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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.
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.
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.
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.
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.
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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.
The competency-based education project, as it was carried out in the Radiologic Technology Division at The Ohio State University, describes in some detail the competencies within the contributor role, as well as in technologist, educator, and manager. The domain amplifications of these competencies, giving knowledge, skills, and attitudes, revealed some lacks in the curriculum in the teaching of attitudes and related skills. The response to this lack has been to prepare a plan for incorporating such teaching into the program. It is hoped that this plan will result in strengthening the students' performance in personal and professional growth, and in contribution to the profession over the years.
Although courses in technical writing are no longer suggested in the Curriculum Guide for Programs in Radiologic Technology, the writer believes that writing is essential to the growth of the profession and development of the professional. Emphasis is placed on some of the benefits that accrue to students who are exposed to technical writing as part of their technology curriculum.
Allied health person-power education has for the past ten years shifted significantly from the hospital to college-based degree programs. Academically strong co-sponsored (college-hospital) programs offer considerable advantage for the health professional. Radiologic technology education generally has not kept pace with this trend. The need in radiologic technology education is not for additional training programs, but for better ones, and for continuing education for in-service personnel. Radiologic technologists should challenge their local institutions of higher education to provide for their needs and aspirations.
During the last decade, outside pressures have intensified the need for continued professional education. An adapted system is presented to provide a meaningful continued learning experience for participating professionals in radiologic technology. The system can be utilized to design an individual self-directed learning experience, or it can be adapted as a larger group program.