Courtney Nance

Peer Teaching Reflection

The ARRT Image Evaluation and Acquisition section involves several inversely related
definitions and understanding the relationships is crucial to comprehension. For example, an
increase in kilo-voltage creates a low contrast image.
Teaching the various factors that affect radiographic quality clarified my understanding of
them. Through preparing my lesson, I was able to better distinguish density, contrast, detail and
distortion from each other and their own controlling factors. Making my notes into a visual
power point format also helped cement definitions in my mind. Through reviewing my notes to
make the presentation, I was able to find the key points that are easily forgotten if not reviewed.
This group project was easy to manage by dividing the content categories with each group
member. However, I did not learn as much in the imaging topics outside of what I was assigned
to teach due to splitting the work load between group members.
My presentation focused on asking thought stimulating questions to keep the class
involved. I asked at least one question on each slide to make sure the class was paying attention,
which give them a break from a continuous lecture. Pictures were used on each slide to help
visual learners remember concepts better. I presented understanding checks for math formula
questions where memorizing the formulas is another successful tip to the ARRT. The math
problems included the mAs maintenance, 15% rule, magnification, inverse square law, and grid
formulas. Focus was given to additive and destructive pathologies and the resulting change in
technique due to confusion at the ACERT conference. In the Carlton Imaging book I found that
additive pathologies mainly require increases in kilo-voltage where destructive pathologies are a
decrease in mili-amperage. Understanding the reason behind definitions has always helped me
better comprehend concepts which enabled me to answer questions better during the lesson.
The ARRT content guide made it apparent that students should be able to contrast film
versus digital definitions. While researching this for the lesson I was able to clarify the concepts
for myself and the class. For example, film density is the degree of blackening in an area due to
the accumulation of black metallic silver while digital density is the degree of brightness
measured by the luminance of a monitor. Often test questions use alternative word choices many
of us are not used to. Writing a quiz for the class helped me to identify distracter words in
questions so I am now more aware of the non-essential parts of the question.
Teaching a concept is another way to better learn about a topic. I wanted my lesson to
follow a discussion format instead of a lecture. During open discussion time I learned additional
imaging information through other classmates comments. Discussions make a relaxing
environment to teach in and are beneficial to both the teacher and students. Adjusting according
to the students behavior and understanding is difficult due to time constraints and a large amount
of material. However, asking questions periodically enabled me to judge the classs level of
competence and what pace I needed to take. This project would be beneficial on a smaller scale
throughout the program. Students could be assigned one concept to teach by themselves each
semester or chapter of learning enabling them to critically think about the subject. This project
was beneficial in mastering imaging concepts through repetition of lesson preparation and
teaching.