A standardized educational system for radiology programs worldwide: An opinion

The educational system in radiology programs worldwide are different. In the American system, they offer a certificate program (Cert) then an associate degree (AAS) −in some colleges then a diploma (Dip) − after that a bachelor’s degree (B.S.). A radiographer a.k.a radiologic technologist can continue to get a post-baccalaureate certificate or a master’s degree (M.S.) and −rarely in America due to the shortage of Ph.D. programs− a doctorate of philosophy in radiology.

Qualitative study to explore radiologist and radiologic technologist perceptions of outcomes patients experience during imaging in the USA

ObjectiveWe aimed to explore the patient-centred outcomes (PCOs) radiologists and radiologic technologists perceive to be important to patients undergoing imaging procedures.DesignWe conducted a qualitative study of individual semi-structured interviews.ParticipantsWe recruited multiple types of radiologists including general, musculoskeletal neuroradiology, body and breast imagers as well as X-ray, ultrasound, CT or MRI radiologic technologists from Washington and Idaho.OutcomeThematic analysis was conducted to identify themes and subthemes related to PCOs of imaging procedures.ResultsTen radiologists and six radiology technologists participated. Four main domains of PCOs were identified: emotions, physical factors, knowledge and patient burden. In addition to these outcomes, we also identified patient and provider factors that can potentially moderate these outcomes.ConclusionsRadiologists and technologists perceived outcomes related to the effect of imaging procedures on patients’ emotions, physical well-being, knowledge and burden from financial and opportunity costs to be important to patients undergoing imaging procedures. There are opportunities for the radiology community to measure and use these PCOs in comparisons of imaging procedures and potentially identify areas where these outcomes can be leveraged to drive a more patient-centred approach to radiology.

Supply of and demand for radiologic technologist personnel in Taiwan: an analysis of 20 years

Background: Currently, nine universities and one junior college offer radiologic technologist (RT) programs (RTPs) in Taiwan. The curriculum, certificate examination, and licensing of RTs in RTPs in Taiwan are similar to those for RTPs in Japan and Korea. The present study explored the supply of and demand for RTs over the past 20 years and identified predictive indicators of trends affecting the numbers of RTs supplied and demanded.Methods: The present study involved web-based research. The analyzed data were publicly available information downloaded from the websites of relevant statistical departments in Taiwan. The study employed specific medical devices or examinations used in hospitals to determine the demand for RTs. Long-term (1999–2018) and short-term (2014–2018) trends were analyzed. The change rates were calculated using compound annual growth rate (CAGR). Pearson’s product–moment correlation coefficient or Spearman’s rank correlation coefficient was used to evaluate two groups of continuous variables. Kolmogorov–Smirnov and Shapiro–Wilk tests were used to test normally distributed data.Results: During 1999–2018, the annual numbers of students and graduates in RTPs were 2654 ± 350 and 516 ± 109, respectively, with corresponding CAGRs of 2.2% and 3.7%. During 2014–2018, the annual numbers of students and graduates in the RTPs were 2908 ± 67 and 605 ± 55, respectively, with corresponding CAGRs of −0.7% and 2.4%. During 1999–2018, the annual numbers of examinees and qualified personnel were 1228 ± 174 and 372 ± 62, respectively. The CAGRs for the number of qualified personnel were −1.5% and −4.7% during 1999–2018 and 2014–2018, respectively. The number of specific medical devices increased from 599 in 2000 to 1057 in 2018, whereas that of specific medical examinations increased from 1.7 million in 2000 to 5.3 million in 2018.Conclusion: During 2014–2018, 605 students graduated from RTPs annually, with approximately 375 annually becoming qualified personnel in Taiwan. The increase in the numbers of specific medical devices and examinations resulted in an annual increase of 204 new positions for RTs.

Knowledge of Radiation Exposure and it Risk among Radiographers and Radio Technologists

Objective: The aim of this study was to assess the awareness, concern and practice on hazards of ionizing radiation and radiation protection among radiographers and technologists of Pokhara, Nepal and to evaluate the knowledge of radiation and its protection among them. Materials and Methods: A validated questionnaire was used to collect data from radiographers and Technologists. The survey included multiple choice questions (MCQs) related to demographic characteristics (age, gender), academic qualification, and knowledge of radiation and radiation protection. Obtained data were analyzed using Statistical Package for Social Science (SPSS) version 25 software and shown in frequency, percentages. Results: Among 103 participants, only 73.8% were NHPC registered and 46.7% had attended classes/seminar on the topic of radiation protection. Only 8.7% used dosimeters to measure the radiation dose. Among participants, 77.7% knew that annual whole-body dose for a radiation worker is 20 mSv and 87.4% knew that there should be distance of more than six feet from the X-ray tube while taking X-ray in the case of non-barrier protection. This study shows that the knowledge and the perceptions regarding radiation and its protection among the radiographers/technologist is just satisfactory and needs to be improved. Conclusion: Overall awareness and knowledge of radiation protection and radiological procedures of radiologic technologist were satisfactory. However, there were some question that they needed mandatory training and knowledge. Therefore, we recommend that further workshops, seminars, symposium, training courses and Continuing Medical Education (CME) programs are recommended on a regular basis in collaboration with ISSRT and other national and international organizations to raise the level of radiation awareness.

The Legal Framework for Academic Professional Development for Radiographers in Higher Education

Technology has changed the world of radiography, setting the request for development and promotion of radiography occupation. This article focuses on key factors of education for radiologic technologist / radiographer. The important role of EFRS in promoting and developing advanced educational standards and qualifications for radiographers is elaborated. Harmonization and development of radiographer’s profession following technological development considers cooperation among educational institutions, employers and professional bodies, within the framework of European and national legislation. Society should provide the conditions for further education. Obtaining a master's and / or doctoral degree, and integration in teaching and research activities, helps transform radiographers into leadership roles within their departments.