{"id":270,"date":"2012-03-09T11:42:01","date_gmt":"2012-03-09T16:42:01","guid":{"rendered":"http:\/\/test.pegasuslectures.com\/shop\/blog\/?p=270"},"modified":"2012-03-09T11:42:01","modified_gmt":"2012-03-09T16:42:01","slug":"usa-what-instructors-thought","status":"publish","type":"post","link":"https:\/\/www.pegasuslectures.com\/blog\/index.php\/2012\/03\/09\/usa-what-instructors-thought\/","title":{"rendered":"Ultrasound Student Assessment: What Instructors Thought"},"content":{"rendered":"

Research on How to Best Select Students for Ultrasound Programs (Part 3)<\/h2>\n

In the previous blog article in this series (part 1<\/a>,\u00a0part 2<\/a>) we\u00a0discussed the general approach taken for analyzing phase I results. In this article, we will\u00a0explore the actual results and implications for\u00a0what\u00a0surveyed instructors believe matters in student selection.\u00a0 Of course, overall, the objective is to develop a background to understand and\u00a0interpret phase 2 of this research project.<\/p>\n

IN NEXT WEEKS BLOG, <\/strong>I AM POSTING A VIDEO BY STEVEN TALBOT RVT, FSVU,\u00a0TITLED ‘HIGH TOUCH IN A HIGH TECH WORLD’.\u00a0 <\/strong>IT IS AN INCREDIBLY PERSONAL\u00a0STORY EXPLORING PATIENT AND HEALTHCARE PROVIDER\u00a0RELATIONSHIPS.\u00a0\u00a0STEVE’S POWERFUL INSIGHTS MAY INSPIRE HABITS YOU CAN DEVELOP TO CAPTURE ‘MOMENTS OF TRUTH’ IN\u00a0YOUR PROFESSIONAL AND PERSONAL LIFE.<\/em><\/p>\n

General Information:<\/strong><\/p>\n

Remember that the data was acquired through a survey (Click here<\/a> if you would like to view the actual survey). The first question of the survey was to determine general information regarding the ultrasound programs. For the 75 returned surveys, the results were as follows:<\/p>\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
\u00a0 What Programs<\/span><\/td>\n\u00a0 Number \u00a0<\/span><\/td>\n<\/tr>\n
General ultrasound (DMS)<\/td>\n72<\/td>\n<\/tr>\n
Cardiovascular (CVT)<\/td>\n16<\/td>\n<\/tr>\n
Vascular (VT)<\/td>\n15<\/td>\n<\/tr>\n
Other (Pediatric)<\/td>\n1<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n<\/colgroup>\n\n\n\n\n\n\n
\u00a0 Program Duration<\/span><\/td>\n\u00a0 Months<\/span><\/td>\n\u00a0 STDEV \u00a0<\/span><\/td>\n<\/tr>\n
All programs combined<\/td>\n19.90<\/td>\n5.9975<\/td>\n<\/tr>\n
General ultrasound (DMS)<\/td>\n20.74<\/td>\n5.9190<\/td>\n<\/tr>\n
Cardiovascular (CVT)<\/td>\n18.94<\/td>\n4.8093<\/td>\n<\/tr>\n
Vascular (VT)<\/td>\n17.94<\/td>\n6.6580<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

13 Questions answered by survey:<\/strong><\/p>\n

In the last blog I provided\u00a0a link<\/a> to allow you to\u00a0speculate about some of the survey results. The results from the audience and the actual survey are displayed below. The blue handwritten numbers next to the choices (a, b, c, d, or e) represent the number of people who voted for that choice as being the “correct” answer.<\/p>\n

Q1: What percentage of the students who apply are accepted?<\/p>\n

Click images to see answers:
\n\"\"<\/a>\"\"<\/a>
\nQ2: What percentage of students accepted graduate?<\/p>\n

Click images to see answers:
\n\"\"<\/a>\"\"<\/a>
\nQ3: What are the program entrance requirements?<\/p>\n

Click images to see answers:
\n\"\"<\/a>\"\"<\/a>
\nQ4: What percentage of programs perform interviews?<\/p>\n

Click images to see answers:
\n\"\"<\/a>\"\"<\/a>
\nQ5: What is the theory behind performing interviews?<\/p>\n

Click images to see answers:
\n\"\"<\/a>\"\"<\/a>\"\"<\/a>\"\"<\/a>
\nQ6: What percentage of respondents believe they have a very effective selection process?<\/p>\n

Click images to see answers:
\n\"\"<\/a>\"\"<\/a>
\nQ7: Rank why students drop out<\/p>\n

Click images to see answers:
\n\"\"<\/a>\"\"<\/a>\"\"<\/a>\"\"<\/a>
\nQ8: What personal characteristics in your students do you believe best correlates with academic success?<\/p>\n

Click images to see answers:
\n\"\"<\/a>
\nQ9: What personal characteristics in your students do you believe best correlates with ability to scan?<\/p>\n

Click images to see answers:
\n\"\"<\/a>
\nQ10: What personal characteristics in your students do you believe best correlates with ability to operate effectively within a hospital or lab setting?<\/p>\n

Click images to see answers:
\n\"\"<\/a>
\nQ11: If there were one personal characteristic or attribute you could test for in your students before program admission, what would it be<\/p>\n

Click images to see answers:
\n\"\"<\/a>
\nQ12: Have you ever found students who were academically strong but unable to scan well?<\/p>\n

Click images to see answers:
\n\"\"<\/a>
\nQ13: What percentage of respondents thought that a better method of determining student success would be very useful and\/or better than sliced bread?<\/p>\n

Click images to see answers:
\n\"\"<\/a>
\nSo What?<\/strong><\/p>\n

So what do these answers tell us? Taken together, the indications are relatively clear. First, almost all respondents acknowledged that a new method for selecting students would be useful, with more than 63% expressing that a new method would be either \u201cvery useful\u201d or the \u201cbest thing since slide bread.\u201d (Assuming you think slice bread is great!)<\/p>\n

Q1:<\/strong><\/p>\n

Since the point of this research is to determine how best to select students, a critical question is how much\u00a0evaluation exists in student\u00a0selection based on current application and admission patterns. In other words, if virtually every student who applies is accepted, then a method for \u201cselecting\u201d students is an exercise in futility (similar to the ability to choose the color of mass-produced Ford\u00a0Model Ts\u00a0in the early 1900\u2019s when Henry Ford famously stated \u00a0\u201cAny customer can have a car painted any color that he wants so long as it is black.\u201d).<\/p>\n

Given that the answer to question 1 regarding student acceptance rates is about 28%, the first criterion for continuing the research was certainly met.<\/p>\n

Q2 and Q7 and Q13:<\/strong><\/p>\n

The survey\u00a0responses reflect\u00a0that 1 out of every five students does not graduate, and academics was listed as the number one reason, with ‘field not what was expected’ as a clear second.\u00a0\u00a0Assuming that student assessment has the sincere purpose of selecting successful candidates, there is some indication that previous academic performance\u00a0should be a key evaluation metric.\u00a0 Additionally, the value for\u00a0a\u00a0system to expose prospective students to the medical work environment in advance\u00a0seems implied.<\/p>\n

Q8, Q9, Q10, Q11, and Q12 [What constitutes ‘success’?]:<\/strong><\/p>\n

These questions divide the general concept of ‘success’ for students into interrelated measures of scanning competency, and the ability to operate well within a hospital or lab environment. Collectively they illustrate what is believed to be desirable for a successful ultrasound student. The attributes\u00a0suggested throughout all these responses\u00a0are dedication, motivation\u00a0and persistence.<\/p>\n

However, the interesting aspect of these results is the hint that academic success and career success are propelled by different characteristics.\u00a0 Many instructors seem to believe that an assessment of communication and\/or social skills, coupled with problem-solving and work ethic are strong barometers of a student’s likelihood of career success.<\/p>\n

I encourage you to review the survey results to draw your own conclusions, as well.<\/p>\n","protected":false},"excerpt":{"rendered":"

Research on How to Best Select Students for Ultrasound Programs (Part 3) In the previous blog article in this series (part 1,\u00a0part 2) we\u00a0discussed the general approach taken for analyzing phase I results. In this article, we will\u00a0explore the actual … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[1],"tags":[7,5,12,3,2,4],"_links":{"self":[{"href":"https:\/\/www.pegasuslectures.com\/blog\/index.php\/wp-json\/wp\/v2\/posts\/270"}],"collection":[{"href":"https:\/\/www.pegasuslectures.com\/blog\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.pegasuslectures.com\/blog\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.pegasuslectures.com\/blog\/index.php\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.pegasuslectures.com\/blog\/index.php\/wp-json\/wp\/v2\/comments?post=270"}],"version-history":[{"count":102,"href":"https:\/\/www.pegasuslectures.com\/blog\/index.php\/wp-json\/wp\/v2\/posts\/270\/revisions"}],"predecessor-version":[{"id":576,"href":"https:\/\/www.pegasuslectures.com\/blog\/index.php\/wp-json\/wp\/v2\/posts\/270\/revisions\/576"}],"wp:attachment":[{"href":"https:\/\/www.pegasuslectures.com\/blog\/index.php\/wp-json\/wp\/v2\/media?parent=270"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.pegasuslectures.com\/blog\/index.php\/wp-json\/wp\/v2\/categories?post=270"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.pegasuslectures.com\/blog\/index.php\/wp-json\/wp\/v2\/tags?post=270"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}