when measured against departmental rubric (each spring semester). SLO (3): The student will demonstrate knowledge of theory and practice related to patient radiation protection (LO 1,2).
80% of students will achieve a passing score (defined as 75% or higher) on the first attempt on a patient simulation that demonstrates the proper use and level of care for patient radiation protection when measured against departmental rubric (each spring semester).
SLO (4): The student will demonstrate proper use of x-ray equipment, encompassing a foundational knowledge of physics and the fundamentals of imaging equipment (LO 1,4).
80% of students will achieve a passing score (defined as 3.0/4 or higher) on a patient simulation addressing the correct use of x-ray equipment under actual clinical conditions when measured against departmental rubric (each spring semester). In any two-year period, all fulltime faculty will attend a minimum of two internal or external professional development activities that address industry trends and best
PO (1): Diagnostic Imaging faculty will demonstrate a commitment to disciplinespecific professional development.
68% of students achieved a passing score of 75% or better on a lab simulation that demonstrates the proper use of radiation protection. Assessment revealed that students possessed basic knowledge in regard to practicing patient care, but demonstrated apprehension in their clinical approach to the exercise. 100% of students achieved a passing score on a lab simulation addressing the correct use of x-ray equipment
100% of fulltime faculty recorded multiple professional development activities. Most activities were focused on teaching pedagogy and included workshops on e-
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quality of overall assessment, faculty also revised the evaluative rubric by adjusting award percentages. As a result of analysis, faculty added more scenario exercises to reduce student apprehension in RAD 113, RAD 112, and RAD 122.
As a result of analysis, faculty decided to adjust the rubric to increase the degree of difficulty and thereby increase this exercise’s utility and efficacy.
As a result of these professional development activities, faculty became involved in developing two hybrid courses for the program. The hybrid development incorporated 3-D