Examining the Effectiveness of an Educational Intervention Aimed at Teaching Critical Thinking to Radiography Students: a Mixed Methods Approach

Critical thinking affords future healthcare practitioners with the cognitive skills and affective dispositions needed in a continuously evolving workforce. The need for critical thinking in healthcare practice is evident and well-established; however, the deliberate teaching of critical thinking in educational programs remains an area for growth. This dissertation research investigated the effectiveness of an educational intervention designed to progress critical thinking in radiography students through a mixed methods approach. An intervention mixed methods design with components of convergent and explanatory features enabled the research questions to be investigated. Changes in test scores generated from the California Critical Thinking Skills Test and reflections found in journal entries and a post-intervention survey served as the quantitative and qualitative data sets. The merging of the quantitative and qualitative data sets provided a rich understanding of how the educational intervention progressed critical thinking among the radiography students. The key findings from this research suggested that there was no significant difference between changes in test scores between the experimental and control groups; however, the experimental group felt the educational intervention positively changed their critical thinking behaviors. The results generated from the dissertation will advance the imaging science field by providing evidence where there are gaps in knowledge

Successful Ethical Decision-Making Practices from the Professional Accountants\u27 Perspective

Unethical behavior includes all decisions and actions counterproductive to an organization\u27s mission and can cause irrevocable damage to the organization\u27s professional reputation. The Securities and Exchange Commission reported 807 ethical violations in 2015. This study was underpinned by the ethical leadership theory, which emphasizes leadership decision making based on fair and just practices, for all involved parties. The purpose of this qualitative multiple-case study was to explore the ethical decision-making best practices that not-for-profit accounting managers in the Washington, DC, metropolitan area needed to strengthen the ethical decision-making process in their organizations. Data were collected through semistructured interviews from 5 participants who were accounting leaders of not-for-profit organizations. The analysis of data involved coding techniques, while member checking ensured confirmability of participant responses. Three themes emerged from the analysis of data as the most effective in fostering an ethical climate within the organizations, notably: the importance of leveraging internal controls, staff education on ethical decision making, and the role of leadership in fostering ethical leadership. The findings from this study may contribute to social change by providing leaders with strategies to reduce the occurrence of fraud within organizations. The beneficiaries of this research may include not-for-profit leaders, accounting professionals, and business practitioners. The goals of these individuals are to aid companies in furthering their missions and ensure organizations remain operational and utilize ethical decision making

Building a Robust E-Learning Module Scorecard: The Nebraska E-Learning Scorecard (NEscore)

Teaching during a pandemic has compelled educators to transform traditional strategies towards more innovative solutions. These innovative solutions use a variety of educational technologies, and often, shift delivery modalities to an online or blended approach to learning. A key strategy in online teaching is the development of quality e-learning modules based on the core tenets of e-learning. E-learning modules aim to enhance knowledge, performance, and retention through interactive and engaging strategies. While the value of a quality e-learning module is well-supported in the literature, there are limited resources available for developers to assess if the module adheres to the core tenets of e-learning. The University of Nebraska Medical Center created a scorecard (Nebraska E-Learning Scorecard, NEscore) based on established core tenets for e-learning that was both useable and reliable in evaluating quality e-learning modules. To determine the usability and reliability of NEscore, we conducted a pilot study and six experts and six novice participants evaluated five e-learning modules utilizing NEscore. Reliability was calculated with Cronbach’s alpha and intra-class correlation coefficients. We also gathered data on demographic information and the perceived satisfaction of participants in using the NEscore. The findings showed strong internal consistency among scores with overall high reliability, and high consistency among participants, showing no significant difference between the two groups of experts and novices. Overall, participants were satisfied with the usability of NEscore. The NEscore offers institutions an established set of criteria to evaluate existing e-learning modules and also serves as a guide for the development of new e-learning modules

Feasibility of a Readiness Exam for Predicting Radiography Program Success: A Pilot Study

ABSTRACT Background: Research investigating predictors of academic success in rigorous health science education is valuable for curricular intervention for identified at-risk students. Various predictors of success have been investigated, but the literature is insufficient when examining anatomy and physiology readiness scores as they correlate to radiography curricular success. This pilot study assessed the correlation between readiness exam scores and programmatic course GPA to determine if the scores could be used as a metric for identifying academic success resources for incoming students. Cohorts of the radiography program at a midwestern health sciences center demonstrated a longitudinal trend of difficulty with anatomy and physiology programmatic coursework. Therefore, researchers set out to investigate whether or not readiness exam scores, in addition to the metrics they were already utilizing, could be used as a tool for early academic remediation. Objective: The objective of this study was to determine if the anatomy and physiology readiness exam scores would be reliable indicators of programmatic success in anatomy and physiology program coursework. Design: This investigation occurred in two phases: a retrospective correlational phase and a quasi-experimental phase. Methods: Retrospective data from cohorts that matriculated between 2013 and 2017 (n=91) was collected and de-identified. Data included prerequisite grade point average (GPA) and grades from anatomy and physiology course taken during the program. During the quasi-experimental phase, a sample of students (n=18) completed a readiness examination. The scores from this examination were correlated with prerequisite GPA and program anatomy and physiology GPA. Results: Data analysis revealed prerequisite GPA and the anatomy and physiology section of the readiness examination to be strong and moderate predictors of programmatic anatomy and physiology course grades, respectively. Conclusion: Predictors of curricular success in a radiography program’s anatomy and physiology coursework are essential factors to consider in relation to admissions practices, curricular prerequisite standards, and on-boarding of new students, especially those identified as at-risk

Building a Robust E-Learning Module Scorecard: The Nebraska E-Learning Scorecard (NEscore)

Teaching during a pandemic has compelled educators to transform traditional strategies towards more innovative solutions. These innovative solutions use a variety of educational technologies, and often, shift delivery modalities to an online or blended approach to learning. A key strategy in online teaching is the development of quality e-learning modules based on the core tenets of e-learning. E-learning modules aim to enhance knowledge, performance, and retention through interactive and engaging strategies. While the value of a quality e-learning module is well-supported in the literature, there are limited resources available for developers to assess if the module adheres to the core tenets of e-learning. The University of Nebraska Medical Center created a scorecard (Nebraska E-Learning Scorecard, NEscore) based on established core tenets for e-learning that was both useable and reliable in evaluating quality e-learning modules. To determine the usability and reliability of NEscore, we conducted a pilot study and six experts and six novice participants evaluated five e-learning modules utilizing NEscore. Reliability was calculated with Cronbach’s alpha and intra-class correlation coefficients. We also gathered data on demographic information and the perceived satisfaction of participants in using the NEscore. The findings showed strong internal consistency among scores with overall high reliability, and high consistency among participants, showing no significant difference between the two groups of experts and novices. Overall, participants were satisfied with the usability of NEscore. The NEscore offers institutions an established set of criteria to evaluate existing e-learning modules and also serves as a guide for the development of new e-learning modules

Nebraska E-Learning Scorecard (NEscore)

https://digitalcommons.unmc.edu/elearning_tools/1000/thumbnail.jp

Spouses, Children, and the Pursuit of a Doctorate: Real or Perceived Barriers for Women in Academia

A group of six women, each of them working full-time while pursuing a doctoral degree, began meeting every other week in the fall of 2017. Their backgrounds were unique, and their programs varied, but their goal was the same: to complete their dissertations. Along the way, these women supported each other through writing challenges, committee woes, and balancing the demands of work, life, and the dissertation writing process. A proven model for success, the interdisciplinary writing group these women formed was based on a few basic principles: respect and positive regard for each other’s work, trust that the frustrations shared during meetings were kept confidential, and accountability to each other for the writing goals they set each week. Experts from campus spoke with the group about topics such as: authorship guidelines, research resources, turning the dissertation into publication, life after graduation, and technology tools. The goal of this Ignite Session is to unpack the barriers that may be unique to women and discuss potential strategies for supporting women during these challenges. These personal, vulnerable conversations are timely and significant because more and more women are in pursuit of a doctoral degree. In 2015, 46% of all U.S. doctorates were awarded to women (National Science Foundation). Leonard (2001) offers that women, more so than their male counterparts, face a balancing act between family and scholarship commitments. Moreover, Brown and Watson (2010) report that women tend to time their pursuit of a doctoral degree based upon domestic demands. Wall (2008) adds that for female doctoral students, juggling the demands of professional scholarship and personal life often requires them to make choices between the head and heart. This emotional struggle can feed into self-doubt and bruise self-efficacy for some women, which may slow or entirely halt their progress through a doctoral program. Research culture tends to be deeply founded on objectivity and autonomy by overlooking emotions (Johnson, Lee, & Green, 2000), but channeling emotions via a support group may be a successful strategy for many women. According to Mewburn (2011), many women actively find or form supportive groups where they can engage in honest dialogue to minimize emotional dissonance and share personal feelings and emotions. Historically, dissertation writing has been viewed as an independent venture; often one without external guidance and support. The notion of writing groups as they pertain to the dissertation stage have only recently been recognized as an acceptable support mechanism. Maher, Fallucca, & Mulhern Halasz, (2013) contend that dissertation writing groups can result in the development of a vibrant, intellectual community where commitment to degree completion and scholarly productivity soar. This implication is echoed by the session presenters. Support groups such as the one described by the presenters serve to hold participants accountable to writing outcomes; but potentially more important, a supportive group can dually function as a safe space for doctoral students to find support through the more sensitive challenges of writing the dissertation. To achieve the objectives of the session, presenters will begin by engaging attendees in a discussion of the unique challenges women who are pursuing an advanced degree face. Secondly, group facilitators will focus conversation on the construction and success of the writing group represented and solicit success stories from other attendees with similar approaches. Last, specific strategies from the writing group experience and from the collective experiences of attendees will be cultivated in order to deepen understanding of approaches that each attendee can bring back to his or her campus community for action. It is the ultimate goal of the presenters to validate the fears and concerns commonly shared by women in academia who aspire to develop through formal educational opportunities or through professional development activities and to equip them with multiple strategies for success as individuals and as members of a campus community. This equipment is imperative for faculty affairs officers, faculty developers, and other stakeholders at major medical centers because the success of our female faculty and staff members may well depend on proven, achievable strategies for supporting them through the juggling act they perceive as a significant barrier to achievement

Thrive: Success Strategies for the Modern-Day Faculty Member

The THRIVE collection is intended to help faculty thrive in their roles as educators, scholars, researchers, and clinicians. Each section contains a variety of thought-provoking topics that are designed to be easily digested, guide personal reflection, and put into action. Please use the THRIVE collection to help: Individuals study topics on their own, whenever and wherever they want Peer-mentoring or other learning communities study topics in small groups Leaders and planners strategically insert faculty development into existing meetings Faculty identify campus experts for additional learning, grand rounds, etc. If you have questions or want additional information on a topic, simply contact the article author or email [email protected]://digitalcommons.unmc.edu/facdev_books/1000/thumbnail.jp