Standard One Accountability, Fair Practices, and Public ...The sponsoring institution and program promote accountability and fair practices in relation to students, faculty, and the

2021 STANDARDS – Degree Programs __Magnetic Resonance 1

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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 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 Magnetic Resonance and the avenue to pursue allegations

of non-compliance with the STANDARDS. (1.7)

1.6 The program publishes 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. (6.6)


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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 a 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;

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 program website

• Review of institutional and 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 Magnetic Resonance 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 standards or 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 effort to increase accountability and transparency, the

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

rate data, three-year average 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 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 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. (6.6)

Explanation:

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

policies are located at www.jrcert.org. In addition, substantive change(s) must be reviewed and approved

by the Board of Directors prior to implementation, with the exception of a change of ownership (Policy

11.400).

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 (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).

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 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 support the

achievement of its mission. (2.6)

2.4 The sponsoring institution provides students with 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

• Observe physical resources

• Interviews with faculty and institutional officials


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

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

Explanation:

The sponsoring 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. Clerical services can aid the

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

admission activities. The use of clerical services for support of 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.


• 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.

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.

The sponsoring institution must provide the program with adequate classroom space. Although an

energized laboratory is not required, the program must have scheduled accessibility to a magnetic

resonance environment. Classrooms and laboratories, if applicable, 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.

The JRCERT does not endorse any specific physical resources.


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

mission.

• Describe how the classroom design, technology, and laboratories 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 students with support resources needed to achieve the

program’s mission. (2.8)

Explanation:

Personal support resources refer to the variety of services, programs, and/or technology that is offered to

promote academic success. Students are more likely to complete the educational program when they seek

out and participate in these support resources. The institution and/or program must provide access to

information for personal counseling, requesting accommodations for disabilities, and financial aid.

The JRCERT does not endorse any specific support resources.


• Describe the available 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 sponsoring institution provides the program 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. Also, a full-time equivalent clinical coordinator is required if

the program has more than fifteen (15) students enrolled in the clinical component of 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 assure 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 American Registry of Radiologic

Technologists (ARRT) certification and registration, or

equivalent1, in magnetic resonance.

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;



equivalent, 1 in magnetic resonance.

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;





equivalent, 1 in magnetic resonance.

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.

1 Equivalent: an unrestricted state license for the state in which the program is located.

Applicable to all programs with the following addition(s):

• Bachelor’s 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;





equivalent2, in magnetic resonance.

Clinical Staff



equivalent,2 in magnetic resonance.

Explanation:

Relevant 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 ARRT certification and

registration (or equivalent) or other appropriate credentials. Qualified health care professionals with

credentials other than ARRT certification and registration (or equivalent) may supervise students in

specialty areas (e.g., registered nurse supervising students performing patient care skills, phlebotomist

supervising students performing venipuncture, etc.).

Consistent with Policy 11.700, with the exception of adjunct faculty and clinical staff, the JRCERT verifies

professional and academic qualifications of all program officials 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.

2 Equivalent: an unrestricted state license for the state in which the clinical setting is located.

Refer to Policy 11.400 for information regarding:

• Acting program officials

• Interim program officials

• Temporary program officials



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3.3 The sponsoring institution and program assure 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;

Evaluates students’ clinical competence as appropriate;

Supports the educational process;


procedures, and student progress. Adheres to 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 and clinical coordinator 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 assure 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. If the program chooses to evaluate the clinical preceptors, a description of the

evaluation process should be provided to the 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 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, 4.8)

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,

• communication,

• 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. This 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 order to assure curricular content is well

integrated across the curriculum and that students achieve expected learning, it is best practice to analyze

the curriculum and student learning outcomes through the development of a curriculum map.

Additionally, the curriculum should be supported by clearly developed course syllabi that are consistent

with institutional policy.

Use of a standard curriculum promotes consistency in magnetic resonance education and prepares the

student to practice in the professional discipline. All programs must follow a JRCERT-adopted

curriculum. An adopted curriculum is defined as:

• the most recent American Society of Radiologic Technologists (ASRT) Magnetic Resonance

curriculum and/or

• another professional curriculum adopted by the JRCERT Board of Directors.


• 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.

• Submit samples of course syllabi.


• 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

• Review course syllabi.

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

students. (1.2, 1.3, 1.4, 3.3, 4.8)

Explanation:

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

experiences to all admitted students. A meaningful clinical education plan assures that activities are

equitable3, as well as preventing 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.

The maximum number of students assigned to a clinical setting must be supported by sufficient human

and physical resources. The number of students assigned to the clinical setting must not exceed the

number of assigned clinical staff. The student to magnet ratio must be 1:1; however, it is acceptable that

more than one student may be temporarily assigned to one magnet during infrequently performed

procedures.

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 the 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. The program must also assure that its liability insurance covers

students during these makeup assignments.

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.

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, 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 1:1 student to magnet ratio at all clinical settings.

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

3 Refer to the 2016 JRCERT Mammography Statement


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• 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 makes available to the public accurate information about potential workplace

hazards associated with magnetic fields. (4.1 and Interpretation)

5.2 The program has a published pregnancy policy that is made know to accepted and enrolled

female students. (4.2)

5.3 The program assures that students employ proper magnetic resonance safety practices. (4.3)

5.4 The program assures that magnetic resonance procedures are performed under the appropriate

supervision of a qualified magnetic resonance technologist. (4.4, 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 makes available to students and the public accurate information about

potential workplace hazards associated with magnetic fields. (4.1 and Interpretation)

Explanation:

Information regarding the potential dangers of implants or foreign bodies in students must be published

and provided to students and the public. Programs must establish a safety screening protocol for all

students that assures they are appropriately screened for magnetic field or radiofrequency hazards.


• Describe how this information is made available to students and the public.

• Describe how the program prepares students for safe magnetic resonance practices

• Provide MR safety screening protocol and release form.

• Provide a copy of published materials.




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






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5.2 The program has a published pregnancy policy that is made know to accepted and enrolled

female students. (4.2)

Explanation:

The program must develop a pregnancy policy that includes provisions for the declared pregnant student

to work in a safe environment. Appropriate safe practices help assure that magnetic fields and/or

radiofrequency hazards to the student and fetus are kept to a minimum. The pregnancy policy must

reflect currently accepted safety practices regarding magnetic fields and applied radiofrequencies.

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. The declared pregnant student who continues to work in and around the MR environment must

not remain within the MR scanner bore or Zone IV during actual data acquisition or scanning.


• Describe how the pregnancy policy is made known to accepted and enrolled female students.

• Describe how the program assures that the declared pregnant student does not perform any duties

within the MR scanner bore or Zone IV during actual data acquisition or scanning.

• Provide a copy of the program’s pregnancy policy.








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5.3 The program assures that students employ proper magnetic resonance safety practices. (4.3

and new)

Explanation:

The program must assure that students are instructed in the utilization of imaging equipment, accessories,

optimal imaging parameters, and proper patient positioning to minimize the risk of hazards associated

with magnetic fields and radiofrequencies. These practices assure the safety of patients, students, and

others. Students must understand basic magnetic resonance safety practices prior to assignment to

clinical settings. As students progress in the program, they must become increasingly proficient in the

application of magnetic resonance safety practices.

The program must also assure magnetic resonance safety in magnetic resonance laboratories, if available.

Student utilization of an operational laboratory must be under the supervision of a qualified magnetic

resonance technologist who is available should students need assistance. Programs must develop policies

regarding the safe and appropriate use of operational laboratories by students, including, but not limited

to, scanning volunteers. For programs that scan volunteers, an informed consent must be obtained from

the volunteer and a protocol must be established for incidental findings.


• Describe how the curriculum sequence and content prepares students for safe magnetic resonance

practices.

• Describe the use of MR operational laboratories, if applicable.

• Describe the policies and/or procedures associated with the use of operational laboratories,

including the use of volunteers, if applicable.

• Provide the curriculum sequence.

• Provide policies/procedures regarding magnetic resonance safety.


• Review of program curriculum

• Review of magnetic resonance safety policies/procedures

• Review of student handbook







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5.4 The program assures that magnetic resonance procedures are performed under the

appropriate supervision of a qualified magnetic resonance technologist. (4.4, 4.5)

Explanation:

Appropriate supervision assures patient safety and proper educational practices. The program must

develop and publish supervision policies that clearly delineate its expectations of students, clinical

preceptors, and clinical staff.

The JRCERT defines direct supervision as student supervision by a qualified magnetic resonance

technologist 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 and/or image.

Students must be directly supervised until competency is achieved. Once students have achieved

competency, they may work under indirect supervision. The JRCERT defines indirect supervision as

student supervision provided by a qualified magnetic resonance technologist who is immediately

available to assist students regardless of the level of student achievement. This availability applies to all

areas where magnetic resonance equipment is in use on patients.


• Describe how the supervision policies are made known to students, clinical preceptors, and

clinical staff.

• Describe how supervision policies are enforced and monitored in the clinical setting.

• Provide policies/procedures related to supervision.

• Provide documentation that the program’s supervision policies are 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 maintains the following program effectiveness data:

• three-year average credentialing examination pass rate of not less than 75 percent at first

attempt within six months of graduation,

• three-year average job placement rate of not less than 75 percent within twelve months of

graduation,

• annual program completion rate,

• graduate satisfaction, and

• employer satisfaction. (5.2)

6.2 The program analyzes its program effectiveness data to facilitate ongoing program improvement.

(1.11, 5.4, New)

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

(5.1)

6.4 The program analyzes student learning outcome data to facilitate ongoing program improvement.

(1.11, 5.4, New)

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

improvement. (3.1, 5.5)


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6.1 The program maintains the following program effectiveness data:

• three-year average credentialing examination pass rate of not less than 75 percent at

first attempt within six months of graduation,

• three-year average job placement rate of not less than 75 percent within twelve months

of graduation,

• annual program completion rate,

• graduate satisfaction, and

• employer satisfaction. (5.2)

Explanation:

Program effectiveness outcomes focus on issues pertaining to the overall curriculum such as admissions,

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. Credentialing

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

Annual Report. Graduate and employer satisfaction data must be collected as part of the program’s

assessment process.


• Describe the process for collecting program effectiveness data.

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

the calculation of program completion rate.

• Provide the program effectiveness data since the last accreditation award.


• Review of program effectiveness data



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6.2: The program analyzes its program effectiveness data to facilitate ongoing program

improvement. (1.11, 5.4, new)

Explanation:

Analysis of program effectiveness data allows the program to determine if it is meeting its mission.

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

communities of interest. Faculty drive programmatic assessment processes including data analysis.

Faculty should assure all data have been analyzed and discussed prior to sharing results with an

assessment committee or other communities of interest.

Programs must use assessment results to promote student success and maintain and improve program

effectiveness outcomes. Summarizing data analysis allows programs, in part, to make evidence-based

decisions to determine the quality of student learning, curriculum, pedagogy, and program delivery.

Analysis of program effectiveness data must occur at least annually, and results of the evidence-based

decisions must be formally documented. (The analysis may be documented on previous assessment

plans, an (institutional) assessment report, meeting minutes, or a separate document.)

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

• program effectiveness data that is compared to expected achievement;

• documentation of discussion(s) of data analysis and actions taken for unmet benchmarks

including trending/comparing of results over time to maintain and improve student learning;

• implementation of evidence-based changes, identification of anticipated results, and reassessment

as appropriate.

o If the program does not meet its benchmark for a specific program effectiveness outcome, the

program must implement an action plan that identifies the issue/problem, allows for data

trending, and identifies areas for improvement. The action plan must be reassessed annually

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.

https://www.jrcert.org/


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• Describe how the program analyzes program effectiveness data to make evidence-based

decisions. Provide actual program effectiveness data since the last accreditation award.

• Describe examples of evidence-based changes that have resulted from the analysis of program

effectiveness data and discuss how these changes have maintained or improved program

effectiveness outcomes. For any unmet outcome, provide documentation that demonstrates the

implementation of the evidence-based changes, including the timeframe, intended results, and

reassessment point.

• Describe how the program shares the analysis of program effectiveness data, including an action

plan for any unmet outcome, with its communities of interest. Provide documentation that

demonstrates the sharing of the analysis.


• Review of aggregate data

• Review of data analysis and actions taken

• Review of documentation that demonstrates the sharing of results with communities of interest

• Review of representative samples of measurement tools used for data collection


• Interview with institutional assessment coordinator, if applicable


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

improvement. (5.1)

Explanation:

A formalized written assessment plan allows programs to gather useful data to measure the goals and

student learning outcomes (SLOs) to facilitate program improvement. Student learning outcomes must

align with the goals and be explicit, measurable, and state the learning expectations.

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

• three total goals in relation to clinical competency, communication, critical thinking, diversity,

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

• one SLO per goal;

• two assessment methods per SLO;

• benchmarks for each assessment method to determine level of achievement; and

• timeframes for data collection.

The systematic assessment process is designed at the programmatic level to ascertain if program

graduates have obtained the expected learning outcomes rather than to illustrate expectations of individual

students or course-level outcomes. 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 evidence for informed decision making.

• Describe how the program determined the benchmarks to determine the level of achievement.

• Describe how the program uses feedback from communities of interest in the development of its

assessment plan.

• 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 must consider the additional professional content, as

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




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6.4: The program analyzes student learning outcome data to facilitate ongoing program

improvement. (1.11, 5.4, new)

Explanation:

Analysis of student learning outcome data allows the program to determine if it is meeting its mission,

goals, and student learning outcomes. Analysis also provides a means of accountability to faculty,

students, and other internal and external communities of interest. Since faculty drive programmatic

assessment processes including data analysis, all data should be analyzed and discussed prior to sharing

results with an assessment committee or other communities of interest.

Programs must use assessment results to promote student success and maintain and improve student

learning outcomes. Program strengths and opportunities for improvement must be identified.

Summarizing data analysis allows programs, in part, to make evidence-based decisions to determine the

quality of student learning, curriculum, pedagogy, and program delivery. Analysis of student learning

outcome data must occur at least annually, and results of the evidence-based decisions must be formally

documented. (The analysis may be documented on previous assessment plans, an (institutional)

assessment report, meeting minutes, or a separate document.)

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

• student learning outcome data that is compared to expected achievement;

• documentation of discussion(s) of data analysis and actions taken for met and unmet benchmarks

including trending/comparing of results over time to maintain and improve student learning;

• implementation of evidence-based changes, identification of anticipated results, and reassessment

as appropriate.

o If the program does meet its benchmark for a specific SLO, the program should identify

how student learning was maintained or improved and describe how students achieved

program level student learning outcomes.

o If the program does not meet its benchmark for a specific SLO, the program must

implement an action plan that identifies the issue/problem, allows for data trending, and

identifies areas for improvement. The action plan must be reassessed annually 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.



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• Describe how the program analyzes student learning outcome data to make evidence-based

decisions. Provide actual student learning outcome results since the last accreditation award.

• Describe examples of evidence-based changes that have resulted from the analysis of student

learning outcome data and discuss how these changes have maintained or improved student

learning. Provide documentation that demonstrates the implementation of the evidence-based

changes, including the timeframe, intended results, and reassessment point.

• Describe how the data analysis has been used to influence the curriculum, pedagogy, budgeting,

and/or program delivery. Provide example(s) of evidence-based changes including the

anticipated outcomes leading to programmatic improvement.

• For any unmet outcome, describe the implementation of the action plan. Provide assurance that

the action plan has been implemented.

• Describe how the program shares the analysis of the student learning outcome data, including an

action plan for any unmet outcome, with its communities of interest. Provide documentation that

demonstrates the sharing of the analysis.


• Review of aggregate/disaggregate data

• Review of data analysis and actions taken

• Review of documentation that demonstrates the sharing of results with communities of interest

• Review of representative samples of measurement tools used for data collection




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6.5 The program 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. At

a minimum, this evaluation must occur at least every three years and be documented. In order to assure

that student learning outcomes have been achieved and that curricular content is well integrated across the

curriculum, programs may consider the development and evaluation of a curriculum map. Programs may

wish to utilize assessment rubrics to assist in validating the assessment process.

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

curriculum mapping template, and other resources, please refer to the Assessment Corner of the JRCERT

website.


• Describe how assessment process reevaluation has occurred. Discuss changes to the assessment

process that have occurred since the last accreditation award including any impacts to evidence-

based decisions. Has the program reevaluated the change(s) to determine if an impact on student

learning has occurred?

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


• Review of documentation related to the assessment process reevaluation

• Review of curriculum mapping documentation, if applicable






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Glossary of Terms

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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Course Syllabi: 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.

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 Magnetic Resonance Course: A professional level MR 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 MR

course as one that utilizes distance education for more than 50% of instruction and learning.

Online Magnetic Resonance Course: A professional level MR course that primarily uses

asynchronous distance education instruction. Typically, the course instruction and learning is

100% 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,


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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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.

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.

Immediately available: The physical presence of a qualified magnetic resonance technologist adjacent

to the room or location where a magnetic resonance procedure is being performed. This availability

applies to all areas where magnetic resonance equipment is in use on patients. See: Indirect supervision.

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.

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.


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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.

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

American Registry of Radiologic Technologists (ARRT) certification examination, or an

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

examination within six months of graduation.

Job placement rate: The number of graduates employed in the radiologic sciences compared to

the number of graduates actively seeking employment in the radiologic sciences. 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 100% 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.

Graduate and employer satisfaction: Graduate and employer satisfaction may be measured

through a variety of methods. The methods and timeframes for collection of the graduate and

employer satisfaction data are the prerogative of the program.

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 publicly 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.).


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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;

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 qualified magnetic resonance technologist

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: Indirect supervision.

Supervision, Indirect: The supervision of a clinical student, who has achieved competence, yet must still

be supervised by a qualified magnetic resonance technologist who is immediately available to assist

regardless of student achievement. See: Immediately available.

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


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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} magnetic resonance 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} magnetic resonance 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 magnetic resonance 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]



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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} magnetic resonance 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/