20 institutions. What does this connectivity mean for the professional identity of radiography? How does it affect communication style and knowledge management? The rapid growth of social media presents huge implications for the radiography industry. Technology will continue to grow and the workforce will continue to get younger. This paper will present an overview of the effect of social media in the radiography industry. The paper will discuss information management including the manner of radiography education (internal and external to tertiary programs) and how social media informs both radiographers and the patients who rely on them. Methods: An interpretative meta-analysis of social media use and methods in allied health using a qualitative content analysis. Conclusions: The paper will present recommendations for social media adoption at a global level; by regulatory bodies; by educational institutions; and by radiographers themselves. 7.16. Newer Challenges for RT Educators in Scenario of Rapidly Developing Technology S.C.B Presenter: Subhash Chand Bansal, Post Graduate Institute of Medical Education & Research, Chandigarh India Author: S.C.Bansal Introduction: From the mid 1940s until today, mankind’s technical knowledge has increased by thousands of folds. With the acceleration of scientific knowledge, including splitting the atom, advances in electronics, rapid communication and worldwide travel, the slow pace of the past is gone for ever. There are few situations where this is more evident than in health care. As the radiological sciences has recently celebrated its 118th anniversary of the discovery of x-ray ; it is appropriate for RT educators to face the newer challenges , look into the future and to establish the goals of the educational programs designed to prepare the next generation of professionals in the radiological sciences. Medical imaging departments today bear very little resemblance to those of just 60 years ago. In the past 30 years, we have seen the birth and rise of computerized imaging in all aspects of radiology e.g. CT scanning, M R imaging, digital imaging, electronic records, PACS, Tele-radiology etc.etc. Today most of what we work with, have, use and enjoy was created by members of generations still living. Nothing is stable and we must continuously upgrade our skills and enhance our education. Educators must face the challenges of emerging technology advancements and take advantages of the opportunities for change that exist in the present health care system and reform teaching strategies and techniques. Curriculum must be changed to accommodate the cultural diversity and different learning styles of the current student populations. Professional education in radiologic sciences must move into the “star wars” world of telecommunications, distance learning and distributed learning environment. Methods: A formal curriculum is required to develop a level of understanding and skill required for the radiological technology and its applications. This can be divided in a number of integrated categories. Results: For educators in the radiologic sciences, the challenges are great and the opportunities are numerous. Educational reforms must focus on learning if the educational programs in radiologic sciences are to successfully prepare the next generation of professionals. To keep pace with this rapidly changing technology the role of RT educators has increased manifold. 7.17. Preparing the Internationally educated medical radiation technologist to work in Canada Presenter: Deborah Murley, CAMRT, Canada Authors: Deborah Murley, Elaine Dever Introduction: The challenges and barriers to internationally educated medical radiation technologists (IEMRTs) wishing to move and work in Canada are many and very difficult to address. To work in Canada the vast majority of employers require that technologists be certified by the Canadian Association of Medical Radiation Technologists (CAMRT). This means writing an entry-to-practice certification exam based on the competency profiles ( skills/occupational profiles) as established by the CAMRT through a broad consultative and validation process. Practice in Canada varies from some countries in that certification is required in each of the separate disciplines of radiological technology, nuclear medicine technology, radiation therapy and magnetic imaging in order to practice in that discipline. Assessment of the IEMRTs credentials is required for access to the exam. This can be a rigorous process and identifies gaps which need to be addressed if the IEMRT is to be successful on the exam and therefore ready for employment. There is a great deal of information for the IEMRT to review and analyze. Information about the profession and practice in Canada and how it differs, information about coming to Canada and the stress of writing an exam that is competency-based as opposed to a knowledge exam that many are more familiar with writing. Bridging programs are very expense, there are very few and they are located in larger centres. The pass rate for the IEMRT on the CAMRT certification exam is low. Therefore over the past few years CAMRT has created a number of tools to help the IEMRT assess their status and better prepare for the certification exam. Methods: Research was conducted with funding through the Government of Canada’s Foreign Credential Recognition Program to evaluate the assessment and certification processes, to identify the challenges and barriers IEMRTs experience and make recommendations. Results: The research supported government funding to develop exam preparatory courses for radiological technology, the greatest cohort of IEMRTs, practice exams, self-assessment tools, learning modules on competency-based exams and an employment information. The CAMRT has collaborated with other healthcare organizations to work on projects and produce other tools. A new proposal is requesting funding a therapy exam preparatory course and for work on identifying alternate career paths for the IEMRT. 7.18. A Survey Investigating Australian Radiation Therapists’ Behavioural Responses to Fitness to Practise Scenarios Presenter: Caroline Wright, Monash University, Australia Authors: Caroline Wright, Michal Schneider, Brian Jolly, Marilyn Baird Introduction: In Australia, the majority of the health professions are regulated by a national registration and accreditation scheme. A consequence of the implementation of this “national scheme” is that universities need to ensure their graduates are “fit to practise” (FTP). FTP is recognised in Australia as one of the criteria by which the medical radiation science (MRS) professions are regulated. However, as our previous research found, there remains confusion as to practitioner understanding of the concept and how it relates to day to day practice. We found that radiation therapists (RTs) conceptualise FTP in terms of either behaviour, qualification, state of mind or as a continuum of professional experience, with mental health, physical health, self-awareness, technical skills, professional skills, knowledge, continuing professional development, experience and values/ethics contributing to a practitioner’s overall FTP. The aim of this study was to investigate RTs behavioural responses to authentic scenarios of sub-optimal practice and to ascertain how often they had experienced similar issues relating to FTP and how prepared they felt to deal with these. Methods: A mixed-method design using on-line surveys was used for data collection. Eight authentic, expert-validated, scenarios were piloted prior to surveying practitioners. Recruitment was via electronic mail-out. Grounded theory guided data analysis. Results: 693 responses from180 Australian RTs were coded. Four themes emerged from RTs responses; physical action, immediate verbal response, practitioner as informant and practitioner perspectives to the scenario. These results suggest that; educational institutions should ensure reliability and validity in their selection processes; FTP and its regulation should be part of the curriculum; practitioners require education on FTP and how to exercise reporting mechanisms within the national scheme. 7.19. Radiation protection education for the users of mobile C-arm Presenter: Anja Henner, Oulu University of Applied Sciences, Finland Author: Anja Henner Introduction: Nurses and medical doctors are allowed to use the mobile Carm in operating theatres and emergency rooms in Finland. According to Finnish legislation nurses working in operating theatres have to have 40 hours (1,5 ects) course in radiation protection in Bachelor degree. Training includes fundamentals of Radiation Physics and Radiation Biology, Radiation Protection Provisions, Radiation Safety Measures at the Workplace and Medical Use of Radiation in the area of mobile C-arm. The purpose of this study was to find what the critical points in education are and how well the key factors affecting to the radiation protection and safe use of mobile C-arm in operating theatres and emergency are learned during the course.
ISRRT | Book Of Abstracts
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