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At least 181 records · Page 10Linked to original sources
PubMedDate not supplied

Admission requirements for radiography programs.

CONTEXT: Radiography program applicants far outnumber available class capacity in many programs. Educational accountability requires that programs justify their admission practices, work to retain all qualified students and evaluate their attrition rates. Thus, radiography programs are interested in identifying the best candidates for admission. PURPOSE: The purpose of this small survey study was to document admission requirements of entry-level programs in radiography accredited by the Joint Review Committee on Education in Radiologic Technology (JRCERT) in Oklahoma and Texas. METHODS: A 14-question survey was sent to 45 JRCERT-accredited entry-level radiography programs in Oklahoma and Texas. The survey included questions concerning program demographics, admission criteria and admission practices. RESULTS: Cumulative grade point average, interviews, successful completion of math and science courses, and performance on standardized tests were the most commonly used admission criteria, although no criteria were used by all of the programs surveyed. CONCLUSION: The current study is the first step toward identifying the most effective admission criteria for radiography programs. Future research should examine the correlation of specific admission criteria with program success (ie, program retention, program completion and professional certification).

Educational Measurement↗
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Teaching strategies to foster critical thinking.

The teaching of critical thinking is a relatively new focus in higher education. Some argue that to advance as a profession radiologic technology must examine the role of critical thinking in the professional curriculum. Attitudes that impede critical thinking are presented as well as sample teaching methods designed to foster critical thinking.

Teaching↗
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The roles instructors play in clinical education.

Instructors in clinical radiologic technology education play many roles. These include expert, formal authority, socializing agent, facilitator, role model and person. This article explains the roles educators play in the teaching-learning process and how their appropriate portrayal can optimize the translation of theory into practice for students.

Teaching↗
PubMedDate not supplied

[Efficiency of the Thai processing solution in clinical practice].

The project was designed to study the efficiency of the Manual Processing Solution produced by Department of Radiological Technology, Tropical Medicine, Mahidol University. (Product Solution). It was divided into 2 parts. 1) to determine the numbers of satisfactory radiographs that could be produced before degradation of the solution occurred. 2) to compare the diagnostic quality of 150 radiographs processed by the Product Solution and Kodak Solution. It was indicated that in view of 50 radiographs processed during the experiment, the 120 ml. Product solution seem to be capable of processing radiographs of satisfactory quality for five days. Clinical comparison between 150 radiographs developed by the two solutions using difference developing time was indicated equal radiographic quality of both solutions during the developing time between 2-4 minutes.

Radiography, Dental↗
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Publishing a manuscript: analysis of reviewed manuscripts with discussion. Part I.

Fifty-one manuscripts that were submitted for publication to Radiologic Technology were analyzed. The acceptance, revision, and rejection rates of those manuscripts are discussed. The specific reasons for the rejection and for the major revisions needed for many of the manuscripts are emphasized. Manuscript preparation is also discussed.

Periodicals as Topic↗
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Beyond andragogy.

Radiologic technology educators must be aware of the adult learner's needs and of all the methods available to enhance the learning process. Synergogy goes beyond pedagogy and andragogy by avoiding their weaknesses and preserving their strengths. This article details the benefits and limitations, and explains the strategy, of this new teaching approach.

Curriculum↗
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A collegiate model within a hospital-based program.

In the current age of consumerism, educators in radiologic technology must be accountable to provide high level educational experiences for students. The authors address the issue of standardizing and upgrading education by proposing that a collegiate model be developed and implemented with a hospital-based radiography program.

Curriculum↗
PubMed1984

[Accreditation of educational programs and certification of laboratory and radiology technicians in the United States].

A general view is given of the accreditation of education programs and the certification of laboratory and radiology technicians and of members of the health professions in general. In addition, the functions of the federal government and the professional societies are described in a organizational chart, and the work done by each group participating in the accreditation and certification process is explained. Although a structured academic education is ordinarily required for certification, the agencies charged with it offer different possibilities in which a limited number of academic requirements may be replaced by clinical experience or experience in the field in question. Also included are the requirements for admission to written examinations for certification in laboratory and radiology technology in the United States. Special attention is given to the interconnection between accreditation and certification in those two professional fields.

Accreditation↗
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Essentials and guidelines of an accredited educational program for the radiographer.

The Essentials were initially adopted in 1944, and revised in 1955, 1969, and 1978. They were adopted by the American College of Radiology, the American Medical Association, The American Society of Radiologic Technologists, and the Program Review Committee of the Joint Review Committee on Education in Radiologic Technology. The Essentials, which represent the minimum accreditation standards for an educational program, are printed here in regular type face. The extent to which a program complies with these standards determines its accreditation status; the Essentials, therefore, include all requirements for which an accredited program is held accountable. The Guidelines, explanatory documents that clarify the Essentials, are printed in italic. Guidelines provide examples, etc., to assist in interpreting the Essentials.

Accreditation↗
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Program accountability survey.

The public more and more is demanding accountability from its government agencies, professional bodies, and service areas. To address the accountability of a radiologic technology program in terms of its students, a questionnaire has been developed to send to them a year after they graduate. The responses are valuable in anticipating manpower needs, writing behavioral objectives, adjusting curriculums to meet changing needs, and responding to governamnet and accrediting agencies.

Evaluation Studies as Topic↗
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Advisory committees: free advice--for a price.

Although it is understood that an advisory committee is "a group of persons outside the educational institution chosen from the community to advise those who are responsible for the planning, implementing, and maintaining of an educational program in radiologic technology that will meet the needs of a community, region, state, or nation," it is advice we buy at a price. No, the price is not in monetary values, but the price of forethought, planning, good organization and effective use of that committee.

Organizations↗
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Developing an advanced radiographer curriculum at the baccalaureate level.

Curriculum design for the baccalaureate degree in radiologic technology has been the subject of discussion for many years. Several investigators have identified the need for such a curriculum in radiologic technology; however, a definitive official statement has yet to surface concerning the purpose of the degree. A conceptual model for the baccalaureate curriculum in radiologic technology is presented as well as the process used to develop such a curriculum.

Curriculum↗
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The patient-care gap.

Although adequate attention is paid to technical principles and equipment in the radiologic technology classroom and supporting literature, little if any is devoted to the patient. The humanity of the patient and his primacy in the profession demand that in radiologic technology education and practice he be given the consideration he should and must have whenever he is in the hands of radiologic technology personnel.

Professional-Patient Relations↗
PubMed1988

Allied health applicant pools and employment opportunities--1987.

This study sought information relative to student capacity and enrollment, quality of applicants, numbers in the applicant pool, and program directors' estimates of the job market and salaries, as well as overall impressions of their respective professions in six allied health disciplines: medical technology, physical therapy, radiologic technology, occupational therapy, dietetics/nutrition, and medical record administration. Of 105 four-year colleges and universities surveyed, 252 programmatic responses were received from 83 institutions (79% response rate). Generally, the status of these six allied health professions appeared very good, with a 2 to 1 overall ratio of applicants to graduates, and an almost 6 to 1 ratio in physical therapy. The average GPA for incoming allied health students was 3.01. Job opportunities were considered plentiful, and 93% of program directors rated the overall outlook for their respective professions as good to excellent. However, there were four areas that program officials may wish to examine more closely: excessive length of some professional programs, numbers of minorities in the institutions surveyed, entry-level salaries for several professions, and a somewhat less positive atmosphere in medical technology as compared to the other five disciplines.

Allied Health Personnel↗
PubMed1991

The volume and cost of radiologic services in the United States in 1990.

Knowing the total number of radiologic services provided in the United States and their cost is important. This information can, for example, indicate the opportunities available to a radiology practice considering opening a new office or show whether high-technology radiology is, as is widely assumed, an important factor in United States health costs. However, neither the total number of procedures nor their cost is known. We developed two largely independent estimates of each total (one based principally on surveys of radiologists, the other on Medicare data) to cross-validate the estimates and provide an indication of their uncertainty. We estimate that 260-330 million radiologic procedures were performed in the United States in 1990 (including both diagnostic and therapeutic procedures and radiologic procedures performed by nonradiologists) and that payments for these services totaled $19 to $22 billion (including payments for technical components in the hospital setting). This total was approximately 3.5% of national spending on personal health care; high-technology radiology totaled less than half of this amount. The procedures numbered 1.0-1.3 per capita annually, an increase of some 10-40% since 1980. Of the spending total, $10 to $12 billion was paid to physician practices, with a substantial portion of this amount going ultimately to practice expenses, particularly in the office setting. Our results suggest that spending on high-technology radiology is too small to be a major explanation for the current level of health costs in the United States.

Costs and Cost Analysis↗