Students' Perception of Learning Through Targeted Practice and Effective Feedback

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.

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.

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.

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.

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.