Radiography Education: From Classroom to Clinic

CHAPTER 6


Radiography Education


From Classroom to Clinic





Objectives


On completion of this chapter, you should be able to:


• Describe the essentials for patient–radiologic technologist interaction.


• List and describe the basic courses essential to the education of radiologic technologists.


• Explain the relationship between clinical education and the theory component of the radiologic technology curriculum.


• Explain what is meant by clinical competency evaluation.


• List and describe the competencies evaluated in clinical education.


• Describe what is meant by optimal patient care.



Key terms



Few professions are as diverse as radiologic technology. Daily tasks range from communications and psychologic to artistic expression in the production of the radiographic image to the application of physics, anatomy, physiology, and chemistry.


To the novice, the work performed by a well-educated registered technologist may seem methodic, repetitious, and lacking challenge. However, on close examination it becomes apparent that the technologist must possess complex knowledge and apply it to the radiologic examination of patients.


The reason a particular occupation or task appears easy is that the person performing the job has learned the many intricacies involved. This statement is particularly true with radiologic technology. The educated technologist provides every patient with optimal patient care, which includes interaction with the patient, positioning procedures, and the selection of exposure factors that produce the best diagnostic radiologic examination. Therefore the performance of various tasks might appear easy to the patients and others outside the profession.


This chapter introduces the student to the work of the radiologic technologist, provides the minimum core curriculum necessary for entry-level performance, and evaluates the student during the learning process.



The patient as our guest


The key individual in the health care setting is the patient. This means that we must think of the patient as our guest. Examining this phrase and understanding how the patient is a guest is very important. The patient is the recipient of the many services provided in medical facilities. On admission to the hospital, clinic, or physician’s office, the patient is abruptly introduced to an unusual environment filled with wondrous, unnamed machines and a variety of people, all waiting for the guest—the patient.


When a qualified physician requests a radiographic examination, it becomes the radiologic technologist’s responsibility to:



Essentially, this treatment should be respectful without being familiar, empathetic without being maudlin (tearful, emotional), considerate without being solicitous (fearful, overly concerned), and professional without being cold and clinical.


This all sounds like a tall order, especially when the workload is heavy, the hour grows late, and more things are yet to be done; but you only need to put yourself in the place of the patient to understand the importance of a health care professional’s responsibility (Fig. 6-1).



When caring for the very young or the very old, the terminally ill, or the handicapped, this responsibility may be difficult to handle. These patients do not, however, change the importance of these responsibilities. This responsibility is the basis of being in a helping profession. Above all, every patient who comes to radiology is a guest!



Your responsibilities in health care


No substitute exists for the knowledge necessary to perform the tasks of a radiologic technologist with confidence, effectiveness, and efficiency.


This confidence is a direct result of being prepared. Students are confronted with quizzes, competency tests, and finally, the certifying examination. Yet the greatest tests will come with every radiologic examination you perform. Educators in radiologic technology are aware of the need for well-prepared radiologic technologists.


The field of radiology is continually changing in the wake of technology and has recently accelerated with the space age. However, learning the basic principles of the production of x-radiation and how to make these principles work is imperative for the student radiologic technologist.


What does the radiologic technologist need to know to perform the responsibilities of radiologic technology? To answer this question, you need to look at the course recommendations for approved programs in radiologic technology, as well as the unique goals and needs of the sponsoring institutions and clinical affiliates.


Essentially, the courses listed here are considered basic. The titles and brief descriptions of topics are based on the curriculum guide published by the American Society of Radiologic Technologists (ASRT). More complete information is available from ASRT.



Radiologic Technology Basic Curriculum


The radiologic technology curriculum is composed of several courses taught over 2 consecutive calendar years. The courses listed are not inclusive and each is under continual study and review by the professional organizations responsible for recommending the basic curriculum.













Radiographic Image Evaluation


What is the difference between an optimal quality radiograph and a nondiagnostic one (Fig. 6-2)? This course integrates all of the material previously learned. Although radiologic technologists do not interpret radiographs, they evaluate them for diagnostic quality, which includes the consideration of pathologic conditions.









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Mar 2, 2016 | Posted by in GENERAL RADIOLOGY | Comments Off on Radiography Education: From Classroom to Clinic

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