Proceedings of the 1st TTUHSC Radiology Informatics Conference on Advanced Technologies for Radiology Operations.
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Radiology Information Systems↗
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Results for “Technology, Radiologic”
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Rapid method for rigorous assessment of radiologic imaging technologies.
Rapid and rigorous technology evaluation is important for improving quality and cost in health care, particularly for swiftly changing, highly technologic fields like radiology. Currently, however, evaluations are generally seriously deficient in quality, and rigorous evaluations typically require 4 years or more. Therefore, the authors developed an appropriate methodology. Its principal characteristics include study of outcomes, clinical relevance, multi-institutional design, intensive communication, experienced data management and statistical centers, sophisticated analysis, careful attention to the protocol and reference standard, on-site managers, and extensive pretesting and refinement. The authors successfully tested the methodology in a seven-institution study. Completed in 1 1/4 years, the study achieved active participation of treating physicians, which much enhanced the clinical relevance of the end points studied. The data supported extensive analyses, which included the effect of imaging on treatment plans, an important outcome measure. The authors report the (limited) difficulties encountered and identify changes to ameliorate them. Thus revised, the methodology can serve as a model for future technology assessments.
Technology Assessment, Biomedical↗
Cost/benefit of high technology in diagnostic radiology.
High technology is frequently blamed as a main cause for the last decade's disproportionate rise in health expenditure. Total costs for all large diagnostic and therapeutic appliances are typically less than 1% of annual expenditure on health care. CT, DSA, MRI, interventional radiology, ESWL, US, mammography, computers in radiology and PACS may save 10-80% of total cost for diagnosis and treatment of disease. Expenditure on high technology is in general vastly overestimated. Because of its medical utility, a slower deployment cannot be desirable.
Cost-Benefit Analysis↗
Program director satisfaction with leadership skills.
CONTEXT: Educators in radiologic technology help students mature into health care professionals; however, not all educators receive formal training in education. The majority of radiologic technology educators train first as practitioners and later become educators. OBJECTIVE: Identify areas for professional development and effective methods to learn leadership skills. METHODS: Radiologic technology program directors from Joint Review Committee on Education in Radiologic Technology (JRCERT) accredited programs were surveyed and interviewed to determine their level of satisfaction with their leadership skills. RESULTS: Results indicate program directors are satisfied with most of their leadership skills. Budget and resources, conflict resolution and communication were identified as areas for improvement. Program directors identified workshops and lectures as their preferred method of learning leadership skills. SUMMARY: Program directors need to use a variety of skills for the successful operation of their programs. Even though results from this study indicate that radiologic technology program directors were satisfied overall with their leadership skills, there were areas that could use improvement.
Administrative Personnel↗
The role of the radiology administrator in radiography education.
The rapidly changing nature of allied health and radiologic technology education has negated much of the former role of the radiology administrator in radiologic technology education. This article attempts to define a meaningful role for the administrator in radiologic technology education.
Administrative Personnel↗
The radiologist assistant: the solution to radiology workforce needs.
Since 2003 the radiologist assistant (RA) was introduced in response to the severe shortage of radiologists and the increased demand for medical imaging services. Other non-physician clinicians, such as PAs, currently play an important role in the medical imaging environment. The article discusses the reasons physician assistants have found favor with interventional radiologists, and advocates an increased role for physician extenders in Radiology. It refutes the skeptics who question whether the new profession will alleviate the manpower crisis in Radiology. The authors suggest that RAs are the ideal complement to radiologists; and based on their radiologic technology background, have a vested interest in the field.
Allied Health Personnel↗
Introduction: Researching the impact of information technologies on radiology technologists: "taking it to the streets".
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Efficiency, Organizational↗
Systematic curricular development in physical therapy.
A three-year, federally funded competency-based education project has been completed at The Ohio State University, School of Allied Medical Professions. Six allied health divisions cooperated in the project: Physical Therapy, Medical Communications, Medical Dietetics, Medical Record Administration, Medical Technology, and Radiologic Technology. The purpose of the project was to have the six ongoing programs adapt an established, systematic process to plan for and develop curricular revisions. Professional roles and competencies were delineated as a basis for establishing performance criteria and instructional strategies. The materials that the Division of Physical Therapy developed and the processes that were used in conjunction with this project are described.
Competency-Based Education↗
Using touch to enable patient care in radiography.
This article explores the use of touch in patient care in radiology departments. Touch can work positively in many ways, however, radiologic technology articles have failed to explore its possibilities. This article reviews literature from other fields and describes how some authors view how touch can improve patient care.
Attitude of Health Personnel↗
Individualized instruction and evaluative rationale.
Students of radiologic technology must be competent both academically and in clinical practice, and as professionals they will be held accountable for the quality of their practice. Evaluation and accountability are inseparable elements in their education.
Professional Competence↗
Radiology administrators' opinions of education.
This article reports results of a survey assessing the opinions of California radiology administrators regarding the importance of the baccalaureate degree in radiologic technology. Results revealed no relationship between the degree and employment, retention, promotion, salary, career orientation or willingness to cross-train.
Attitude↗
Student self-evaluation in clinical education.
Student self-evaluation can be an important component of clinical education. Through self-evaluation, students may experience increased satisfaction with the educational process and decreased anxiety during evaluation. They also learn the process and importance of goal setting. This article reports on the development and use of a student self-evaluation instrument in a baccalaureate-level radiologic technology program. The instrument's reliability and validity were examined, and information was collected regarding students' satisfaction with the self-assessment process. The authors found that student self-evaluation improved the evaluation process for both students and instructors.
Adult↗
Guidelines for the establishment of written agreements between colleges and clinical affiliates.
If a program in radiologic technology is to consist of a sponsoring institution with one or more clinical affiliates, it is necessary that each party understand and be willing to cooperate in this endeavor. However, understanding and cooperation are dependent upon the degree of involvement each has had in the decision-making process. Once responsibilities are decided upon, each party must agree to abide by the terms. It is with this in mind that we present some guidelines and a suggested format for written agreements.
Educational Measurement↗
Teaching English composition to radiologic technologists: You don't need to read Hamlet.
As the allied health degree programs move from the locus of the hospital to the college campus, the administrators and students concerned with technical curriculums are often confronted with an inexorable freshman composition requirement. However, a special course was developed for the radiologic technology program at Morris Harvey College in Charleston, West Virginia. The following article details a one-semester course plan that anyone who is currently teaching English can adapt to make freshman composition practical for those students who are not enrolled in liberal arts degree programs.
Curriculum↗
Radiology [how technology breakthroughs are advancing the field].
Technology breakthroughs are reshaping radiology, speeding up the process, providing better definition of images and ultimately improving outcomes of care. This month's gatefold section provides an overview of the advances, with a particular focus on PACS.
Cost-Benefit Analysis↗
Distance assisted training in sub-Saharan Africa: a program evaluation.
Technologists working in nuclear medicine departments in sub-Saharan African countries do not have access to formal training in nuclear medicine and have been recruited mostly from related fields of radiologic technology. Because of the nature of the specialty, the numbers that require training are small, and it is therefore not cost-effective for higher-education institutions in these countries to set up training programs. There is also a lack of expertise in this field in Africa. Assessing the feasibility of running a distance assisted training program to provide training where none exists was undertaken as part of a project sponsored by the International Atomic Energy Agency and the African Co-Operative Agreement for Research, Development, and Training related to Nuclear Science and Technology. Seven countries were nominated, but only 3 centers in 2 countries, Sudan and Tanzania, had the infrastructure to support training. Twenty-one students received the first modules in November 1999, and 13 completed the course in December 2001. All students except one were examined in their own departments. Students received an IAEA Certificate of Achievement at the end of the course, at which time the program was evaluated. Analysis of the data indicated that the conceptualization and design of the material were excellent. There were, however, some problems with the implementation of the program, notably the lack of preparedness of the supervisors, limited departmental resources, and a range of nuclear medicine investigations inadequate for clinical competency. The course was seen to have a positive impact, as it not only allowed technologists to develop skills necessary for the profession but also encouraged critical thinking, reflection, and problem solving. One third of untrained nuclear medicine technologists working in sub-Saharan Africa have now received cost-effective, structured on-site training.
Africa South of the Sahara↗
Radiologic sciences. Faculty needs assessment.
A total of 326 programs are represented in the data collected. Based on the average number of full- and part-time faculty members reported per program, this survey represents more than 1500 faculty positions. Based on the forecast of retirement and career change for all faculty members, there will be a turnover of 700 to 800 positions over the next 5 to 10 years. Part-time/adjunct faculty vacancies are expected to create the greatest number of opportunities for technologists to make the transition to education, with approximately one third of current part-time/adjunct educators planning on leaving radiologic sciences education within 5 years. To encourage retention of part-time/adjunct educators, annual evaluations should be modified to recognize the important educational role these instructors play. There is a need to create enthusiasm and interest in education as a career pathway for radiologic technologists. Resources are needed that help radiologic technologists make the transition to teaching. Finally, the retention of educators must be emphasized. Program applicant trends indicate radiologic technology students are older, have prior postsecondary education experience or are making a career change. This data emphasizes the need for educators, both full time and part time, to understand the characteristics and needs of the adult learner. Adult learners bring a wealth of education, experience and life skills that create both opportunities and challenges in the classroom and clinical setting. All categories of respondents indicated that their current salaries were greater than those of program graduates in their firstjob. Of interest is that 1 in 5 (20%) of part-time/adjunct educators indicated the opposite--that program graduates earn more in their firstjob than educators earn. When asked about salaries if working full time in clinical practice, the majority of all groups indicated their salary would be about the same or would decrease. Only 20% of program directors, 21% of full-time educators and 26% of part-time/adjunct educators indicated their salary would be higher in clinical practice. Part-time/adjunct educators reported working the most in clinical practice within the past week to month. Program directors exhibited the greatest separation from clinical practice, with more than half indicating a gap of 2 years or more from practicing in the clinical environment. While academic achievement is common among the educator populations sampled, a very low percentage of these educators are seeking an advanced academic degree. Less than a third of those surveyed indicated that they were pursuing an advanced degree. Becoming involved in research is not a requirement for many current educators, although survey participants expressed an interest in information about how to conduct a research project. A primary motivator for conducting the faculty development needs assessment was to use the data in strategic planning to set priorities for the resources available to the ASRT Education Department. The data will help maximize ASRT support for present and future educators. Services created by the ASRT Education Department will deepen the relationship with this key segment of the professional community.
Adult↗
Online education: a survey of faculty and students.
OBJECTIVE: This study examines faculty and student perspectives related to online learning. METHOD: Baccalaureate-degree radiologic technology students and graduate nursing students were surveyed to determine their support for online education. Additionally, faculty at the same institution who were experienced in online teaching were surveyed. RESULTS: The results in this study agreed with some aspects from the body of knowledge on online learning.
Attitude to Computers↗