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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]

Objective To identify effective clinical instructor behaviors that lead to successful clinical experiences, to designate ineffective behaviors that contributed to poor clinical experiences and to identify any differences between instructor and student perceptions. Methods A survey was e-mailed to 10 radiography program directors in New Jersey, along with a request to administer the survey to second-year students in their programs and each program's clinical instructors. The survey asked students and their clinical instructors to rank the importance of behavioral characteristics of clinical instructors. Results For clinical instructors, the most important characteristics were "demonstrates knowledge and clinical skill," "explains concepts and decisions clearly," "demonstrates objectivity and fairness when evaluating students' clinical performance" and "is approachable, accessible and available to the students during clinical hours." The students' ranking of the most important behavioral characteristics matched those of the clinical instructors. Conclusion Although the students and instructors demonstrated different views, clinical instructors knew what the students perceive to be the most important behavioral characteristic of clinical instructors. This may be because New Jersey has strong clinical instructor requirements and because clinical instructors surveyed had extensive experience. However, because of the clinical instructor's importance, formal certification or training of clinical instructors could improve the clinical component of radiography programs. [ABSTRACT FROM AUTHOR]