Evidence-Based Project

MSRS Evidence-based Project

RADS 5233 Administrative Evidence-based Project (3 credits) 
Prerequisites: RADS 5003, 5013, 5023, 5033, 5103, 5124

RADS 5233 Administrative Evidence-based Project (3 credits) 
Prerequisites: RADS 5003, 5013, 5023, 5033, 5103, 5124

Project Course Overview:

In this course, students will identify and complete an evidence-based project (EBP) within the area of either administrative or educational radiology (depending on their tracks). The design of the course affords students the opportunity to apply knowledge and skills obtained throughout the program to the planning, administration, and evaluation of a faculty approved project. 

This project will uniquely focus on the students’ special interests and career goals.  Projects can be completed in a variety of health care and educational settings outside or inside the students’ work environments.  For external site selection: Administration track MSRS majors typically visit sites such as hospitals and outpatient clinics.  Education track MSRS majors typically visit sites including hospital-based programs, community colleges and four-year college and universities.

If students select an external site from their current work institution, they must arrange their own housing, transportation, and personal expenses during the experience.  An MSU faculty member will facilitate the experience and will serve as liaison between the student and the preceptor site throughout the process.

Students are encouraged to work within their current institutions; however, if students choose an external site, they should begin selection of sites near the completion of course prerequisites. Students should be aware that development of a new site requires significant evaluation and administrative preparation.  Students requesting a non-established site should seek early advisement from the MSU Project Course Coordinator. External sites generally require contracts to be established between MSU and the site, which may take anywhere from 2 weeks to 2 months to complete.

In the case where students choose an external site, MSU has established relations with a variety of administrative and educational sites that may be willing to accommodate the student's objectives.  The MSU Project Course Coordinator grants final approval for site selection and may assign a student to a particular site to ensure achievement of goals and objectives. 

Student Responsibilities during the Project Course: 

For external site only: Students must arrange housing, transportation, and other related expenses during the project.

All students must:  

  • Generate and gain approval by the MSU faculty and the site preceptor of a list of behaviorally stated objectives for completion during the project; 
  • Fulfill all course responsibilities and objectives as outlined in the course syllabus; 
  • Provide support to the site preceptor during the actual visit; 
  • Provide evidence of successful completion of objectives in the form of a portfolio that provides evidence of objective achievement.

For External Site Selection ONLY - Project Site Preceptor Responsibilities: 

 

The resident Site Preceptor will oversee and facilitate the student’s experiences and may offer assistance with local logistics. The Site Preceptor plays a vital role in the development of objectives and must be in agreement to the prescribed objectives.  The preceptor may assign additional activities prior to or during the student’s rotation. 

 

Student Project Preparation Checklist: 

  • All immunization records must be on file with the MSU Vinson Student Health Center. Contact the Vinson Student Health Center at (940) 397-4231 to start the paperwork (For external site selection only)
  • Liability insurance premium must be paid. To do this move to the top of this webpage and click on the gold box on the top left "Graduate Program Fees". Select your degree track and pay by credit card (For external site selection only)
  • The MSU EBP Course Coordinator must approve and obtain the appropriate administrative documentation for the rotation site.
  • The MSU EBP Course Coordinator must approve the objectives (stated in behavioral format) prior to the start of the experience.
  • The student must be aware of the evaluation and grading process for the course.
  • The student and MSU EBP Course Coordinator must agree on a deadline for submitting the Portfolio materials for evaluation.
  • The student must be prepared to respond to any special initiatives requested by the Site Preceptor prior to or during the rotation.
  • The student must understand that the Site Preceptor will provide feedback to the MSU EBP Course Coordinator on the performance and attitude of the student during the rotation.
  • The student must complete all evaluation materials related to the experience (including but not limited to the Portfolio) to complete the course.

Portfolio Development Instructions:

The EBP experience is designed to allow students to successfully complete pre-established objectives.  Following completion of the project, each student is expected to submit a “portfolio” that reflects the outcomes of the experience.  The portfolio should demonstrate completion of established objectives along with evidence of other activities in which the students were involved.  All materials should be typed and incorporated in a sturdy, large “three ringed” notebook.  The portfolio due date will be agreed upon by the EBP Course Coordinator and the student. The portfolio should include:

  • Title Page
    • Students’ name, project name, EBP Course Coordinator’s name, and date of submission
  • Table of Contents
  • Introduction Statement 
  • Discussion about the value of the project goals and objectives
  • Project Goals & Objectives
  • Changes in Goals & Objectives
    • Explanation of any changes in the established goals and objectives with documentation of approval of the changes
  • Evidence of Achievement  (how did you meet each of your objectives – if needed may use examples place in the appendix/exhibits/table section)
    • Additional supportive documentation will enhance the portfolio.  Examples include audiovisual materials such as computer-based materials, videotapes, data from projects, or products developed during the experience.
      • Students must specifically discuss how documents, brochures, etc. included tie into the objectives Discussion and documentation of the achievement or failure to achieve the established goals and objectives.  
  • Reflection on the learning experience. 
    • Discussion of other activities and/or experiences with the Site Preceptor (if applicable) or during the project
  • Journal 
    • Documentation of daily log or journal notes 
  • Appendices / Exhibits / Tables - Included as needed
  • Conclusion 
  • Summary of experiences and adjustments