Laura Aaron, PhD, R.T.(R)(M)(QM), FASRT, FAEIRS, is a professor in the School of Allied Health for Northwestern State University in Shreveport, Louisiana,
Joel Hicks, EdD, R.T.(R), is an associate professor and dean of the College of Nursing & School of Allied Health for Northwestern State University in Shreveport.
Radiol Technol. 2021 Nov;93(2):130-140.
To evaluate the use of reflection by radiography students and radiographers.
Radiography students and radiographers completed reflection assignments as a part of capstone courses, which were taken near graduation in an entry-level bachelor of science radiography program (BSRS) and a bachelor of science completion program (registered technologist to BSRS). Responses were evaluated to determine achievement of predetermined outcomes and objectives.
There were 115 students and 25 radiographers who completed the reflection assignments. The mean scores of radiography students and current radiographers were measured to address the achievement of 2 student learning outcomes. Student learning outcome 1 contained 6 objectives, and it was found that radiographers scored significantly higher than did radiography students on 5 of the 6 objectives. Student learning outcome 2 had 5 objectives, and it was found that radiographers also scored significantly higher on each objective.
Although most radiography students and radiographers were able to link theory with practice through reflection to some degree, it was discovered that radiographers scored significantly higher than did radiography students in 10 of the 11 objectives, using these same outcome assessments. The results seem to indicate that the additional clinical experiences of radiographers, compared with radiography students, enabled radiographers to better reflect on their previous learning and apply it to new and different situations. Despite differences in the ability to critically reflect on previous learning, however, it is thought that students and technologists can use what they learn through reflection for continued professional development. In addition, educators can use this information to identify areas for improvement in their programs.
Radiographers and radiography students were able to apply knowledge gained through critical reflection in clinical practice. Compared with radiography students, radiographers have a greater capacity to reflect critically. The ability for greater reflection is partly due to having more clinical experiences to use as a frame of reference for reflection. Therefore, guided and critical reflection is useful for students and radiographers to apply theory learned to the clinical environment.
评估放射学学生和放射技师的反思使用情况。
放射学学生和放射技师在本科放射学课程（BSRS）和本科完成课程（注册技师到 BSRS）的毕业前完成反思作业，作为顶点课程的一部分。通过评估响应来确定预定结果和目标的实现。
共有 115 名学生和 25 名放射技师完成了反思作业。测量放射学学生和现任放射技师的平均分数，以解决 2 项学生学习成果的实现。学生学习成果 1 包含 6 个目标，发现放射技师在 6 个目标中的 5 个上的得分明显高于放射学学生。学生学习成果 2 有 5 个目标，发现放射技师在每个目标上的得分也明显更高。
尽管大多数放射学学生和放射技师都能够通过反思在一定程度上将理论与实践联系起来，但发现放射技师在 11 个目标中的 10 个上的得分明显高于放射学学生，使用相同的结果评估。结果似乎表明，与放射学学生相比，放射技师的额外临床经验使他们能够更好地反思以前的学习并将其应用于新的和不同的情况。尽管在批判性反思以前学习的能力上存在差异，但人们认为学生和技术人员可以通过反思来继续专业发展。此外，教育工作者可以利用这些信息来确定其课程的改进领域。
放射技师和放射学学生能够将通过批判性反思获得的知识应用于临床实践中。与放射学学生相比，放射技师具有更强的批判性反思能力。能够进行更多批判性反思的部分原因是拥有更多的临床经验，可以作为反思的参考框架。因此，引导和批判性反思对于学生和放射技师将所学理论应用于临床环境非常有用。
