東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Perceptions of Effective Teaching St...

Raby, Christian LeAnne.

FindBook

Google Book

Amazon

博客來

Perceptions of Effective Teaching Strategies and Assessment of Critical Thinking in Radiographic Clinical Practice.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Perceptions of Effective Teaching Strategies and Assessment of Critical Thinking in Radiographic Clinical Practice./
作者:	Raby, Christian LeAnne.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	121 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-06(E), Section: A.
Contained By:	Dissertation Abstracts International80-06A(E).
標題:	Educational evaluation. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10824932
ISBN:	9780438855830

Perceptions of Effective Teaching Strategies and Assessment of Critical Thinking in Radiographic Clinical Practice.
Raby, Christian LeAnne.

Perceptions of Effective Teaching Strategies and Assessment of Critical Thinking in Radiographic Clinical Practice. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 121 p.

Source: Dissertation Abstracts International, Volume: 80-06(E), Section: A.

Thesis (Ed.D.)--Concordia University (Oregon), 2018.

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.

ISBN: 9780438855830Subjects--Topical Terms:

526425
Educational evaluation.

Perceptions of Effective Teaching Strategies and Assessment of Critical Thinking in Radiographic Clinical Practice.
LDR:03203nmm a2200313 4500 001 2204426
005 20190716100705.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438855830
035 $a (MiAaPQ)AAI10824932
035 $a (MiAaPQ)cu-portland:10138
035 $a AAI10824932
040 $a MiAaPQ $c MiAaPQ
100 1 $a Raby, Christian LeAnne. $3 3431286
245 1 0 $a Perceptions of Effective Teaching Strategies and Assessment of Critical Thinking in Radiographic Clinical Practice.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 121 p.
500 $a Source: Dissertation Abstracts International, Volume: 80-06(E), Section: A.
500 $a Adviser: Sally Evans.
502 $a Thesis (Ed.D.)--Concordia University (Oregon), 2018.
520 $a 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.
590 $a School code: 1845.
650 4 $a Educational evaluation. $3 526425
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Health education. $3 559086
690 $a 0443
690 $a 0288
690 $a 0680
710 2 $a Concordia University (Oregon). $b Education. $3 3341895
773 0 $t Dissertation Abstracts International $g 80-06A(E).
790 $a 1845
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10824932