Students in classroom

Competency Evaluations

Competency Evaluations

The classroom (cognitive/didactic) and clinical education (psychomotor) aspects of a radiologic technology program curriculum are closely related and integrated. To assure a meaningful clinical education, however, the student should have mastered the appropriate classroom/laboratory objectives. As can be seen on the clinical education flowchart, clinical education aspects of the radiologic technology program curriculum are combined with actual clinical participation.

The student begins his/her clinical participation by first observing a qualified radiographer in the execution of his/her duties. This participation then moves from the passive mode of observation to a more active mode of assisting the radiographer with radiographic procedures. The rate of student progress is dependent upon the ability of the student to comprehend and perform the various tasks assigned to him/her.

As the student gains experience in various radiographic procedures, she/he gradually moves into an independent clinical performance stage. At this point, the student is actually performing the radiographic procedure under the direct supervision of a radiographer.

After the student has performed a radiographic procedure listed the specified number of times, she/he will request a competency examination. The competency evaluation allows the student to demonstrate his/her skill and competency in that particular radiographic procedure.

The competency evaluation record lists the clinical education competency evaluation and observation categories, the types of radiographic procedures and the number of each type of procedure required in each category. This is done by having the supervising qualified radiographer "initial" the appropriate space provided. Clinical education competency clearance will not be allowed until the required numbers of preliminary competencies have been completed.

If a student receives below an 85% (minimum passing grade) on a final competency evaluation, the student may request a second final competency evaluation at a later date. A student will be required to demonstrate additional clinical participation in the problem area before requesting a second final competency. The number of preliminary competencies needed before requesting a second final competency will be determined by the clinical instructor and clinical coordinator based on the student's performance in the problem area.

Rev. 8/02