Critical Review of Literature on Radiologic Technology Education Program Evaluation

Abstract

Curriculum has achieved a varied record of success in influencing health based practices and developing professional skills. Designing and implementing an effective radiologic technology educational program curriculum requires a disciplined pedagogical approach where the instructor performs a thorough situational analysis, develops a theory based and pragmatic learning plan, and implements a course of study in accordance with the established educational guidelines and requirements. Diligent efforts are needed to enhance the relationship amongst curriculum developers and evaluators. The collection of information at the formative stage: followed by process evaluation to assess implementation as the curriculum progresses, and summative evaluation to assess impact is required for accreditation of program in the United States by the Joint Review Committee for Education in Radiologic Technology. Formative evaluation research is used to enhance effectiveness of the curriculum, guide development of teaching and learning strategies, and reveal promising and ineffective components of curriculum. This review of literature provides evidence as to what is considered to be the best practice in the program evaluation/accreditation process.

Perception of final year radiography students towards the proposed six-year Doctor of Radiography/Medical Imaging program

“…Nonetheless, there is still a need to satisfy these important shifting needs, which can be done indirectly through an upsurge imaging program provided at various universities around the country and around the world 6,13,14 . Radiography education and training, like that of other universities outside of Ghana, lasts four years 12,15,16 .…”