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EVALUATING DIFFERENCES IN TEST ACHIEVEMENT OF MEDICAL DOSIMETRY STUDENTS PARTICIPATING IN INSTRUCTION WITH SYNCHRONOUS VERSUS ASYNCHRONOUS VIDEO CONSIDERING PERSONAL LEARNING STYLE AND BLOOM'S TAXONOMY LEVELCollins, Kevin Scott 01 August 2011 (has links) (PDF)
The purpose of this study was to determine the dominant learning style of dosimetry students. The study also investigated to see if there was a significant difference in test performance based on synchronous/asynchronous participation, specific learning style, and the Bloom's taxonomy level of the test questions. To conduct the study, 25 medical dosimetry students enrolled at an accredited university were studied. Fifteen students participated in the course through a synchronous format using live video conferencing. Ten students used streaming video for their instruction in an asynchronous format. To determine the students' learning styles, Kolb's Learning Style Inventory was used. Findings from the study indicated the most common learning styles of dosimetry students were converging and assimilating. The study also found no significant differences in test performance by students based on synchronous or asynchronous class participation, individual learning style, or the item's Bloom's taxonomy level. Even though no significant differences were found, this study offers insight to potential students and dosimetry educators about taking or offering distance education courses.
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Evaluating Assessment and Effectiveness Data to Program Characteristics in Accredited Medical Dosimetry Programs in the United StatesMcKinnies, Richard C 01 May 2020 (has links) (PDF)
The purpose of this study is to analyze medical dosimetry programs in the United States with regard to their assessment data and specific program characteristics. I identified participating programs through the Joint Review Committee on Education in Radiologic Technology (JRCERT) program directory web page for medical dosimetry programs. Once I acquired the email addresses of each program director for all 18 programs, I emailed the program directors requesting their participation in the study. Six program directors responded to the email request and sent all the needed data for the study. The specific data evaluated in this study is assessment data for all four student learning objectives (SLO’s) identified by the JRCERT and program effectiveness data (i.e. certification pass rates, job placement rates for graduates, and attrition rates). I correlated the assessment data and program effectiveness data for each program to look for significance in comparison to the length of time a program received accreditation by the (JRCERT), length of each program academically, and the degree granted by each program. For the variables, I ran a Pearson Correlation and a linear regression, which also provides a significance value for the linear regression. The findings of the study illustrated no significance within the data when comparing it to the specific program characteristics. The study did illustrate some predictability within the linear regression, but did not illustrate any significant linear regression among the data points. This illustrates the dependent variables do not correlate with the independent variables, but are able to explain some of the variability in the dependent variable. Program accreditation is an important aspect for any medical dosimetry program and should be an integral part of the daily mechanisms. Educators need to continually look for ways to improve their assessment endeavors to help improve their programs and student success. Based on the findings of this study, research should continue on assessment data in the field of radiologic sciences and specifically in the field of medical dosimetry with larger population groups.
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