Reporting incidents with medical devices: procedures for radiologic technologists

Because of some fairly new rules established by the Federal government, the judgment of radiologic technologists concerning incidents with medical devices has become extremely important. This article explains the rules and their consequences, describes the responsibilities of technologists to report incidents, and includes a checklist for technologist use when submitting a report.     

Radiation safety for radiologic technologists

Radiologic technologists and ancillary staff who work with or near ionizing radiation face possible short- and long-term effects of occupational radiation exposure. Further, radiologic technologists must minimize unnecessary exposure that risks the patient's safety, while achieving the best possible image or outcome. This article reviews occupational dose limits, dose calculation, devices used to measure exposure, and safety best practices that can help technologists keep radiation exposure "as low as reasonably achievable" for them and their patients. The article also discusses the appropriate use of mounted and mobile equipment, personal protective equipment, and safety features on imaging equipment to minimize unnecessary radiation exposure.     

Chest radiography for radiologic technologists

The chest exam is performed more frequently than any other exam in the imaging department. It is important for radiographers to understand the standards for imaging the chest because good chest radiographs are critical in managing patient care. This article provides an overview of chest radiography from the perspective of both the radiologist and the technologist. Readers will gain an understanding of several pathologic processes involving the chest and can use this information to perform optimal radiographic imaging.     

Radiation protection for radiologic technologists

This article provides a review and update on radiation protection principles. Major topics include the effects of radiation on the body, natural and artificial sources of radiation, the basic principles of radiation protection and recommended dose limits.     

Recruitment for radiologic technologists.

The increasing shortage of radiologic technologists makes the recruiting of new staff more important than ever. This paper introduces the manager to numerous recruiting concepts and discusses some useful strategies to employ when approaching the important recruiting task.     

Assessment of the continuing education needs of California's radiologic technologists

The California radiologic community was surveyed concerning Continuing Education (CE) to determine (1) the factors that affect participation, (2) preferred CE activities, and (3) opinions on adding CE to existing certification law. Generally, respondents recognize CE's value for radiologic technologists and its cost effectiveness. Respondents are more likely to attend if financially supported. Though all populations recognize CE's value, radiologists favor enactment of mandatory CE, while technologists prefer state encouragement for CE.     

Role of a University Medical Center in the education of radiologic technologists: advanced education in radiologic technology.

The development of new and sophisticated imaging equipment, the rapidly changing medical diagnostic techniques, and larger and busier radiology departments put increasingly heavy demands on radiologic technologists. To cope with these demands, superficial knowledge and experience is not enough. The technologist who wished to advance on the career ladder must have more solid facts at his disposal and know how and when to use them if he is to perform efficiently and satisfactorily. The program described here provides a type of education that will permit the technologist to so advance with a feeling of security in the knowledge that he has the foundation needed to meet the challenges of his profession.     

Different educational programs on medical ultrasound examination for radiological technologists and medical technologists

Radiological technologists (RTs) and medical technologists (MTs) are legally allowed to work as sonographers performing medical ultrasound examination. Despite the total number, much fewer RTs work as sonographers than MTs. To explore the reason, we investigated educational programs, universities, and colleges for both specialties. First, we established five categories of sonographers' competency: 1) Anatomy for imaging diagnosis, 2) Diseases and diagnosis, 3) Imaging, 4) Structure and principle of the equipment, and 5) Evaluation of image quality, using competence reported by the International Society of Radiographers and Radiological Technologists (ISRRT) and diagnostic competency required of sonographers in Japan. Using these categories, we analyzed the content and total instruction time by lectures and seminars based on information written in the syllabi, and explored the differences in education related to sonographers' competency in both programs. "Anatomy for imaging diagnosis" was taught in 15 RT programs (93.8%), and 6 MT programs (31.6%). "Diseases and diagnosis" was taught in 13 RT programs (86.7%), and 8 MT programs (53.3%). "Imaging" was taught in 14 RT programs (100%), and 13 MT programs (76.5%). "Structure and principle of the equipment" was taught in 12 RT programs (85.7%), and 6 MT programs (31.6%). "Evaluation of image quality" was taught in 11 RT programs (84.6%), and 3 MT programs (15.0%). The average instruction time for RT was longer than for MT programs in all categories. RTs are educated and have a foundation to be sonographers at graduation, and may have the possibility to expand their career in this field.     

Update on state licensing of radiologic technologists.

The number of states that license radiologic technologists has grown since federal legislation aimed at promoting licensure was passed in 1981. The federal government, however, has played a limited role at best in encouraging states to comply with the law, and many states still do not regulate certification of radiologic technologists.     

Barriers in education and professional development of Belgian medical imaging technologists and nurses working in radiotherapy: A qualitative study

IntroductionRadiotherapy (RT) professionals are not officially recognised or have formal education in many countries, with RT being often a very short component of a broader programme. This study aims to investigate Belgian stakeholders’ perpectives regarding existing barriers and solutions for the education and professional development of Radiation therapists (RTT) which regroups medical imaging technologists (MIT) and nurses working in RT.MethodsNine experts with vast experience in RT were invited to be interviewed; eight participated (4 heads of the RT departments, 2 school representatives, 2 national society's representatives). A semi-structured questionnaire was used. The first two authors open-coded all interviews using thematic analysis.ResultsFive themes and eleven sub-themes were drawn from the analysis. Belgian MIT and nurses in RT perform the same roles, but have different educational backgrounds. The barriers in education and professional development are related to law, education landscape, economics, social-cultural context, politics and professional identity. The main difference between the French and Dutch-speaking parts of the country were at the education level. The proposed solutions included modifying the legislative framework surrounding the RTT profession, setting up financial support, formalizing the educational requirements and increasing professional awareness. Future strategies might include the development of advanced roles and responsibilities.ConclusionsCurrent law, educational landscape and lack of economic support were the main barriers identified. Except for the educational background, no fundamental differences were found between nurses and MIT in the French and Dutch-speaking parts. Perspectives for both professional groups are linked to future legislative and financial actions, the stakeholders involved and a clear strategic vision. In the upcoming years, increased responsibilities and the creation of a master's degree should be foreseen.Implications for practiceRegulation of RTT profession and education and an increase in RT-specific training must be implemented in Belgium to ensure professional development and optimized treatment delivery.     

Internet-based medical education: use of an "expert-corner" for disseminating radiologic information and determining users' educational interests

RATIONALE AND OBJECTIVES: A website dedicated to body computed tomography (CT) offers users the opportunity to submit any question to a national expert. The purpose of this study was to characterize inquiries submitted over a 1-year period. MATERIALS AND METHODS: A total of 408 questions posed by users between February 2003 and February 2004 were reviewed and categorized. Web tracking was conducted to evaluate the program utilization over a 3-year period. RESULTS: Of the questions submitted, those addressing data acquisition protocols and intravenous contrast administration comprised 55% (224/408). Web tracking demonstrated that the number of visits to this educational program has progressively increased since 2003. CONCLUSIONS: Users requesting information were most interested in the proper performance of CT data acquisition. An Internet-based expert corner is a promising channel to deliver experience based radiologic information.     

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.