with leadership, clinical competency, and curriculum design. Results Studies related to leadership, mentoring, and clinical competency were found in allied health and medical imaging literature. However, few empirical studies addressed the development of clinical leadership and competency in the field of medical imaging. Discussion The development and integration of clinical leadership competencies into the medical imaging curriculum are vital to the profession's progression. Although medical imaging faculty and clinical staff practice clinical leadership throughout the performance of their duties, there is no formalized integration of these competencies in the medical imaging curriculum. Using components of distributed leadership and mentoring while situating these competencies in the educational construct of experiential learning will allow medical imaging students to meet the health care industry's needs and more fully participate in the practice of clinical leadership. Conclusion There is an opportunity to explore the development of clinical leadership competencies that align with mentoring practices and the enhancement of clinical competency in medical imaging students. [ABSTRACT FROM AUTHOR]

The article offers information on the laboratory simulation of inserting and removing a contrast enema tip. Topics discussed include the aim of the simulation to allow students to practice skills and techniques in enema tip placement and removal, use of a melon with a hole as a simulated patient for the enema tipping process, and the advantages of using an enema phantom to practice tipping.

Purpose To discuss recent studies that validate the combination of traditional teaching and virtual simulation training in reducing common errors, enhancing students' confidence, improving their performance, and increasing deep learning. Methods Multiple electronic databases were searched for learning environment concepts such as deep- vs surface-learning approaches, online vs face-to-face instruction, and the usefulness of virtual simulation laboratories between 1999 to the present. Results Deep-learning approaches allow students to engage in higher-quality learning (eg, understanding of the discipline and thinking critically) than do surface-learning approaches. Instructors are shifting from traditional face-to-face learning environments to online environments, including virtual simulation. Virtual simulation alone does not guarantee deep learning; instructional design and guidelines determine whether students use deep- or surface-learning approaches. Discussion Most radiologic technology programs currently use a traditional x-ray laboratory to teach students positioning and radiation dose techniques. Virtual simulation offers a harmless and convenient learning environment that permits students to practice techniques without the risks of irradiating patients. Instructors can foster deep learning in virtual simulation laboratory environments by designing the software around particular course outcomes (eg, cognitive and psychomotor skills) and engaging with sound educational strategies and theory. Conclusion By understanding deep learning that is taking place in radiologic science laboratory learning environments, educators will be able to design virtual simulation courses that foster deeper learning. [ABSTRACT FROM AUTHOR]

The article describes an activity to demonstrate the effects of kilovoltage peak (kVp) and milliampere second (mAs) on attenuation and radiographic exposure. It outlines ways the activity help students visualize radiographic exposure technique using a spray bottle, paper towels and construction paper through a kinesthetic learning method. It identifies concepts students learn from the activity include about x-ray quantity and quality, attenuation, and transmission of photons to the receptor.

The article discusses the importance of continuous program improvement in radiology as shown by the Joint Review Committee on Education in Radiologic Technology (JRCERT) Standards, as well as the 4-step process called the cognitive aspect of survey measurement. Topics include tips on how to write comprehensible questions for surveys and the issues when using double-barreled questions and how to avoid them.

The article discusses the soft skills necessary to be a competent radiologic technologist. It focuses on the use of CLINIC, an acronym that stands for communication, learning, initiative, niceness, integrity, and critical thinking, to help radiology students make the most of their clinical experience while maintaining professionalism.

The article discusses the importance of anatomy education for radiology students. Topics covered include the challenges of learning human anatomy, the relevant anatomical structures associated with radiographic examinations, and the advantage of using modeling compounds when creating anatomical models.

The article discusses the use of classroom and program assessment rubrics in radiologic technology educational programs. Also cited are the use of online didactic curriculum, simulated clinical training, and live clinical teaching in teaching, the use of rubrics to evaluate student learning, program effectiveness and quality improvement, and the specific tasks where rubrics can be used like critical-thinking exercises and written reflective papers.

The article discusses how to effectively teach in a virtual classroom in real-time using screen-sharing, video and audio by presenting the experiences by teachers and students in the Diagnostic Imaging program at Linn-Benton Community College (LBCC) in Oregon. Also cited are the use of Zoom virtual classroom for student meetings and professional evaluations, as well as the advantages of virtual learning at the school.

The article discusses andragogy in radiologic technology education for improving student competence in critical thinking, effective teamwork, and communication. Topics include andragogy's approach on student-centered learning, the conceptualization by German educator Alexander Kapp of andragogy in 1833, and the assumptions that identify child learns between adult learners like self-concept, orientation to learning, and readiness to learn.

Purpose To examine radiologic science programs' mitigation activities and educators' experiences related to coronavirus disease 2019 (COVID-19) response planning. Methods Using a mixed-methods approach, educators in magnetic resonance, medical dosimetry, radiation therapy, and radiography programs were surveyed to capture their experiences and mitigation strategies related to COVID-19 response planning. Quantitative data were summarized using descriptive statistics and percentages. Thematic analyses were performed on the qualitative responses. Results A total of 274 educators responded. Educators reported being somewhat comfortable with modifying clinical experiences (79, 28.8%), moderately comfortable with adjusting assessment procedures (112, 40.9%), and extremely comfortable with changing delivery of didactic content (115, 42%). Incidentally, 220 (80.3%) educators thought adjusting to a new course delivery approach (eg, face-to-face to online format) was the greatest challenge for faculty during the pandemic. Notably, half of the educators in this study questioned the quality of online (remote) learning. Specific to program policies, educators indicated that access restrictions to campus buildings (263, 96%) and removal of students from clinical sites (254, 92.7%) were implemented during the pandemic. Discussion Educators self-reported a moderate to strong comfort level with curricular modification. The area of modification that yielded the most uncertainty arose from alterations of clinical experiences. Thematic analyses revealed concerns related to personal protective equipment procurement and clinical sites prohibiting students from completing rotations. However, educators created innovative alternatives to enhance clinical education by providing simulations, case study analyses, and virtual tours of facilities during the pandemic. Securing educational technology resources, such as lockdown browser software, and working with institutional instructional designers might provide some resolution to educators' concerns regarding the quality of online (remote) learning. Conclusion Archiving radiologic science programs' COVID-19 response efforts is important. The compilation of mitigation strategies will inform and guide programs on contingency planning for future pandemic and emergent conditions. [ABSTRACT FROM AUTHOR]

The article discusses the potential benefits of assessment planning for education programs, particularly in radiography courses. Also cited are the need for planners to focus on continual quality improvement rather than compliance when creating an assessment plan, as well as the benefits of quality assessment planning like curriculum development, external rapport, and administrative support.