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PubMed1976

Medical technology education II: Evaluation of a classroom-laboratory program.

Data gathered on the graduates of the first three classes of the University of Colorado medical technology program student classroom-laboratory approach indicate that these graduates are successful medical technologists, although the program is nontraditional. The program includes lecture-laboratory sessions in a student laboratory setting with a shortened clinical education component. Questionnaires to evaluate 11 aspects of work performance were submitted to each graduate's immediate supervisor. Seventy-seven per cent of the evaluations were returned. Ninety per cent of those evaluated were rated as successful technologists (average performance or better). Following 7 to 12 months of job experience, graduates showed no significant change in work performance ratings. Therefore, using a classroom-laboratory setting prior to the clinical component appears to be an effective means of educating medical technologists.

Colorado↗
PubMed1997

Implementing cognitive learning strategies in computer-based educational technology: a proposed system.

Switching the development focus of computer-based instruction from the concerns of delivery technology to the fundamentals of instructional methodology, is a notion that has received increased attention among educational theorists and instructional designers over the last several years. Building upon this precept, a proposed methodology and computer support system is presented for distilling educational objectives into concept maps using strategies derived from cognitive theory. Our system design allows for a flexible and extensible architecture in which an educator can create instructional modules that encapsulate their teaching strategies, and mimics the adaptive behavior used by experienced instructors in teaching complex educational objectives.

Cognition↗
PubMedDate not supplied

Students or employees: a federal threat to radiologic technology education.

The Fair Labor Standards Act, also known as the "Wage and Hour Law," has been expanded to include health professionals in radiologic technology programs as interpreted by functionaries of the Department of Labor. This interpretation is diametrically opposed to that of hospital administrators and program directors. It remains for federal courts to decide whether technology students are indeed students or hospital employees, deserving of minimum wages by their "employers." Program directors are advised to litigate any claims by field representatives of the Department of Labor who claim that technology students are hospital employees and not legitimate students in a bona fide school. The federal loan program recognized technology students as true students rather than employees, thereby exempting them from qualification for the minimum wage rules. If students in programs of radiologic technology are viewed as employees, the additional cost to most hospitals could destroy the system of training as we now know it.

Hospitals↗
PubMed1997

An interdisciplinary problem-based learning project for assistive technology education.

The purpose of this paper is to describe the development, implementation, and outcomes of an extended problem-based learning project imbedded in an interdisciplinary assistive technology course. Students representing four health care disciplines worked together in small groups to address the complex needs of clients with significant issues regarding assistive technology (seating and mobility, augmentative communication, and computer access) and adaptive function. Problem-based learning was seen as a way to enhance the students' clinical reasoning and problem-solving skills and provide a "real life" treatment in a team experience. Formal and informal course evaluation results yielded qualitative data that reflected highly favorable impressions of the problem-based learning project, as well as suggestions for the future.

Adaptation, Physiological↗
PubMed2003

Assistive technology education needs of allied health professionals in a rural state.

A nonexperimental design using a mailed questionnaire was used to answer five questions regarding allied health practitioners: What (1) present skills, (2) knowledge and (3) assistive technology (AT) competence do allied health practitioners have; what are (4) the AT skills and knowledge that allied health practitioners would like to obtain; and (5) how would these practitioners like to have AT education provided. More than two thirds of the subjects reported having nonexistent or foundational knowledge in most of the AT areas. Additionally, more than 50% of the respondents had a moderate or significant need for information in most areas of AT. No clear preferences regarding training options were revealed, other than a traditional classroom approach being the least attractive option. Most respondents are not willing to travel more than 1 hour from their home for AT education. This study revealed useful information for developing the content and format of AT education for allied health practitioners in Maine. We will expand this pilot study to investigate the AT educational needs of a wider variety of practitioners and consumers.

Allied Health Personnel↗