Radiography program director Isaak Miroshenko always had a passion for teaching even before his time in the profession. After several years working in the clinical setting, he decided to make the transition to education so he could teach students making their way into radiography how to be the best.
“I thought that if I get myself into education, I could be a filtering effect on my students. If I teach them the right way, they will teach their future students the right way.”
He started as a per diem instructor at the Center for Allied Health Education (CAHE) in 2014 and worked his way to clinical coordinator and eventually to his current role as program director. Having a strict registry review, along with HESI Practice Exams and Exit Exams has helped their program achieve impressive results during that time. From 2018 to 2019, they’ve achieved 100% pass rate, 91% retention rate, and 98% job placement rate. Their first attempt pass rate from 2014 to 2018 is 85% as well.
Before he took over as program director, different policies were in place when it came to implementing Elsevier digital tools like HESI and Elsevier Adaptive Quizzing (EAQ). Now, HESI Practice Tests are required for students before taking the HESI exam to prepare students for the critical thinking they need to be successful on the ARRT.
“I think having the practice HESI is a big preparation for the actual HESI examination,” Miroshenko says. “Students have told me the way the questions are worded are different than what they’re used to. So having the practice HESI as a requirement also is a big help.”
It’s important to Miroshenko that students are fully prepared to pass the ARRT. Although his students say HESI exams are difficult, as an educator he likes that students are being challenged.
Practice for the ARRT
In order to achieve the best results for his students, Miroshenko uses HESI to mimic the registry as close as possible. Students are given three attempts to reach the 800 benchmark in HESI Exit Exams before passing his program. He looks forward to implementing a third version of HESI for students who need extra support to pass.
Although the HESI benchmark is set at 750, Miroshenko pushes his students to go beyond and reach a score of at least 800. After his first cohort took the ARRT, he could clearly see how HESI was impacting student pass rates with the data available in the program.
“Based on the numbers that I’ve seen and correlated, I always tell my students they should be aiming at 800 or above on the HESI. That’s usually a 90% pass rate [on the ARRT],” Miroshenko says.
Remediation is also an important part of his classroom for students to ensure success on the ARRT, working with students on their weak points based on the study plan generated by HESI.
EAQ is fairly new to Miroshenko’s program, but he says he’s already seen the benefit of its implementation. Because EAQs are adaptive to student performance, Miroshenko can address their weaknesses based on the quizzing results. He uses these as graded homework assignments during registry review so he can see where they need to improve.
Digital Tools in the Classroom
In the last six years at CAHE, Miroshenko has seen a lot of advancements, especially with technology in the classroom. Digital tools, along with their LMS Canvas, helped support their program during COVID. Synchronous lectures, along with restructuring class time to accommodate active learning with group projects, kept their program engaging.
“It just makes it more accessible for students, and plus the grades that they got automatically would transfer to the grade book, which I thought was really convenient,” Miroshenko says.
It’s important to Miroshenko to make sure faculty in the radiography program are in tune with the technology they’re using as well. He looks forward to implementing more adaptive learning technology in his classroom specific to radiology.
Advice for Faculty
Leading the way for students, he finds innovative ways to teach his students to keep them engaged. Whether it’s the use of new digital tools or reimagining difficult classes to help them learn the essentials, he knows if faculty care, students will care.
“It’s not just about memorization, but it’s actually about understanding the concepts and making it fun just makes it better. If you’re making something fun, they’re more than likely to remember it,” Miroshenko says.
As a hands-on instructor with both student and faculty, he knows how leadership makes or breaks incorporating new ideas and tools. He advises faculty to not give up, learn with the technology, and eventually it will be worth it.
“Once you get the hang of it, you’re never going to want to go back,” Miroshenko says.
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