Date of Award
Fall 12-16-2017
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Sally Evans, Ed.D.
Second Advisor
W. Andrew Clark, Ph.D.
Third Advisor
Roblena Walker, Ph.D.
Abstract
The following dissertation represents research concerning radiologic science clinical coordinators and program director’s perception of student critical thinking skills, teaching strategies and assessment. The survey used in the study was based on Gosnell’s (2010) model that evaluated critical thinking skills in radiography program director perceptions. Results from the research offers a contribution to the field of radiography in general and specifically in clinical practice. The survey was sent electronically through Qualtrics to 523 clinical coordinators employed at JRCERT accredited institutions. A solid 31.74% response rate was reached with a slightly skewed delineation of facility representation (hospital 18.9%, community college 38.41% and university 39.02%). Quantitative data was gathered over a six-week period and analyzed by descriptive statistical analyses, and ANOVA. Data showed that clinical coordinators generally agreed that critical thinking must be included in programmatic curricula and that it is an essential skill for radiographers. There was also agreement among clinical coordinators on effective and non-effective teaching strategies and assessment tools. Hands-on and situational judgements ranked highest in effective teaching methods while hands-on learning and higher cognitive questioning ranked highest in methods actually used while portfolios ranked lowest in both categories. Image critique, clinical competency and situational judgements ranked highest in assessment tools used. Standardized testing ranked lowest as a preferred method of assessment. Qualitative data was gathered through the use of interviews of program directors within the United States. Analyses showed little significance in attributes of graduates dependent on the terminal degree of the program or the education level of the instructor. Interview responses added to establishing characteristics of critical thinking within radiography and the overall perception of teaching and assessing critical thinking. Further research that evaluates specific critical thinking teaching and assessment highlighted within this study would greatly benefit the field of radiography.