standard one accountability, fair practices, and public ... · interviews with clinical...

2021 STANDARDS – Degree Programs __Medical Dosimetry 1

12/18/2017

Standard One – Accountability, Fair Practices, and Public Information

The sponsoring institution and program promote accountability and fair practices in relation to

students, faculty, and the public. Policies and procedures of the sponsoring institution and

program must support the rights of students and faculty, be well defined, written, and readily

available.

Objectives:

1.1 The sponsoring institution and program provide students, faculty, and the public with policies,

procedures, and relevant information. Policies and procedures must be fair, equitably applied,

and readily available. (1.1, 1.6, 1.8, 1.9, 1.10)

1.2 The sponsoring institution and program have faculty and staff recruitment and employment

practices that are nondiscriminatory. (1.14)

1.3 The sponsoring institution and program have student recruitment and admission practices that are

consistent with published policies and are nondiscriminatory. (1.12, 1.13)

1.4 The program assures the confidentiality of student education records. (1.5)

1.5 The program assures that students and faculty are made aware of the JRCERT Standards for an

Accredited Educational Program in Medical Dosimetry and the avenue to pursue allegations

of non-compliance with the STANDARDS. (1.7)

1.6 The program publishes program effectiveness data (credentialing examination pass rate, job

placement rate, and program completion rate) on an annual basis. (5.3)

1.7 The sponsoring institution and program comply with the requirements to achieve and maintain

JRCERT accreditation. (6.5)


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1.1 The sponsoring institution and program provide students, faculty, and the public with

policies, procedures, and relevant information. Policies and procedures must be fair,

equitably applied, and readily available. (1.1, 1.6, 1.8, 1.9, 1.10)

Explanation:

Institutional and program policies and procedures must be fair, equitably applied, and promote

professionalism. Policies, procedures, and relevant information must be current, accurate, published, and

made readily available to students, faculty and staff, and the public on the institution’s or program’s

website to assure transparency and accountability of the educational program. For example, requiring the

public to contact the institution or program to request program information is not fully transparent. Policy

changes must be made known to students, faculty, and the public in timely fashion. It is recommended

that revision dates be identified on program publications.

At a minimum, the sponsoring institution and/or program must publish policies, procedures, and/or

relevant information related to the following:

admission and transfer of credit policies;

tuition, fees, and refunds;

program completion and graduation requirements;

grading system;

program mission, goals, and student learning outcomes;

accreditation status; Note to reader: In the final interactive PDF, there will be a popup box or

hover text that will state “Click here for Appendix A – Accreditation Status Disclosure” .

articulation agreement(s);

academic calendar;

clinical obligations;

grievance policy and/or procedures. Note to reader: The information below will be displayed

in a popup box or ‘hover-text’ in the final interactive PDF document.

1. A grievance is defined as a claim by a student that there has been a violation, misinterpretation, or

inequitable application of any existing policy, procedure, or regulation.

2. The program must have a policy/procedure to provide individuals an avenue to pursue grievances.

If the institutional policy/procedure is to be followed, this must be clearly identified and provided to

students.

3. The policy/ procedure must outline the steps for formal resolution of any grievance.

4. The final step in the process must not include any individual(s) directly associated with the program

(e.g., program director, clinical coordinator, faculty).

5. The procedure must assure timely resolution.

6. The program must maintain a record of all formal grievances and their resolution. Records must be

retained in accordance with the institution’s/program’s retention policies/procedures.

7. Additionally, the program must have a procedure to address any complaints apart from those that

require invoking the grievance procedure.

8. The program must determine if a pattern of any grievance or complaint exists that could negatively

affect the quality of the educational program.


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Required Program Response:

Describe how institutional and program policies, procedures, and relevant information are made

known to students, faculty, and the public.

Describe the nature of any formal grievance(s) and/or complaints(s) that would jeopardize the

program’s ability to meet its mission.

Provide publications that include the aforementioned policies, procedures, and relevant

information, including the hyperlink for each.

Provide a copy of the resolution of any formal grievance(s).

Possible Site Visitor Evaluation Methods:

Review of institutional and/or program website

Review of institutional and/or program materials

Review of student handbook

Review of student records

Review of formal grievance(s) record(s), if applicable

Interviews with faculty

Interviews with institutional administration

Interviews with students

Interviews with staff


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1.2 The sponsoring institution and program have faculty recruitment and employment

practices that are nondiscriminatory. (1.14)

Explanation:

Nondiscriminatory recruitment and employment practices assure fairness and integrity. Equal

opportunity for employment must be offered to each applicant with respect to any legally protected status

such as race, color, gender, age, disability, national origin, and any other protected class. Employment

practices must be equitably applied.


Describe how nondiscriminatory recruitment and employment practices are assured.

Provide copies of employment policies and procedures that assure nondiscriminatory practices.


Review of employee/faculty handbook

Review of employee/faculty application form

Review of institutional catalog



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1.3 The sponsoring institution and program have student recruitment and admission practices

that are consistent with published policies and are nondiscriminatory. (1.12, 1.13)

Explanation:

Nondiscriminatory recruitment practices assure applicants have equal opportunity for admission. Defined

admission practices facilitate objective student selection. In considering applicants for admission, the

program must follow published policies and procedures. Statistical information such as race, color,

religion, gender, age, disability, national origin, and any other protected class may be collected; however,

the student must voluntarily provide this information. Use of this information in the student selection

process is discriminatory.


Describe the implementation of institutional and program admission policies.

Describe how admission practices are nondiscriminatory.

Provide institutional and program admission policies.


Review of published program materials



Interviews with Admissions personnel, as appropriate



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1.4 The program assures the confidentiality of student education records. (1.5)

Explanation:

Appropriately maintaining the confidentiality of educational records protects students’ right to privacy.

Educational records must be maintained in accordance with the Family Educational Rights and Privacy

Act. If educational records contain students’ social security numbers, this information must be

maintained in a secure and confidential manner.


Describe how the program maintains the confidentiality of students’ educational records.


Review of institution’s/program’s published policies/procedures

Review of student academic and clinical records

Tour of program offices

Tour of clinical setting(s)


Interviews with clerical support staff, if applicable

Interviews with clinical preceptor(s)

Interviews with clinical staff



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1.5 The program assures that students and faculty are made aware of the JRCERT Standards for an

Accredited Educational Program in Medical Dosimetry and the avenue to pursue allegations

of noncompliance with the STANDARDS. (1.7)

Explanation:

The program must assure students and faculty are cognizant of the STANDARDS and must provide

contact information for the JRCERT.

Any individual associated with the program has the right to submit allegations against a JRCERT-

accredited program if there is reason to believe that the program has acted contrary to JRCERT

accreditation standard, JRCERT policies. Additionally, an individual has the right to submit allegations

against the program if he/she believes that conditions at the program appear to jeopardize the quality of

instruction or the general welfare of its students.

Contact of the JRCERT should not be a step in the formal institutional or program grievance

policy/procedure. The individual must first attempt to resolve the complaint directly with

institutional/program officials by following the grievance policy/procedures provided by the

institution/program. If the individual is unable to resolve the complaint with institutional/program

officials or believes that the concerns have not been properly addressed, he or she may submit allegations

of noncompliance directly to the JRCERT.


Describe how students and faculty are made aware of the STANDARDS.

Provide documentation that the STANDARDS and JRCERT contact information are made

known to students and faculty.


Review of program publications

Review of program website



Refer to Objective 1.1, Appendix A,

and Policies 10.000 and 10.700 for

additional information.

https://www.jrcert.org/resources/governance/accreditation-policies/10-000/



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1.6 The program publishes effectiveness data (credentialing examination pass rate, job placement

rate, and program completion rate) on an annual basis. (5.3)

Explanation:

Program accountability is enhanced, in part, by making its effectiveness data available to the program’s

communities of interest, including the public. In efforts to increase accountability and transparency, the

program must, at a minimum, publish its most recent three-year average credentialing examination pass

rate data, job placement rate data, and program completion rate data on its website to allow the public

access to this information. If the program cannot document three years of effectiveness data, it must

publish its most recent one year or two years of effectiveness data.

The program effectiveness data must clearly identify the sample size associated with each measure (i.e.,

number of first-time test takers, number of graduates actively seeking employment, number of graduates).

The JRCERT publishes three-year average credentialing examination pass rate, three-year average job

placement rate, and three-year average program completion rate data for each accredited program as part

of the accredited program details under the Find an Accredited Program webpage. Also, the JRCERT

has developed a specific webpage that defines and explains program effectiveness outcomes. In order to

facilitate a better understanding of this information and to gain access to the program effectiveness data

published on the JRCERT website, programs must publish the following hyperlink to allow students and

the public access to this information: https://www.jrcert.org/resources/program-effectiveness-data/


Provide the hyperlink for the program’s effectiveness data webpage.


Review of program website

Review of program publications



Refer to Appendix B for a template.

https://portal.jrcertaccreditation.org/accredited-educational-programs/search

https://www.jrcert.org/resources/program-effectiveness-data/


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1.7 The sponsoring institution and program comply with requirements to achieve and maintain

JRCERT accreditation. (6.5)

Explanation:

Programs must comply with all JRCERT policies and procedures to maintain accreditation. JRCERT

policies are located at www.jrcert.org.

JRCERT accreditation requires that the sponsoring institution has primary responsibility for the

educational program and grants the terminal award (Policy 11.500). Sponsoring institutions may include

educational programs established in vocational/technical schools, colleges, universities, hospitals, or

military facilities. The JRCERT does not recognize a healthcare system as the program sponsor. A

healthcare system consists of multiple institutions operating under a common governing body or parent

corporation. A specific facility within the healthcare system must be identified as the sponsor. The

JRCERT also recognizes a consortium as an appropriate sponsor of an educational program. A

consortium is two or more academic or clinical institutions that have formally agreed to sponsor the

development and continuation of an educational program. The consortium must be structured to recognize

and perform the responsibilities and functions of a sponsoring institution (Policy 11.400).

The JRCERT does not recognize branch campuses. The JRCERT requires that each program location have

a separate accreditation award (Policy 11.900).

The JRCERT requires programs to maintain a current and accurate database. Institutional and program

official changes as well as certain clinical setting changes must be performed through the Accreditation

Management System (AMS) and be reflected within thirty (30) days of the effective change date (Policy

11.500). Additionally, the JRCERT requires substantive change(s) for review and approval by the Board

of Directors prior to implementation, with the exception of a change of ownership (Policy 11.400).

No Required Program Response.

http://www.jrcert.org/








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Standard Two – Institutional Commitment and Resources

The sponsoring institution demonstrates a sound financial commitment to the program by assuring

sufficient academic, fiscal, personnel, and physical resources to achieve the program’s mission.

2.1 The sponsoring institution provides the program with sufficient support and financial

commitment to achieve its mission. (2.1, 2.9)

2.2 The sponsoring institution provides the program with necessary program support services to meet all

educational, programmatic, accreditation, and administrative requirements. (2.4)

2.3 The sponsoring institution provides the program with the physical resources needed to achieve its

mission. (2.6)

2.4 The sponsoring institution provides the program and its students with the academic and personal

support resources needed to achieve the program’s mission. (2.7, 2.8)


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2.1 The sponsoring institution provides the program with sufficient support and financial

commitment to achieve its mission. (2.1, 2.9)

Explanation:

To operate effectively, the program must have sufficient institutional support. The program’s relative

position in the organizational structure helps facilitate appropriate resources and assures focus on the

program. Adequate, ongoing funding is necessary to accomplish the program’s mission and to support

student learning. The sponsoring institution must demonstrate ongoing financial commitment to the

program and its students by providing adequate human, physical, and academic support resources.


Describe the sponsoring institution’s level of commitment to the program.

Describe the program’s relationship within the sponsoring institution’s organizational structure

and how this supports the program’s mission.

Describe the adequacy of financial resources.

Provide institutional and program organizational charts.


Review of organizational charts of institution and program


Review of meeting minutes

Interviews with faculty and institutional officials


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2.2 The sponsoring institution provides the program with necessary program support services to

meet all educational, programmatic, accreditation, and administrative requirements. (2.4)

Explanation:

The postsecondary institution offers a wide variety of support services for new and experienced faculty.

These resources may be offered through a specific campus department, such as a teaching and learning

center, testing center, or office of assessment or institutional effectiveness.

Also, programs may benefit from the services of clerical staff. Clerical services can aid the faculty in

preparing course materials, maintaining student records, and/or assisting with recruitment and admission

activities. The use of a clerical staffing pool(s) that supports multiple programs must be consistent with

institutional practice(s).


Describe the various program support services available to faculty and staff.

Describe the availability and functions of clerical and support staff, if applicable.

Describe how the use of a clerical staff pool supports the program, if applicable.


Review of support services available for program faculty

Review of program’s clerical staffing plan, if applicable

Interviews with clerical staff, if applicable




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2.3 The sponsoring institution provides the program with the physical resources needed to

support the achievement of its mission. (2.6)

Explanation:

Physical resources include both the learning environments necessary to conduct teaching and facilitate

learning as well as the requisite office space required by faculty to fulfill their responsibilities. There

must be adequate space for the safe and secure storage of program materials, equipment, and supplies.

The sponsoring institution must provide the program with adequate classroom space. Assignments to a

treatment planning laboratory (ies), while educationally valid, shall not replace assignments to clinical

settings. Classrooms and treatment planning laboratories must be conducive to student learning,

sufficient in size, and appropriately designed to meet the needs of the program’s curriculum delivery

methods.

Faculty office space should be conducive to course development and preparation, secure storage of files

and records, and scholarly activities. Space should be made available for private student advisement and

program meetings/conferences.


Describe how the program’s physical resources facilitate the achievement of the program’s

mission.

Describe how the classroom design and technology are used to facilitate the transmission of

synchronous and/or asynchronous distance education course(s), if applicable.


Tour of the classroom, laboratories, storage areas, and faculty offices




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2.4 The sponsoring institution provides the program and its students with the academic and

personal support resources needed to achieve the program’s mission. (2.7, 2.8)

Explanation:

Academic and personal support resources, cumulatively, refer to the variety of services, programs, and/or

technology that is offered and takes place both inside and outside the classroom, laboratory, and/or

clinical setting to promote academic success, intellectual enrichment, and personal development.

Students are more likely to complete the educational program when they seek out and participate in these

support resources.

Academic and personal support resources include but are not limited to, access to computers, reliable and

secure Internet service, instructional materials (computer hardware and/or software, technology-equipped

classrooms, simulation devices, and other instructional aides), and library resources. Also, the institution

and/or program must provide access to information for personal counseling, requesting accommodations

for disabilities, and financial aid.

Programs must develop a process for review of the adequacy and use of the available academic support

services, as well as the maintenance of any computers, instructional aides, etc. The process can be formal

or informal in nature.

The JRCERT does not endorse any specific academic support resources.


Describe the available academic and personal support resources.

Describe the integration of academic resources into the program’s curriculum and/or course

delivery methods.

Describe how students are provided with access to information on personal counseling, disability

services, and financial aid.

Describe how the program utilizes other academic and personal support resources to promote

student success.

Describe the procedure for review and maintenance of academic and personal support resources.


Tour of learning facilities


Review of learning resources

Review of surveys





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Standard Three - Faculty and Staff

The program assures adequate and qualified faculty that enable it to meet its mission and promote

student learning.

3.1 The sponsoring institution provides an adequate number of faculty to meet all educational,

programmatic, accreditation and administrative requirements. (2.2)

3.2 The sponsoring institution and program assure that all faculty and staff possess the academic and

professional qualifications appropriate for their assignments. (6.3)

3.3 The sponsoring institution and program assure the responsibilities of faculty and clinical staff are

delineated and performed. (1.1, 3.8)

3.4 The sponsoring institution and program assure program faculty performance is evaluated and

results shared regularly to assure responsibilities are performed. (3.9)

3.5 The sponsoring institution and/or program provide faculty with opportunities for continued

professional development. (2.3)


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3.1 The sponsoring institution provides an adequate number of faculty to meet all educational,

programmatic, accreditation and administrative requirements. (2.2)

Explanation:

An adequate number of faculty promotes sound educational practices. Full- and part-time status is

determined by, and consistent with, the sponsoring institution’s definition. Institutional policies and

practices for faculty workload and release time must be consistent with, and comparable to faculty in

other health sciences programs in the same institution. Faculty workload and release time practices

should include allocating time and/or reducing teaching load for administrative functions provided by the

program director.

A full-time program director is required. The program director may also be identified as the radiation

therapy program director. Also, a full-time equivalent clinical coordinator is required if the program has

more than fifteen (15) students enrolled in the program. The clinical coordinator position may be shared

by no more than four (4) appointees. If a clinical coordinator is required, the program director may not be

identified as the clinical coordinator. The clinical coordinator may not be identified as the program

director.

A minimum of one clinical preceptor must be designated at each recognized clinical setting. The same

clinical preceptor may be identified at more than one site as long as a ratio of one full-time equivalent

clinical preceptor for every ten (10) students is maintained. The program director and clinical coordinator

may perform clinical instruction; however, they may not be identified as clinical preceptors.


Describe faculty workload and release time in relation to institutional policies/practices and

comparable health sciences programs within the sponsoring institution.

Describe the adequacy of the number of faculty and clinical preceptors to meet identified

accreditation requirements and program needs.

Provide institutional policies for faculty workload and release time.


Review institutional policies for faculty workload and release time

Review of faculty position descriptions

Review of clinical settings





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3.2 The sponsoring institution and program assures that all faculty and staff possess the

academic and professional qualifications appropriate for their assignments. (6.3)

Position Qualifications

Program Director

Holds, at a minimum, a master’s degree;

Proficient in curriculum design, evaluation, instruction,

program administration, and academic advising;

Documents three years’ clinical experience in the

professional discipline;

Documents two years’ experience as an instructor in a

JRCERT-accredited program;

Holds current Medical Dosimetrist Certification Board

(MDCB) registration or equivalent 1.

If the program director does not meet this qualification,

a clinical coordinator is required regardless of the total

number of students enrolled in the program.

Clinical Coordinator

Holds, at a minimum, a bachelor’s degree;

Proficient in curriculum development, supervision,

instruction, evaluation, and academic advising;

Documents two years’ clinical experience in the


Documents one year’s experience as an instructor in a

JRCERT-accredited program;



Full-time Didactic Faculty

Holds, at a minimum, a bachelor’s degree;

Is qualified to teach the subject;

Proficient in course development, instruction,

evaluation, and academic advising;





Adjunct Faculty Holds academic and/or professional credentials

appropriate to the subject content area taught;

Is knowledgeable of course development, instruction,

evaluation, and academic advising.

Applicable to all programs with the following addition(s): Bachelor degree programs: Clinical coordinator holds, at a minimum, a master’s degree

Master’s degree programs:

o Program director holds a doctoral degree

o Clinical coordinator holds a master’s degree

o Faculty teaching in graduate-level courses or mentoring graduate projects must meet

institutional graduate faculty policies.


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Position Qualifications

Clinical Preceptor

Is proficient in supervision, instruction, and evaluation;





Clinical Staff



1 Equivalent: certification by the American Board of Radiology (ABR) as a radiation oncologist or the

American Board of Medical Physicists (ABMP) as a medical physicist.

Explanation:

Appropriate knowledge, proficiency, and certification (if appropriate) provide a foundation that promotes

a sound educational environment. Faculty and staff must possess academic and professional

qualification(s) appropriate for their assignment. Clinical preceptors and clinical staff supervising

students’ performance in the clinical component of the program must document MDCB registration or

equivalent. Equivalent qualifications are certification by the American Board of Radiology (ABR) as a

radiation oncologist or the American Board of Medical Physicists ABMP) as a medical physicist.

Appropriate credentials, other than MDCB , ABR, or ABMP certification and/or registration, may be

used for qualified healthcare practitioners supervising students in specialty areas (e.g., registered nurse

supervising students’ performance of patient care skills or a registered radiation therapist supervising

students’ observation of therapeutic procedures).

Consistent with Policy 11.700, the JRCERT verifies professional and academic qualifications of all program

officials, except clinical staff, upon initial appointment. Programs must maintain the accuracy of all

program officials within its Accreditation Management System (AMS) portal, including updated curricula

vitae and current ARRT certification and registration, or equivalent documentation.

No Required Program Response.


Review of a representative sample of program faculty’s and clinical preceptors’ current ARRT

certification and registration or equivalent documentation.



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3.3 The sponsoring institution and program assures the responsibilities of faculty and clinical

staff are delineated and performed. (1.1, 3.8)

Position Responsibilities

Program Director

Assures effective program operations

Oversees ongoing program assessment

Participates in budget planning

Participates in didactic and/or clinical instruction, as

appropriate

Maintains current knowledge of professional discipline

Maintains current knowledge of educational

methodologies through continuing professional

development

Assumes the leadership role in the continued

development of the program.

Clinical Coordinator

Correlates clinical education with didactic education

Evaluates students

Participates in didactic and/or clinical instruction

Supports the program director to assure effective

program operations

Coordinates clinical education and evaluates its

effectiveness

Participates in the assessment process

Cooperates with the program director in periodic review

and revision of clinical course materials


Maintains current knowledge of educational

methodologies through continuing professional

development

Maintains current knowledge of program policies,

procedures, and student progress.

Didactic Faculty

Prepares and maintains course outlines and objectives,

instructs and evaluates student progress

Participates in the assessment process

Supports the program director to assure effective

program operations


and revision of course materials


Maintains appropriate expertise and competence through

continuing professional development.

Adjunct Faculty

Prepares and maintains course outlines and objectives,

instructs and evaluates students, and reports progress

Participates in the assessment process, as appropriate


and revision of course materials

Maintains current knowledge of professional discipline,

as appropriate

Maintains appropriate expertise and competence through

continuing professional development.


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Position Responsibilities

Clinical Preceptor

Is knowledgeable of program mission and goals

Understands the clinical objectives and clinical

evaluation system

Understands the sequencing of didactic instruction and

clinical education

Provides students with clinical instruction and

supervision

Evaluates students’ clinical competence

Participates in the assessment process, as appropriate

Maintains competency in the professional discipline and

instructional and evaluative techniques through

continuing professional development


procedures, and student progress. Monitors and

enforces program policies and procedures.

Clinical Staff

Understands the clinical competency system

Understands requirements for student supervision

Supports the educational process


procedures, and student progress. Monitors and

enforces program policies and procedures.

Explanation:

Faculty and clinical staff responsibilities must be clearly delineated and must support the program’s

mission. The clear delineation of faculty and staff responsibilities facilitates accountability. The program

director may have other responsibilities as defined by the sponsoring institution; however, these added

responsibilities must not compromise the ability or the time allocated to perform the responsibilities

identified in this objective. For all circumstances when a faculty member’s appointment is less than 12

months and students are enrolled in didactic and/or clinical courses, the program director must assure that

all program responsibilities are fulfilled.


Describe how faculty and clinical staff responsibilities are delineated.

Describe how the delegation of responsibilities occurs to assure year-round coverage of program

responsibilities, if appropriate.

Provide documentation that faculty and clinical staff positions are clearly delineated.

Provide assurance that faculty responsibilities are fulfilled throughout the year.


Review of position descriptions

Review of handbooks



Interviews with clinical preceptors




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3.4 The sponsoring institution and program assures program faculty performance is evaluated

and results shared regularly to assure responsibilities are performed. (3.9)

Explanation:

Evaluation assures that responsibilities are performed and provides administration and faculty with

information to evaluate performance. Evaluation promotes proper teaching methodology and increases

program effectiveness. The performance of program faculty must be evaluated and shared minimally

once per year to assure continued professional development. Any evaluation results that identify

concerns must be discussed with the respective individual(s) as soon as possible.

It is the prerogative of the program to evaluate the performance of clinical preceptors who are employees

of clinical settings. Description of the evaluation process should be provided to the volunteer clinical

preceptors, along with the mechanism to incorporate feedback into professional growth and development.


Describe the evaluation process.

Describe how evaluation results are shared with program faculty.

Describe how evaluation results are shared with volunteer clinical preceptors, if appropriate.

Provide samples of evaluations of program faculty.

Provide samples of evaluations of clinical preceptors, if appropriate.


Review of program evaluation materials

Review of faculty evaluation(s)

Review of clinical preceptor evaluation(s), if appropriate



Interviews with clinical preceptor(s), if appropriate



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3.5 The sponsoring institution and/or program provides faculty with opportunities for

continued professional development. (2.3)

Explanation:

Professional development results in more knowledgeable, competent, and proficient faculty.

Opportunities that enhance and advance educational, technical, and professional knowledge must be

available to program faculty. Faculty should take advantage of the available program support services

provided on an institutional campus. Professional development activities are, at times, necessitated by the

results of faculty’s performance evaluations or individual faculty development goals. Program faculty

must not be expected to use personal leave time in order to attend professional development activities

outside the sponsoring institution.


Describe how professional development opportunities are made available to faculty.

Provide documentation that demonstrates faculty’s participation in professional development

opportunities.


Review of institutional and/or program policies for professional development

Review of program budget or other fiscal appropriations

Review of evidence of faculty participation in professional development activities




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Standard Four – Curriculum and Academic Practices

The program’s curriculum and academic practices prepare students for professional practice.

4.1: The program has a mission, goals, and student learning outcomes that define its purpose. (3.1)

4.2: The program provides a well-structured curriculum that prepares students to practice in the

professional discipline. (3.2)

4.3: The program provides timely, equitable, and educationally valid clinical experiences for all

students. (1.2, 1.3, 1.4, 3.3, 4.7)

4.4 The program assures an appropriate relationship between program length and the subject matter

taught for the terminal award offered. (3.4)

4.5 The program measures the length of all didactic, laboratory, and clinical courses in clock hours or

credit hours. (3.5)

4.6 The program provides timely and supportive advisement to students enrolled in the program.

(3.7)

4.7 The program has procedures for maintaining the integrity of distance education courses. (1.15)


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4.1: The program has a mission, goals, and student learning outcomes that define its purpose.

(3.1)

Explanation:

The program’s mission must be consistent with, and supportive of, the mission of the sponsoring

institution. The program’s mission should clearly define the purpose or intent toward which the

program’s efforts are directed and how it supports the mission of the sponsoring institution. It is

important for the program to engage faculty and other communities of interest in the development or

revision of its mission, goals, and student learning outcomes (SLOs). The development of goals and

student learning outcomes allows the program to measure the attainment of its mission.

Programs must develop at least three goals. Programs can select any of the following content areas to

develop their goals:

clinical competency,

critical thinking,

diversity,

ethical principles, and/or

interpersonal skills.


Describe how the program’s mission, goals, and student learning outcomes were developed.

Describe how the program’s mission and goals support the mission of the sponsoring institution.


Review of published program materials (Refer to Objective 1.1)




Programs at the bachelor’s and master’s degree levels must assure their mission and goals are of sufficient

rigor consistent with the terminal award.


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4.2: The program provides a well-structured curriculum that prepares students to practice in

the professional discipline. (3.2).

Explanation:

A well-structured curriculum must be comprehensive, current, appropriately sequenced, and provide for

evaluation of student achievement. A logical, well-structured curriculum allows for effective student

learning by providing a knowledge foundation in didactic and laboratory courses prior to performance of

procedures with patients. Continual refinement of the competencies achieved is necessary so that

students can demonstrate enhanced performance in a variety of situations and patient conditions. In

essence, competency-based education is an ongoing process, not an end product.

A well-sequenced, coherent curriculum helps students understand what is expected of them. Also, in

order to assure curricular content is well integrated across the curriculum and that students achieve

expected learning, it is a best practice to analyze the curriculum and student learning outcomes. One way

to accomplish this is through the development of a curriculum map. Curriculum mapping allows

programs to determine where and how often student learning outcomes are covered in the curriculum.

The process of diagramming a curriculum provides useful data to identify gaps, redundancies, and/or

misalignments for purposes of improving the overall coherence of a course of study. Programs are

strongly encouraged to develop and utilize a curriculum map.

All programs must follow a JRCERT-adopted curriculum. An adopted curriculum is defined as

the most recent American Association of Medical Dosimetrists (AAMD) professional curriculum

and/or

another professional curriculum adopted by the JRCERT Board of Directors.

Use of a standard curriculum promotes consistency in medical dosimetry education and prepares the

student to practice in the professional discipline. At a minimum, the curriculum should promote qualities

that are necessary for students/graduates to practice competently, elicit sound decision-making, assess

situations, provide appropriate patient care, communicate effectively, and keep abreast of current

advancements within the profession.

Programs at the bachelor’s degree level must require sufficient coursework to support the professional

curriculum.

Programs at the master’s degree level must require sufficient coursework to support the professional

curriculum. A bachelor’s degree must be conferred during the program if it is not a requirement for

admission.

Programs at the bachelor’s and master’s degree levels must provide additional professional content in topics

such as advocacy, advanced patient care, leadership development in management, education and/or

research, and/or advanced(expanded) clinical skills.


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Programs must develop course syllabi for all didactic, laboratory, and clinical courses that, at a minimum,

include

course title, number, and description,

course objectives,

instructor(s) – including contact information,

required text(s),

instructional methods,

evaluation methods and weighting for grade computation, and

grading scale.


Describe how the program’s curriculum is structured.

Describe the program’s clinical competency-based system.

Describe how the program's curriculum is delivered, including the method of delivery for

distance education courses. Identify which courses, if any, are offered via distance education.

Describe alternative learning options, if applicable (e.g., part-time, evening and/or weekend

curricular track(s)).

Submit current curriculum analysis grid.


Review of didactic and clinical curriculum sequence

Review of input from communities of interest



Observation of a portion of any course offered via distance delivery

Review of part-time, evening and/or weekend curricular track(s), if applicable


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4.3: The program provides timely, equitable, and educationally valid clinical experiences for all

students. (1.2, 1.3, 1.4, 3.3, 4.7)

Explanation:

Programs must have a process in place to provide timely, appropriate, and educationally valid clinical

experiences to all students admitted to the program. Clinical placement must be nondiscriminatory in

nature and solely determined by the program. Students must be cognizant of clinical policies and

procedures specifically emergency preparedness and medical emergencies.

A meaningful clinical education plan assures that activities are equitable, educationally valid, and

prevents the use of students as replacements for employees. Students must have sufficient access to

clinical settings that provide a wide range of procedures for competency achievement. Assignments to a

treatment planning laboratory (ies), while educationally valid, shall not replace assignments to clinical

settings.

The program must provide equitable opportunities for all students regarding learning activities and

clinical requirements. If evening and/or weekend rotations are utilized, this opportunity must be equitably

provided for all students. The maximum number of students assigned to a clinical setting must be

supported by sufficient human and physical resources. The medical dosimetry student to clinical staff

ratio must always be no more than 2:1.

Programs are not required to offer clinical rotations in developing medical dosimetry activities; however,

these clinical rotations are strongly encouraged to enhance student learning.

Programs must assure that clinical involvement for students is limited to not more than ten (10) hours per

day. Programs may permit students to make up clinical time during term or scheduled breaks; however,

they may not be assigned to clinical settings on holidays that are observed by the program. Program

faculty need not be physically present; however, students must be able to contact program faculty during

makeup assignments. Also, the program must assure that its liability insurance covers students during

these makeup assignments.

All clinical settings must be recognized by the JRCERT (Refer to Policy xx.xxx [Note to reader: Policy to

be revised at later date]). However, if the facility is used as an observation site then JRCERT recognition

is not required. An observation site is used for student observation of equipment operation and/or

procedures that may not be available at recognized clinical settings. Students may not assist in, or

perform, any aspects of patient care during observational assignments. Facilities where students

participate in community-based learning do not require recognition.


Describe the process for student clinical placement, including, but not limited to

o assuring equitable learning opportunities,

o assuring access to a sufficient variety and volume of procedures to achieve program

competencies, and

o orienting students to clinical settings.

Describe how the program assures a 2:1 student to clinical staff ratio at all clinical settings.


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Provide current clinical student assignment schedules in relation to student enrollment.



Review of clinical placement process

Review of course objectives

Review of student clinical assignment schedules

Review of clinical orientation process/records



Interviews with clinical preceptors




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4.4 The program assures an appropriate relationship between program length and the subject

matter taught for the terminal award offered. (3.4)

Explanation:

Program length must be consistent with the terminal award. The JRCERT defines program length as the

duration of the program, which may be stated as total academic or calendar year(s), total semesters,

trimesters, or quarters.


Describe the relationship between the program length and the terminal award offered.


Review of course catalog


Review of class schedules




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4.5 The program measures the length of all didactic, laboratory, and clinical courses in clock

hours or credit hours. (3.5)

Explanation:

Defining the length of didactic, laboratory, and clinical courses facilitates transfer of credit and the

awarding of financial aid. The formula for calculating assigned clock/credit hours must be consistently

applied for all didactic, laboratory, and clinical courses, respectively.


Describe the method used to award credit hours for lecture, laboratory and clinical courses.

Provide a copy of the program’s policies and procedures for determining credit hours and an

example of how such policies and procedures have been applied to the program’s coursework.

Provide a list of all didactic, laboratory, and clinical courses with corresponding clock or credit

hours.



Review of class schedules





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4.6 The program provides timely and supportive advisement to students enrolled in the

program. (3.7)

Explanation:

Appropriate advisement promotes student achievement. Student advisement should be both formative

and summative, and must be shared with students in a timely manner. Programs are encouraged to

develop written advisement procedures.


Describe procedures for advisement.

Provide sample records of student advisement.


Review of students’ records





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4.7 The program has procedures for maintaining the integrity of distance education courses.

Explanation:

Programs that offer distance education courses must have processes in place that assure that the students

who register in the distance education courses are the same students that participate in, complete, and

receive the credit. Programs must verify the identity of students by using methods such as, but not

limited to: secure logins, pass codes, proctored exams, and/or video monitoring. These processes must

protect the student’s privacy.


Describe the process for assuring the integrity of distance education courses.

Provide published institutional/program materials that outline procedures for maintaining the

integrity of distance education courses.


Review of published institutional/program materials

Review the process of student identification






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Standard Five – Health and Safety

The sponsoring institution and program have policies and procedures that promote the health,

safety, and optimal use of radiation for students, patients, and the public.

5.1 The program assures the radiation safety of students through the implementation of

published policies and procedures. (4.1, 4.2 and Interpretation)

5.2 The program assures that students employ proper safety practices. (4.3 and Interpretation)

5.3 The program assures that a credentialed practitioner approves all medical dosimetry calculations

and treatment plans prior to implementation. (4.4)

5.4 The program assures that direct patient contact procedures (e.g., simulation, fabrication of

immobilization devices, etc.) are performed under the direct supervision of a credentialed

practitioner. (4.5)

5.5 The sponsoring institution and/or program have policies and procedures that safeguard the health

and safety of the students and faculty. (4.6)


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5.1 The program assures the radiation safety of students through the implementation of

published policies and procedures. (4.1, 4.2 and Interpretation)

Explanation:

Appropriate policies and procedures help assure that student radiation exposure is kept as low as

reasonably achievable (ALARA). The program must monitor and maintain student radiation exposure

data. Students must be provided their radiation exposure report within thirty (30) school days following

receipt of the data. The program must have a published protocol that identifies a threshold dose for

incidents in which student dose limits are exceeded. Programs are encouraged to identify a threshold

dose below those identified in federal regulations.

The program’s radiation safety policies must also include provisions for the declared pregnant student in

effort to assure radiation exposure to the student and fetus are kept as low as reasonably achievable

(ALARA). The pregnancy policy must be made known to accepted and enrolled female students, and

include:

a written notice of voluntary declaration,

an option for written withdrawal of declaration, and

an option for student continuance in the program without modification.

The program may offer clinical component options such as: clinical reassignments and/or leave of

absence.

Programs must develop policies regarding safe and appropriate use of energized laboratories by students.

All students who participate in using equipment in an energized laboratory or clinical environment must

be monitored for radiation exposure, including, but not limited to, simulation procedures or quality

assurance testing.


Describe how the policies and procedures are made known to enrolled students.

Describe how the radiation exposure report is made available to students.

Provide copies of appropriate policies.




Review of student dosimetry reports





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5.2 The program assures that students employ proper safety practices. (4.3 and Interpretation)

Explanation:

The program must assure that students are instructed in the utilization of simulation and treatment

equipment and accessories to minimize radiation exposure to patients, selves, and others. These practices

assure radiation exposures are kept as low as reasonably achievable (ALARA).

Students must understand basic safety practices prior to assignment to clinical settings. As students

progress in the program, they must become increasingly proficient in the application of radiation safety

practices. Programs must establish a safety screening protocol for students having access to the magnetic

resonance environment. This assures that students are appropriately screened for magnetic wave or

radiofrequency hazards.


Describe how the curriculum sequence and content prepares students for safe radiation practices.

Describe how the program prepares students for magnetic resonance safe practices

Provide the curriculum sequence.

Provide policies/procedures regarding radiation safety.

Provide MR safety screening protocol and release form.


Review of program curriculum

Review of radiation safety policies/procedures

Review of magnetic resonance safe practice and/or screening protocol.

Review of student handbook


Review of student dosimetry reports






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5.3 The program assures that a credentialed practitioner approves all medical dosimetry

calculations and treatment plans prior to implementation. (4.4)

Explanation:

The approval of dosimetry calculations and treatment plans by a credentialed practitioner assures patient

safety and proper educational practices. The program must develop and publish a policy that clearly

delineates this expectation to students, clinical preceptors, and clinical staff.


Describe how this requirement is made known to students, clinical preceptors, and clinical staff.

Describe how this requirement is enforced and monitored in the clinical practice setting.

Provide a copy of appropriate policy(s).

Provide documentation that the program assures all medical dosimetry calculations and treatment

plans are approved by a credentialed practitioner prior to implementation.

Provide documentation that the program’s policy is made known to students, clinical preceptors,

and clinical staff.



Review of approved dose calculations and treatment plans








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5.4 The program assures that direct patient contact procedures (e.g., simulation, fabrication of

immobilization devices, etc.) are performed under the direct supervision of a credentialed

practitioner. (4.5)

Explanation:

Direct supervision assures patient safety and proper educational practice. All patient contact procedures

require direct supervision. The program must develop and publish its direct supervision policy that

clearly delineates the expectations of students, clinical preceptors, and clinical staff.

The JRCERT defines direct supervision as student supervision by a credentialed who

reviews the procedure in relation to the student’s achievement,

evaluates the condition of the patient in relation to the student’s knowledge,

is physically present during the conduct of the procedure, and

reviews and approves the procedure.


Describe how the direct supervision policy for simulation, fabrication immobilization devices,

etc. is made known to students, clinical preceptors, and clinical staff.

Describe how the direct supervision policy is enforced and monitored in the clinical practice

setting.

Provide the direct supervision policy.

Provide documentation that the direct supervision requirement for simulation, fabrication

immobilization devices, etc. is made known to students, clinical preceptors, and clinical staff.


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5.5 The sponsoring institution and/or program have policies and procedures that safeguard the

health and safety of the students. (4.6)

Explanation:

Appropriate health and safety policies and procedures assure that students are part of a safe, protected

environment. These policies must, at a minimum, address campus safety, emergency preparedness,

harassment, communicable diseases, and substance abuse. Enrolled students must be informed of policies

and procedures.


Describe how institutional and/or program policies and procedures are made known to enrolled

students.

Provide institutional and/or program policies and procedures that safeguard the health and safety

of students.







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Standard Six: Programmatic Effectiveness and Assessment: Using Data for Sustained

Improvement

The extent of a program’s effectiveness is linked to the ability to meet its mission, goals, and student

learning outcomes. A systematic, ongoing assessment process provides credible evidence that

enables analysis and critical discussions to foster ongoing program improvement.

6.1 The program has a systematic assessment plan that facilitates ongoing program improvement.

(5.1)

6.2 The program monitors and maintains the following program effectiveness data:

three-year average credentialing examination pass rate of not less than 80 percent at first

attempt within twelve months of graduation,

three-year average job placement rate of not less than 80 percent within twelve months

of graduation,

three-year average program completion rate of not less than 80 percent within 150

percent of stated program length. (5.2)

6.3 The program analyzes student learning outcome data and program effectiveness data to facilitate

ongoing program improvement. (5.4)

6.4 The program periodically reevaluates its assessment process to assure continuous program

improvement. (3.1, 5.5)


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6.1: The program has a systematic assessment plan that facilitates ongoing program

improvement. (5.1)

Explanation:

A formalized written assessment plan serves as a tangible product to guide program officials and help

validate assessment efforts. The assessment plan allows programs to gather useful data in an effort to

measure the goals and student learning outcomes (SLOs) of the educational program. Assessment plans

should be written to directly evaluate student learning. If student learning outcomes are written in an

explicit, measurable manner and clearly state the learning expectations in terms of what students should

be able to know or do as a result of program completion, then the assessment plan will illustrate learning.

The program must have a written systematic assessment plan that, at a minimum, contains

at least three total goals in relation to clinical competence, critical thinking, diversity, ethical

principles, and/or interpersonal skills (Refer to Objective 4.1).

at least one SLO per goal. Each SLO must be specific, achievable, and measurable.

at least two assessment methods per SLO. Assessment methods must provide credible data for

informed decision making.

justifiable benchmarks for each assessment method to determine level of achievement, and

timeframes for data collection.

For additional assessment-related information, assessment plan templates, and assessment reporting

templates, please refer to the Assessment Corner of the JRCERT website.


Describe how the program determined the goals and student learning outcomes to be included in

the systematic assessment plan.

Describe how assessment methods provide credible evidence for informed decision making.

Provide a copy of the program’s current assessment plan.


Review of assessment plan

Review of assessment methods


Programs at the bachelor’s and master’s degree levels should consider the additional professional content, as

described in Objective 4.2, when crafting and measuring their mission, goals, and student learning outcomes.

https://www.jrcert.org/


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6.2 The program monitors and maintains the following program effectiveness data:

three-year average credentialing examination pass rate of not less than 80 percent

at first attempt within twelve months of graduation,

three-year average job placement rate of not less than 80 percent within twelve

months of graduation,

three-year average program completion rate of not less than 80 percent within 150

percent of stated program length. (5.2)

Explanation:

Credentialing examination, job placement, and program completion data must be reported annually via

the JRCERT Annual Report. Program effectiveness outcomes should not be part of the program’s

systematic assessment plan, as the assessment plan is meant to illustrate student learning. Programs are

encouraged to utilize institutional assessment reporting or other documentation that provides for the

analysis of its program effectiveness outcomes. Program effectiveness outcomes focus on issues

pertaining to the overall curriculum such as enrollment, retention, completion, credentialing examination

performance, job placement, and satisfaction. The JRCERT has developed definitions and criteria related

to program effectiveness outcomes. These definitions and criteria can be found in the Glossary of Terms

at the end of this document.


Describe the process for collecting job placement rate data.

Describe/identify the program-specific entry point and application of nonacademic withdraws in

the calculation of program completion rate.

Provide the most current program effectiveness data.


Review of program effectiveness data



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6.3: The program analyzes student learning outcome data and program effectiveness data to

facilitate ongoing program improvement. (5.4, new)

Explanation:

Analysis of student learning outcome data and program effectiveness data allows the program to

determine if it is meeting its mission, goals, and student learning outcomes. Program strengths and

opportunities for improvement can be identified to bring about program improvement.

Analysis also provides a means of accountability to faculty, students, and other internal and external

communities of interest. Typically, faculty drive programmatic assessment processes including data

analysis. Faculty often assure all data have been analyzed and discussed in a faculty meeting, prior to

sharing results with an assessment committee or other communities of interest. Programs must use

assessment results to maintain and improve student learning and make evidence-based decisions affecting

the curriculum, pedagogy, and/or program delivery. This review should occur at least annually and must

be formally documented in meeting minutes.

In sum, the data analysis process must, at a minimum, include

credible assessment data that is compared to expected achievement;

faculty discussions about actual assessment data, including trending/comparing of results over

time; and the

use of results – for unmet SLOs, the program must develop, implement, and reassess its action

plan until the performance concern(s) is/are rectified.

For additional assessment-related information, assessment plan templates, and assessment reporting

templates, please refer to the Assessment Corner of the JRCERT website.


Describe how the program’s assessment process drives decision making and curricular

improvements.

Describe how the program analyzes student learning outcome data and program effectiveness

data to identify areas for program improvement.

Describe how the program identifies opportunities for improvement based on the analysis of

student learning outcome data and program effectiveness data.

Describe examples of changes that have resulted from the analysis of student learning outcome

data and program effectiveness data and discuss how these changes have led to program

improvement.

Describe how the program shares its student learning outcome data and program effectiveness

data with its communities of interest.

Describe the reassessment process for any unmet SLOs and discuss how these changes have led

to program improvement.

Provide a copy of the program’s actual student learning outcome data and its analysis since the last

accreditation award. This data and its analysis may be documented on previous assessment plans,

a separate document, or as part of institutional assessment report(s).



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Provide meeting minutes that documents student learning outcome data and program

effectiveness data have been analyzed and used to identify priorities for improvement.

Provide meeting minutes that document student learning outcome data and program effectiveness

data have been shared with communities of interest.

Provide documentation that unmet SLOs have been reassessed.


Review of student learning outcome data and program effectiveness data to support

the assessment plan

Review of representative samples of measurement tools used for data collection

Review of aggregate data

Review of meeting minutes related to the assessment process



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6.4 Periodically reevaluates its assessment process to assure continuous program improvement.

(3.1, 5.5)

Explanation:

Identifying and implementing needed improvements in the assessment process leads to program

improvement and renewal. As part of the assessment process, the program must review its mission,

goals, student learning outcomes, and assessment plan to assure that assessment methods are providing

credible information to make evidence-based decisions. The program must assure the assessment process

is effective in measuring student learning outcomes. Programs are encouraged to use meta-assessment

processes and/or meta-assessment rubrics in its reevaluation process. At a minimum, this evaluation must

occur at least every two years and be documented in meeting minutes.

For additional assessment-related information, assessment plan templates, assessment reporting templates,

and the JRCERT meta-assessment rubric, please refer to the Assessment Corner of the JRCERT website.


Describe how assessment process reevaluation has occurred.

Provide documentation that the assessment process is evaluated at least once every two years.


Review of meeting minutes related to the assessment process




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Definition of Terms Used

Academic and personal support resources: Cumulatively refers to the variety of services, programs,

and/or technology that is offered and takes place in learning environments to promote academic success,

intellectual enrichment, and personal development.

Accreditation Status: a statement of the program’s current standing with the JRCERT. Per JRCERT

Policy 10.00 and 10.700, accreditation status is categorized as one of the following: accredited,

probationary accreditation, and administrative probationary accreditation. The program must also

identify its current length of accreditation award (i.e., 8 year, 5 year, 3 year, probation). Appendix A

provides a template that must be used. The JRCERT publishes each program’s current accreditation

status under the Find an Accredited Program webpage.

Action plan: A plan or intervention developed to address a problem (outcomes, resources) in such a way

that progress towards the solution can be determined. At a minimum, an action plan must include (the)

issue/problem, proposal of modification, assessment methods, and reassessment timeline. The action plan

must be formally documented in appropriate meeting minutes.

Adequate: Sufficient or enough for the purpose of achieving the program’s goals and mission. See:

Sufficient.

Articulation agreement(s): a listing of institutions with which the program has established an agreement

for graduates to receive academic credit towards a higher degree.

Assessment: is the process of providing credible evidence of resources, implementation actions, and

outcomes undertaken for the purpose of improving the effectiveness of instruction, programs, and

services in higher education (Banta & Palomba, 2015, Assessment essentials: Planning, implementing, and

improving assessment in higher education (2nd ed.)).

Assessment plan: The tangible, written, systematic product that allows programs to gather useful data in

an effort to measure goals and student learning outcomes (SLOs). The plan must at a minimum include:

at least three goals, one SLO per goal, at least two assessment methods per SLO, justifiable benchmarks,

and timeframes for data collection. Refer to Objective 6.1 for further information. See: goals, student

learning outcomes, assessment methods.

Assessment method(s): the strategies, techniques, measurement tools, or instruments used for data

collection to determine the extent to which students demonstrate desired learning outcomes and make

evidence-based decisions. These methods may be direct measures or indirect measures.

Clinical obligations: relevant requirements for completion of a clinical course, including but not limited

to, background checks, drug screening, travel to geographically dispersed clinical settings, evening and/or

weekend clinical assignments documentation of professional liability.

Communities of interest: The internal and external stakeholders, as defined by the program, who have a

keen interest in the mission, goals, and outcomes of the program and the subsequent program

effectiveness. The communities of interest may include current students, faculty, graduates, institutional

administration, employers, clinical staff, or other institutions, organizations, regulatory groups, and/or

individuals interested in educational activities in medical imaging and radiation oncology.

Complaint(s): A concern about the program that is typically not among those identified under the

institution’s or program’s formal grievance policy(ies). Example: cleanliness of learning environment.



https://www.jrcert.org/find-a-program/


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Credentialed Practitioner: In relation to the supervision of the medical dosimetry student, a

credentialed practitioner may be a certified and registered radiation therapist, credentialed medical

physicist or a licensed radiation oncologist. See: Supervision, Direct

Curriculum map (-ping): process/matrix used to indicate where student learning outcomes are covered

in each course. Level of instructional emphasis or assessment of where the student learning outcome

takes place may also be indicated.

Distance Education: Refer to JRCERT Policy 10.800 – Alternative Learning Options and Higher Education Opportunity Act of 2008, Pub. L. No. 110-315, §103(a)(19).

Asynchronous Distance Learning: Learning and instruction that do not occur in the same place or at the same time.

Distance Education: An educational process characterized by the separation, in time and/or

place, between instructor and student. Distance education supports regular and substantive

interaction synchronously or asynchronously between the instructor and student through one or

more interactive distance delivery technologies.

Distance (Delivery) Technology: Instructional/delivery methods that may include the use of

TV, audio, or computer transmissions (broadcast, closed-circuit, cable, microwave, satellite transmissions); audio, computer, or Internet based conferencing and/or methodologies.

Hybrid Medical Dosimetry Course: A professional level medical dosimetry course that uses a

mix of face-to-face traditional classroom instruction along with synchronous or asynchronous

distance education instruction. Regardless of institutional definition, the JRCERT defines a

hybrid medical dosimetry course as one that utilizes distance education for more than 50% of

instruction and learning.

Online Medical Dosimetry Course: A professional level medical dosimetry course that

primarily uses asynchronous distance education instruction. Typically, 50% to 100% of the

course instruction and learning is delivered via the Internet. Often used interchangeably with Internet-based learning, Web-based learning, or Distance Learning.

Synchronous Distance Learning: Learning and instruction that occur at the same time and in the same place.

[Definitions based on Accrediting Commission of Education in Nursing (ACEN) Accreditation Manual glossary]

Education(al) record(s): Those records, files, documents, and other materials which contain information

directly related to a student and maintained by the educational institution/program or by a party acting for

the educational institution/program (e.g., clinical settings). The information may be recorded in any way,

including, but not limited to, handwriting, print, computer media, videotape, audiotape, film, and email. (Based, in part Family Educational Rights and Privacy Act, 34 CFR 99, Subpart A, §99.3)

Faculty workload: Contact/credit hours or percentages of time that reflect the manner in which the

sponsoring institution characterizes, structures, and documents the nature of faculty members’ teaching

and non-teaching responsibilities. Workload duties include, but are not limited to, teaching, advisement,

administration, committee activity, service, clinical practice, research, and other scholarly activities.

Goals: Broad, strategic statements of student achievement that reflect the values and priorities of the

program. Goals allow the program to determine if it has achieved its mission.


https://www.gpo.gov/fdsys/pkg/PLAW-110publ315/content-detail.html

https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html


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Grading System: The institutional and/or program-specific policy(s) that provides a computational

scholastic index that appears on a transcript. Typically designated by straight letter grades or may

include plus and minus grades along with an index or quality points to calculate grade point average.

Other grade designations such as I – Incomplete, W – Withdrew, AU – Audit Grade, CR – Transfer of

Credit, are also typically utilized. Some institutions/programs may also utilize the Pass/Fail or No Credit

(Satisfactory/Unsatisfactory) options for some courses.

Grievance: A claim by a student, faculty, or staff that there has been a violation, misinterpretation, or

inequitable application of any existing policy, procedure, or regulation.

Learning environment(s): Defined as places, surroundings, or circumstances where knowledge,

understanding, or skills are acquired such as classrooms, laboratories, libraries, or clinical settings. See:

Physical resources.

Meeting Minutes: A tangible record of a meeting of individuals, groups, and/or boards that serve as a

source of attestation of a meeting’s outcome(s) and a reference for members who were unable to attend.

The minutes should include decisions made, next steps planned, and identification and tracking of action

plans.

Meta-Assessment: The process of evaluating the quality of assessment practice (Fulcher, Coleman, &

Sundre, 2016, doi:10.1002/au.30062).

Mission: A purpose statement that defines the unique nature, scope, and fundamental beliefs of an

institution, department, or educational program.

Must: Indicates an imperative need, duty or requirement; an essential or indispensable item; mandatory.

Typically, synonymous with shall. See: Shall.

Physical resources: Both the learning environments necessary to conduct teaching and facilitate learning

as well as the requisite office space required by faculty to fulfill their responsibilities. There must be

adequate space for the safe and secure storage of program materials, equipment, and supplies. See:

Learning environment(s).

Policy: A general principle by which an institution or program is guided.

Practice(s): Common actions or activities; customary ways of operation or behavior.

Procedure(s): A description of the methods or processes used to implement a policy.

Professional development: Systematic and/or special professional learning events typically sponsored by

an institution, campus, and/or professional association or society for the purpose of professional

enhancement. Participation in symposia, conferences, and/or in-services allow faculty to gain knowledge

regarding subject matter, curriculum concepts, new educational theories and pedagogies, or new

educational software/media.

Program Effectiveness Outcomes/Data: The specific program outcomes established by the JRCERT.

The JRCERT has developed the following definitions and criteria related to program effectiveness

outcomes.


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Credentialing examination pass rate: The number of graduates who pass, on first attempt, the

Medical Dosimetry Certification Board (MDCB) certification examination, or an unrestricted

state licensing examination, compared with the number of graduates who take the examination

within twelve months of graduation.

Job placement rate: The number of graduates employed in medical dosimetry compared to the

number of graduates actively seeking employment in medical dosimetry. The JRCERT has

defined not actively seeking employment as: 1) graduate fails to communicate with program

officials regarding employment status after multiple attempts, 2) graduate is unwilling to seek

employment that requires relocation, 3) graduate is unwilling to accept employment due to salary

or hours, 4) graduate is on active military duty, and/or 5) graduate is continuing education.

Program completion rate: The number of students who complete the program within 150% of

the stated program length. The program specifies the entry point (e.g., required orientation date,

final drop/add date, final date to drop with tuition refund, official class roster date, etc.) used in

calculating program’s completion rate. When calculating the total number of students enrolled in

the program (denominator), programs need not consider graduates who attrite due to

nonacademic reasons such as: 1) financial, medical/mental health, or family reasons, 2) military

deployment, 3) a change in major/course of study, and/or 4) other reasons an institution may

classify as a nonacademic withdrawal.

Program Support Services: the formal or informal resources afforded to faculty on an institutional

campus or district. Faculty may benefit from specialists within the teaching and learning center, testing

center, or office of assessment and institutional effectiveness. Services may be presented via workshops,

seminars or individual consultations and include topics such as educational design, evaluating students,

new faculty orientation, instructional media support.

Published/Publications: Made publically available in written or electronic format.

Readily available: Made accessible to others in a timely fashion via defined program or institution

procedures. The public and others must be able to access digital material without disclosure of contact

information. Navigation to digital material should take little effort or time.

Release time (reassigned work load): A reduction in the teaching workload to allow for the

administrative functions associated with the responsibilities as the program director or clinical coordinator

or other responsibilities as assigned.

Relevant Information: The factual knowledge that has significant and demonstrable bearing on the

program, prospective, accepted, and enrolled students, faculty and staff, and more. Relevant information

is typically not a policy or procedure but rather a communication that provides knowledge to clarify,

promotes accountability, and/or provides transparent material (e.g., accreditation status, clinical

obligations, program effectiveness data, etc.).

Shall: Indicates an imperative need, duty or requirement; an essential or indispensable item; mandatory.

Typically, synonymous with must. See: Must.

Should: Indicates a method to achieve compliance; however, not an imperative need or must.

Sponsoring Institution: The facility or organization that has primary responsibility for the educational

program and grants the terminal award. A recognized institutional accreditor must accredit a sponsoring

institution. Educational programs may be established in: community and junior colleges; senior colleges

and universities, hospitals, medical schools, postsecondary vocational/technical schools and institutions;


12/18/2017

military/governmental facilities; proprietary schools; and consortia. Consortia must be structured to

recognize and perform the responsibilities and functions of a sponsoring institution.

Student Learning Outcomes (SLOs): The knowledge, skills, and attributes students are expected to

have gained as a result of program completion. Should be student-focused, reflect all learners, aligned

with and allow for the measurement of program goals.

Sufficient: Enough or adequate for the purpose of achieving the program’s goals and mission. See:

Adequate.

Supervision, Direct: the supervision of clinical student by a credentialed practitioner who 1) reviews the

procedure in relation to the student’s achievement, 2) evaluates the condition of the patient in relation to

the student’s knowledge, 3)is physically present during the conduct of the procedure, and 4) reviews and

approves the procedure and/or image. See: Credentialed practitioner.

Timely: Without undue delay; as soon as possible.

Use of Results: Refers to making of a change to a program and then re-assessing to determine that the

change positively influenced student learning (Fulcher, Good, Coleman, & Smith, 2014, NILOA Occasional

Paper #23).

http://learningoutcomesassessment.org/occasionalpapertwentythree.html

http://learningoutcomesassessment.org/occasionalpapertwentythree.html


12/18/2017

Appendix A: Accreditation Status Disclosure

Per Standard One – Objective 1.1, programs must publish their current accreditation status directly on

their program-specific webpage. Additional information regarding accreditation status can be found

under Accreditation Policy 10.00 – Advertising Accreditation Status and Accreditation Policy 10.700 –

Disclosure of Accreditation Status.

The following is a template that must be used to disclose accreditation status:

Accreditation Status: Accredited

Consistent with Accreditation Policy 10.700 – Disclosure of Accreditation Status, programs placed on

probationary status must inform currently enrolled and accepted students as well as the public of its

probationary status no later than 30 days upon receipt of notice.

The following is a template that must be used to disclose accreditation status. Any program wishing to

provide more information than below is free to add to the template language.

Accreditation Status: Probationary Accreditation

A Word version of each of these templates can be found under the Program Resources section of the

JRCERT website. Note to reader: This will be added to the website at a later time.

The {degree type} medical dosimetry program at {Institution} is accredited by the Joint

Review Committee on Education in Radiologic Technology (JRCERT). The program’s

current length of accreditation is {length of award}. JRCERT contact information is:

20 North Wacker Drive, Suite 2850, Chicago, Illinois, 60606-3182; phone: (312) 704-

5300; email: [email protected]; web: www.jrcert.org

The {degree type} medical dosimetry program at {Institution} was placed on probationary

status by the Joint Review Committee on Education in Radiologic Technology (JRCERT)

at its (date) meeting. The program is not in compliance with [Outstanding Citation(s)] and

must submit a follow-up report to the JRCERT not later than (date). The program is

tentatively scheduled to go before the JRCERT Board of Directors in (month/year) for

reconsideration of its accreditation status. The program remains fully accredited and

graduates will be eligible to sit for the national credentialing examination and will be

considered graduates of an accredited JRCERT program during this probationary period.

For more explanation about this action, please contact the director of the medical

dosimetry program.

The JRCERT has published a copy of the program’s current probationary accreditation

decision letter that can be found at this link. For more information about implications of

this probationary accreditation status or any other accreditation-related question, you may

contact the JRCERT at: 20 North Wacker Drive, Suite 2850, Chicago, Illinois, 60606-

3182; phone: (312) 704-5300; email: [email protected]; web: www.jrcert.org





mailto:[email protected]


https://www.jrcert.org/accreditation-actions/accredited-programs-on-probation/

mailto:[email protected]



12/18/2017

Appendix B: Program Effectiveness Data Disclosure

Per Standard One – Objective 1.6, programs must maintain accurate effectiveness data directly on their

program-specific webpage. The information must clearly identify the year and sample size with each

associated measure.

The following is a template to disclose program effectiveness data, it is not mandatory to use this

template. A Word version of this form can be found under the Program Resources section of the JRCERT

website. Note to reader: This will be added to the website at a later time.

Program Effectiveness Data:

The following is the most current program effectiveness data for the {degree type} medical dosimetry program at

{Institution}. Our accreditation agency, the Joint Review Committee on Education in Radiologic Technology

(JRCERT), defines and publishes this information. Click here to go directly to the JRCERT webpage.

Outcome Measure Year Results

Credentialing Examination: Year 1 # pass on 1st

attempt / # attempt

within 6 months of

graduation

9/9(100%)

Year 2

Year 3

Current 3-Year Average Total of above

x/x (__%)

Job Placement: Year 1 #employed / #

actively seeking

employment w/n 12

months

9/9 (100%)

Year 2

Year 3


x/x (__%)

Program Completion:

Year 1 # completing

program / # total

cohort w/n 150% of

program length

9/11 (82%)

Year 2

Year 3


x/x (__%)

https://www.jrcert.org/resources/program-effectiveness-data/