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Successful Admission Criteria to Predict Academic and Clinical Success in Entry-Level Radiography Programs.

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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Students' Perception of Learning Through Targeted Practice and Effective Feedback.

Jennett M Ingrassia1

  • 1Jennett M Ingrassia, EdD, R.T.(R), is an assistant professor in the Radiologic Technology and Medical Imaging Department at New York City College of Technology of the City University of New York.

Radiologic Technology
|November 7, 2022
PubMed
Summary

Radiologic technology students value targeted practice and instructor feedback for effective clinical education. More independent practice opportunities and professional development for instructors are recommended to enhance learning outcomes.

Keywords:
clinical educationfeedbackradiologic technologytargeted practice

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Area of Science:

  • Medical Education
  • Radiologic Technology
  • Clinical Learning Environments

Background:

  • Clinical education is crucial for radiologic technology students' skill development.
  • The role of clinical instructors and staff radiographers in student learning is significant.
  • Perceptions of the learning environment can impact student outcomes.

Purpose of the Study:

  • To explore second-year radiologic technology students' perceptions of learning.
  • To investigate the impact of targeted practice and feedback on student learning.
  • To understand student needs within the clinical learning environment.

Main Methods:

  • Qualitative descriptive study design.
  • Data collected via questionnaires and semistructured interviews.
  • Participants were second-year radiologic technology students in New Jersey and New York.

Main Results:

  • Students identified targeted practice and effective feedback as vital for clinical education.
  • Students desired more independent practice opportunities with subsequent feedback.
  • Some instructors provided insufficient targeted practice and feedback, limiting self-assessment.

Conclusions:

  • Positive student learning is facilitated by instructors providing assisted and independent practice opportunities and feedback.
  • Clinical instructors require further education on student feedback needs.
  • Staff radiographers need professional development to enhance teaching skills and recognize their impact on student learning.