Understanding Radiation Therapists' Perceptions and Approach to Clinical Competence Assessment of Medical Radiation Sciences Students
| Autor: | Krista Dawdy, Kieng Tan, Lisa Di Prospero |
|---|---|
| Rok vydání: | 2013 |
| Předmět: |
Medical education
Radiological and Ultrasound Technology business.industry Radiation Therapist media_common.quotation_subject education Medical radiation Competency assessment Documentation Perception Medicine Portfolio Radiology Nuclear Medicine and imaging Clinical competence business Competence (human resources) media_common |
| Zdroj: | Journal of Medical Imaging and Radiation Sciences. 44:100-105 |
| ISSN: | 1939-8654 |
| Popis: | Background Within the academic clinical setting, radiation therapists are required to assess students' performance and competence as part of their clinical practice portfolio. Anecdotal feedback from the clinical setting identified challenges in assessment that emerged as a result of variation in who, how, and the context in which the assessment was being completed. A survey was distributed to gain insight into the current state of clinical competency assessment. Methodology Radiation therapists (n = 75) from two affiliated clinical sites within an undergraduate program were surveyed. The online survey consisted of open and closed questions. The survey was divided into three principal themes on the assessment of clinical competence: (1) who completes the assessment, (2) how clinical competence is assessed, and (3) what measures are utilized in the assessment. The survey also captured the clinical experience and formal training in education and assessment of respondents. Results All respondents were aware that clinical teaching was part of their portfolio, but only 45 (60.0%) enjoyed teaching students, 41 (55.4%) rated themselves as very comfortable assessing competence, and 69 (93.2%) were aware of documentation and support on how to evaluate. All collaborate with team members and slightly less with the clinical educators. Sixty-four (86.5%) defined successful competence as sustainability over a defined period of time, measuring both clinical knowledge and application. Conclusions Processes surrounding the assessment of clinical competence are congruent among all clinical teachers, supporting their reliability. Enhanced collaboration with clinical educators in both support and training will increase the validity of clinical assessment. In addition, to minimize variability in clinical assessment, the focus should be placed on training the assessors and not controlling the assessment process. |
| Databáze: | OpenAIRE |
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