[An exchange between the Japanese Society of Radiological Technology and the Chinese Society of Radiological Technology].
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China↗
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Results for “TECHNOLOGY, RADIOLOGIC”
Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.
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A look at radiologic technology education.
Radiologic technology education has been progressing for the last 80 years; however, we have seemingly reached a plateau. Educators in the profession believe there is need for a change in direction due to demands of the manpower market and outside agencies. The direction radiologic technology educators should follow has been questioned, but no definite answer has resulted. With these thoughts in mind, a decision was made at the Duke University Medical Center to survey the nation and collect data to aid its particular problem, as well as to lend educational direction.
Evaluation Studies as Topic↗
Changing needs and patterns in radiologic technology. II. Suggestions for meeting the manpower problems in radiologic technology.
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Curriculum↗
Counseling in radiologic technology programs.
Rarely do radiologic technology programs have adequate faculty to provide full-time counselors for the student's personal, professional, and academic problems. The problems of using educational or administrative personnel as part-time couselors are discussed and the utilization of interested staff technologists in the role of student counselor is recommended.
Counseling↗
Professional profile of radiologic technology educators.
OBJECTIVE: Full-time radiologic technology educators (n = 565) were surveyed to determine their demographic characteristics and professional profile. RESULTS: Overall, the majority of radiologic technology educators surveyed were women between the ages of 40 and 59, had a bachelor's or master's degree, were certified in radiography and reported annual incomes from 40,001 dollars to 60,000 dollars. Most educators spent between 1 hour and 8 hours per week on classroom instruction/laboratory and in the clinical setting. Additionally, hospital or community college programs employed the majority of educators. Demographic characteristics of radiologic technology educators varied according to the type of institution in which they were employed and by education level. CONCLUSION: Study findings show a potential loss of qualified educators in the near future and the need for increased efforts to prepare and recruit radiologic technologists into the education career path.
Adult↗
Radiologic technology educators and andragogy.
Radiologic technology educators are in constant contact with adult learners. However, the theoretical framework that radiologic educators use to guide their instruction may not be appropriate for adults. This article examines the assumptions of the standard instructional theory and the most modern approach to adult education-- andragogy . It also shows how these assumptions affect the adult learner in a radiologic education setting.
Adult↗
Mapping the literature of radiologic technology.
While analysis of the literature of radiology has been conducted in the discipline, none of the studies have focused on identifying the core journals. The bibliometric method was used to conduct research to identify the core journals in the radiologic technology field and determine the extent of indexing of those journals. This study was a part of Medical Library Association (MLA) Nursing and Allied Health Resource Section's project to map the literature of allied health. Findings indicate that there is a small core of literature with a heavy reliance on the journal literature. Books are used to a lesser extent. The majority of the citations analyzed were published during the fourteen years between 1980 and 1993. MEDLINE and EMBASE provided the best indexing coverage of the radiologic technology literature; minimal coverage was provided by the Cumulative Index to Nursing and Allied Health Literature and HEALTH.
Abstracting and Indexing↗
[Survey and analysis of radiation safety education at radiological technology schools].
We carried out a questionnaire survey of all radiological technology schools, to investigate the status of radiation safety education. The questionnaire consisted of questions concerning full-time teachers, measures being taken for the Radiation Protection Supervisor Qualifying Examination, equipment available for radiation safety education, radiation safety education for other departments, curriculum of radiation safety education, and related problems. The returned questionnaires were analyzed according to different groups categorized by form of education and type of establishment. The overall response rate was 55%, and there were statistically significant differences in the response rates among the different forms of education. No statistically significant differences were found in the items relating to full-time teachers, measures for Radiation Protection Supervisor Qualifying Examination, and radiation safety education for other departments, either for the form of education or type of establishment. Queries on the equipment used for radiation safety education revealed a statistically significant difference in unsealed radioisotope institutes among the forms of education. In terms of curriculum, the percentage of radiological technology schools which dealt with neither the shielding calculation method for radiation facilities nor with the control of medical waste was found to be approximately 10%. Other educational problems that were indicated included shortages of full-time teachers and equipment for radiation safety education. In the future, in order to improve radiation safety education at radiological technology schools, we consider it necessary to develop unsealed radioisotope institutes, to appoint more full-time teachers, and to educate students about risk communication.
Data Collection↗
Increasing diversity in radiologic technology.
Diversity is increasingly important in the radiologic technology workplace. For significant changes to occur in work force diversity, educators must first recruit and retain students from a wide variety of backgrounds. This article examines personality, race and gender as factors affecting career choice and how educators can use these factors to increase diversity in their programs. An overview of the ASRT's efforts to improve diversity within the profession is presented, along with suggestions for developing effective recruitment and retention plans to increase diversity.
Career Choice↗
Radiologic technology and education: the role of the radiologist.
Present methods of accreditation of education of all programs in radiologic technology and credentialling of radiologic technologists are based on the activities of the Joint Review Committee on Education in Radiologic Technology (JRC-ERT), and the American Registry of Radiologic Technologists (ARRT), but with increasing role of government in this process. Because it is so important to radiology and radiologists that this process continue, radiologists are urged to play a more active role.
Credentialing↗
Basic quantitative analysis of classroom tests in radiologic technology.
Basic quantitative analysis of classroom tests in radiologic technology educational programs is an essential, yet often overlooked, aspect of an effective evaluation system. This article was developed to provide educators with the information necessary to perform test evaluations in an easy-to-follow format.
Educational Measurement↗
Establishing two-year college affiliated programs in radiologic technology.
The practical considerations of instituting programs in radiologic technology at the two-year college levels are addressed. The authors attempt to identify a "check-list" of the areas that will be of vital concern to the prospective program director, including some specific exhibits relating to program implementation and operation.
Accreditation↗
Education in radiologic technology: an analysis.
One of the most important goals for the radiologic technology profession is to base its educational programs on evaluation of competence, therby assuring the employers, consumers, government agencies and other professionals that the profession is striving for quality performance by its graduates. The profession of radiologic technology is in a period of changes as Virginia A. Milligan so adequately described in her Jerman Memorial Lecture, "The Anatomy of Change". To achieve cohesiveness and accomplishment of goals, this change must be recognized and accepted, otherwise, fragmentation will result and destruction of the profession will occur from within.
Career Mobility↗
Changing radiologic technology education: evolution or revolution? I. Past and present.
The radiologic technology profession, now over fifty years old, is still in a dynamic state. It has moved forward from commercially-sponsored, on-the-job training in the early years to the formal educational programs that are now the standard. The first part of a two-part article reviews the past and present educational accomplishments, defines some current educational methods, and provokes the reader to look at the profession in terms of what educational standards are needed for the future and determine how and when they should be achieved.
Clinical Competence↗
Impact of state licensure on selected aspects of radiologic technology: a 1975 survey.
A 1975 survey to determine the impact of state licensure on radiologic technology compared three licensure states with three states that had no laws regulating operators of radiographic equipment. The survey showed no significant differences in radiation protection practices, recruitment, availability, or economic status of technologists. However, school regulations in the licensure states did show a positive effect upon the quality of radiologic technology education.
California↗
Predicting clinical performance of radiologic technology students.
The lack of scientific studies on predictive criteria for evaluating the clinical potential of students in radiologic technology led to the current study. Students during a ten-year period was subjected to the ACT examinations. These scores were subsequently compared with the students' scores on the examination of The American Registry of Radiologic Technologists, high school grade point average and earned high-school grades in pertinent subjects to see if any predictive factors were evidenced. The result showed correlation of some of these factors with the Registry score of sufficient statistical significance to warrant using them as part of the process for selecting students for radiologic technology programs.
Clinical Competence↗
Using qualitative research in radiologic technology.
Qualitative research is an underused methodology in radiologic technology that has valid applications for patient care, professional practice and education. This article discusses uses of qualitative methodology in the health professions and describes specific applications for the radiologic sciences.
Humans↗
B.S. and M.S. programs for radiologic technology teachers.
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Illinois↗