Educator Tools for Competency-Based Professionalism

Introduction

Professionalism is a word that can mean different things to different people. That’s why the ASRT is taking a competency and skills-based approach to professionalism.

This document was created to be used in conjunction with the ASRT Professionalism Self-Reflection Tool.

Some learners come to our classrooms having already been taught a definition of professionalism and behaviors that align with our vision as instructors, some have learned other definitions of professionalism, and some have not had the background or support to learn these skills. As educators, it is important to meet our students where they are. Bringing a competency-based definition of professionalism into the classroom allows our learners to understand what behaviors and skills are needed on the lifelong journey of professionalism.

Starting the Discussion

Consider using prompts about professionalism with a think-pair-share process, sticky note wall activities, journaling, or assigned clinical self-reflection papers to facilitate discussion and reflection about professionalism.

Think-Pair-Share Process

It is helpful to have a written copy of the think-pair-share structure and prompt questions to share with learners.

Divide students into pairs.

Explain the think-pair-share structure, which is described below. Then, give the students a prompt for their think-pair-share exercise.

Think: First, students think quietly and silently about their own response to the prompt for about 45 seconds to one minute. If the silence is uncomfortable, remind them that one purpose of the think-pair-share structure is to create psychological safety and ask them to refocus on the prompt silently.

An engaging alternative approach is to give each pair a different prompt question as opposed to giving the same prompt to all students.

Pair: After 45 seconds to one minute has passed, students will take turns sharing within their pair about their response to the prompt. Together, the students will prepare a response from the pair that they will share with the class. Allow at least five minutes for the pair to discuss the prompt together and to create the response that they will share with the class.

Share: Call on each pair in the class to share their response to the prompt. Affirm that the groups have shared their thoughts and facilitate discussion as appropriate for your learning objectives.

Sticky Note Wall Activity

This activity allows learners to think, post, categorize and analyze. Provide students with ample sticky notes.

Think: Display the first professionalism prompt. Have students write short responses to the prompt — single words, phrases or short sentences. Students should put each distinct response to the prompt on a separate sticky note. This should be an individual effort.

Post: After a designated amount of time, which is dependent on the prompt, have students post their notes on a wall or whiteboard.

Repeat the think and post steps with the rest of the prompts. If possible, designate a wall or whiteboard for each of the prompts.

Categorize: With all the notes displayed on a wall, instruct the students to categorize or group the notes based on the written responses. This should be a communal effort where you encourage discussion and debate.

Analyze: Compare and contrast the categories of responses for each of the prompts. What are common themes? What elicited differences? Does a common understanding and definition of professionalism arise out of the different prompts? Facilitate the discussion as appropriate to the class's needs.

Professionalism Prompts for Think-Pair-Share and Wall Activity

What does professionalism mean to you?

Think of a time when you’ve seen someone be professional in the clinical or classroom setting. What specific behavior stands out as professional to you?

Think of a time when you’ve been on the receiving end of unprofessional behavior (e.g., in a prior class, at a prior job, in a customer service setting) What happened? What behavior did the other person do that you perceived as unprofessional? How did it make you feel? How would you have liked the situation to be handled differently?

Taking Action With the ASRT Professionalism Self-Reflection Tool

Ask your students to complete the ASRT Professionalism Self-Reflection Tool. Based on their self-reflection scores, ask your students to identify one area of professionalism where they would like to grow.

Ask them to create a SMART goal and establish a plan to achieve growth in that professionalism competency. For background, share with your learners that SMART goals are specific, measurable, achievable, relevant and time bound.

Create milestones and a future check-in discussion to talk with students about their SMART goal, their progress, and establishing a cycle of self-reflection on professionalism and goals throughout their career journeys.

Creating a Legacy of Professionalism

If allowed by your institution’s policies, consider creating a syllabus statement or class commitment pledge toward growth in professionalism. Alternatively, group together your existing course policies that advance professionalism and highlight that these policies exist to guide learners in their development of professionalism.

Incorporate specific learning objectives to facilitate the goals of your students established from the ASRT Professionalism Self-Reflection Tool. For example, create a simulation activity in which students create skits to model competency-based professionalism.

Let your students take the lead! Create a mentorship luncheon in which second-year students are paired with first-year students. During lunch, facilitate the discussion so that the pairs work through a list of common questions needed for orientation in the clinical environment and successful learning as radiologic technologist students. This event prepares new students for baseline skill achievement, and the luncheon allows second-year students to reflect on their own professional growth and development since they attended the event as first years.

An ongoing mentoring or “buddy” system between second and first-year students is also effective for reinforcing professional standards. For example, have second-year students accompany first-year students to new clinical sites to help orient them and set expectations from a student’s perspective. Educators and second-year students can also co-create clinical toolkits for first-year students with guidelines, success tips, and resources for a positive and professional clinical experience. Toolkits can include resources such as hospital emergency code pocket guides, a small notebook, pen and a radiology-themed badge holder.

Get involved with your affiliate society and with the ASRT and encourage your students to participate with you. Share with your learners about the ASRT Student to Leadership Development Program.