RTC 101 Student Learning Outcomes (SLO) Assessment
SLOAT Fall 2011 Final Report
submitted by Professor John Marfo
Introduction
RTC 101, Radiographic Positioning Principles I, provides instruction, with related terminology, in
radiographic positioning of lower and upper extremities, chests, and abdomens. Lecture is
supplemented with demonstrations and opportunities for students to practice the skills in the
radiographic room. Critiques of radiographic films are conducted in the classroom/laboratory.
The student learning outcomes of the course are as follows:
Course Goals: Upon successful completion of this course, students should be able to
do the following:
1. define and use standard terminology for radiographic positioning and projection;
2. identify all pertinent anatomy of the chest/thorax/upper respiratory system, abdomen,
upper extremities, and lower extremities;
3. identify all pertinent positioning for the chest/thorax/upper respiratory system,
abdomen, upper extremities, and lower extremities, including topical landmarks; and
4. determine proper technique, IR selection, and central ray position for all radiographic
positions, patients, body habitus, and pathology situations.
SLOAT Assessment Plan
The SLOAT Fall 2011 RTC 101 student learning outcomes (SLO) assessment study was focused on
determining the level of student mastery of several learning objectives related to course goals 3
and 4. Specifically, under laboratory conditions, 25 students enrolled in Professor John Marfo’s
RTC 101 class were given instructions and demonstrations on proper patient positioning, central
ray (CR) placement, image evaluation, and shielding. Students then role played competency
simulation scenarios with each other. They worked in pairs with one student playing the patient
role and the other playing the x-ray technologist role. Afterward, they switched roles so that
each student had the opportunity to practice as the x-ray technologist and demonstrate his/her
mastery level of course material.
Data was collected on the instructor-scored performance of all students, as they were assessed
during the role playing scenarios on their identification and demonstration of proper positioning
for the chest/thorax/upper respiratory system, abdomen, upper extremities, and lower
extremities, including topical landmarks that were discussed in lecture during weeks 3 to 12.
(See Appendix A of this report for a comprehensive list of all simulated body part and position
scenarios.) In particular, while the students were performing the simulations, the instructor was
observing and scoring each student’s demonstration of achievement of the course-required
skills listed below. Instructor scoring was as follows: pass, minor error, or fail.
RTC 101 – 1







Preparation of the patient for the specific simulated procedure
Collection of the patient’s history information
Proper positioning of the patient for the specific simulated procedure
Proper shielding of the patient for the specific simulated procedure
Correct central ray (CR) placement (i.e., axial, vertical & horizontal) for the specific
simulated procedure
Identification of the correct topical landmarks for accurate CR placement for the specific
simulated procedure
Communication/demonstration of correct breathing instructions (if any) to the patient
Assessment Study Findings & Recommendations
During these simulation exercises, it was a very positive side effect to see that students who
were not actively role playing, initiated discussions with their classmates pertaining to patient
positioning, CR placement, shielding, and patient preparation. Therefore, all students in the
class were actively engaged throughout the assessment activity.
The instructor-scored results of student performance on the simulation exercises are presented
in the table and depicted in the graph below.
Simulation Exercise Assessment Activity SLO Rubric
pass
%
minor
error
%
fail
%
24
96%
1
4%
0
0%
22
88%
3
12%
0
0%
23
92%
1
4%
1
4%
23
92%
2
8%
0
0%
23
92%
1
4%
1
4%
Identification of the correct topical
landmarks for accurate CR placement for the
specific simulated procedure
23
92%
1
4%
1
4%
Communication/demonstration of correct
breathing instructions (if any) to the patient
25
100%
0
0%
0
0%
Preparation of the patient for the specific
simulated procedure
Collection of the patient’s history
information
Proper positioning of the patient for the
specific simulated procedure
Proper shielding of the patient for the
specific simulated procedure
Correct central ray (CR) placement (i.e.,
axial, vertical & horizontal) for the specific
simulated procedure
RTC 101 – 2
100%
90%
80%
70%
Pass
60%
50%
Minor
Error
40%
Fail
30%
20%
10%
0%
As can be seen from reviewing the table or graph above, the assessed RTC 101 students
performed very well on this simulation exercise, which means they mastered many of the
course learning objectives. Furthermore, it appears that the greatest challenge for the assessed
students was collecting the patient’s history. This is most likely due to the fact that students
were not very familiar with indication for radiographic procedure of specific body parts.
Recommendations to improve student learning and teaching in RTC 101 are as follows:
 Encourage students to thoroughly determine patient history information before each
radiographic examination. Emphasize the importance of becoming familiar with indication
for radiographic procedures of various body parts.
 Perform more in-class demonstrations for students to observe and practice positioning,
correct central ray (CR) placement (i.e., axial, vertical & horizontal), and identification of the
relevant topical landmarks for accurate CR placement.
RTC 101 – 3
Appendix A – RTC 101 Required Laboratory Competencies
BODY PART
Chest
POSITION/S REQUIRED
Routine (PA/LAT)
Lordotic: Lindbloom and CR angle
Stretcher and wheelchair
AP and left lateral
R & L decubitus and both obliques
Pediatric Chest
Abdomen
Pediatric Abdomen
Pediatric Soft Tissue Neck
Wrist
Radius and Ulna
(Forearm)
Elbow
AP/ LAT supine and erect
AP (KUB) and erect
Dorsal decubitis and lateral decubitis
AP supine, AP erect, and lateral
Supine AP and left lateral
PA, oblique, left lateral, ulna deviation, and carpal canal (Stecher
view)
AP and lateral
Scapula
AC Joint
AP, lateral, and both obliques
AP partial flexion (when elbow cannot be extended)
Trauma axial lateral (Coyle view)
AP and lateral
Erect or recumbant
AP neutral
Transthoracic lateral
AP, AP 15 – 30 degree cephalic, and PA 15 – 30 degree caudal
AP internal, external, and neutral
Posterior oblique (Grashey) and axial (Lawrence)
AP neutral
Transthoracic lateral
Scapular Y-view
AP and AP or PA lateral oblique
Bilateral AP w/ & w/o weight bearing
Pediatric Upper Extremity
AP and lateral entire infant arm
Toes
AP entire foot 10 – 15* angle towards calcaneus, oblique, and
lateral (no angle)
Elbow Trauma
Humerus
Humerus Trauma
Clavicle
Shoulder
Shoulder Trauma
Foot
Ankle
Calcaneus
Tibia/Fibula (Lower
Leg)
AP (10* angle), oblique, and lateral
AP, oblique, left lateral, and mortise
AP plantodorsal axial and lateral-mediolateral
AP and lateral
RTC 101 – Appendix A – 1
CONTINUED
BODY PART
Knee
Patella
POSITION/S REQUIRED
AP, lateral, and both obliques
Intercondylar Fossa
Holmblad (kneeling position, 60* - 70* flexion),Camp Coventry
(prone 40* - 50* flexion), and Beclere Method (AP axial 40*
flexion, 40* CR angle)
Merchant view (supine, flexion 40*), Settegast (prone, flexion
90*), and Hughston view (prone, flexion 55*)
Femur
AP and lateral
Trauma lower extremity
AP and lateral ankle with body part in 45* rotation
Pediatric Lower Extremity
AP and lateral entire infant leg
RTC 101 – Appendix A – 2