24 Results: The specialized training curriculum for radiographers in the fields of ultrasound, nuclear medicine and radiotherapy was developed. The sustainability of the specialized training is facilitated by the need for trained specialists of the health institutions and presence of the curriculum. The factors that inhibit the sustainability of training are the lack of the need for regular and permanent training and limited financial resources. The problem could be solved by international training. 7.32. The Use of Simulation in Diagnostic Imaging Programs Presenter: Cindy Humphries, SAIT Polytechnic - Calgary, Alberta, Canada Author: Cindy Humphries Introduction: With the accessibility of educational practicum placement sites at a premium and classes increasing in size, it is becoming increasingly hard to have students experience and become competent in everything they need to accomplish while in the clinical setting. Simulation is being used more and more to allow the student to build confidence and proficiency in competencies prior to going out to their practicum placements. Simulation is a great bridge between theory and clinical practice. It offers a safe environment for the student to develop critical thinking, adaptive techniques and confidence in their skills. It also allows for time to debrief immediately afterwards where this may not be possible in the busy clinical setting. The use of simulation allows the student to learn hands on and reach a higher level of performance prior to practicing their skills on actual patients. This allows for improved quality and patient safety out in the clinical environment. The Diagnostic Imaging programs at SAIT Polytechnic in Calgary, Alberta, Canada have tried several types of simulation labs over the last few years. Based on our experiences, the different types of simulation labs tried will be explained as well as the feedback received from the students, Instructors and other participants involved. Methods: The simulations tried consisted of using: 1) 2nd year students and trauma make-up, 2) professional actors, 3) mock clinics, 4) interprofessional scenarios and 5) the Human Patient Simulation Lab. Results: Simulation was found to be a positive experience for the students regardless of the complexity of the simulation. The exposure to different scenarios prior to clinical placements allowed them to have some prior experience to help them when they come across similar scenarios in the clinical setting for the first time. Feedback from the Student Liaisons in the clinical setting was that the students were better prepared for the clinical setting with the use of simulation. 7.33. Masters level education in quality assurance in dental imaging Presenter: Eija Metsälä, Helsinki Metropolia University of Applied Sciences, Finland Authors: Metsälä E, Stranden E, Hårsaker V, Henner A, Kukkes T, Varonen H, Ekholm M, Parviainen T, Sorakari-Mikkonen L, Vähäkangas P, Muru L-L. Introduction: Aim is to describe Masters level web-based course produced about dental imaging quality assurance. Dental imaging is increasing and becoming more demanding. Many health care professionals perform dental x-ray examinations with varying levels of education about examination techniques, radiation safety and dose optimization and quality assurance (QA) procedures of dental imaging devices. In Finland, dental imaging may be performed by a dentist, physician, or radiographer. This presentation describes Masters level web-based course produced about dental imaging quality assurance. Methods Pedagogy and contents of the course applies evidence-based method of developing curriculums. In defining relevant level of competence, European quality framework (EQF) level 7 was the guiding principle. Results Masters level course comprises three modules in each of which the idea is to learn how to develop dental imaging practices. Main themes of this course are: Image quality and metrics, Managing patient dose and image quality in different modalities and Elements of clinical audit. Conclusions Amount of dental imaging is increasing and also wide range of health care professionals is taking part it and associated quality assurance procedures. This is why also dental hygienists, radiographers and dentists need wider understanding about how to develop QA procedures and quality assurance. Project described here respond for this need for its own part. Methods: Pedagogy and contents of the course applies evidence-based method of developing curriculums. In defining relevant level of competence, European quality framework (EQF) level 7 was the guiding principle. Conclusions: Amount of dental imaging is increasing and also wide range of health care professionals is taking part it and associated quality assurance procedures. This is why also dental hygienists, radiographers and dentists need wider understanding about how to develop QA procedures and quality assurance. Project described here respond for this need for its own part. 7.34. Importance of quality assurance in dental imaging –viewpoint of education Presenter: Eija Metsälä, Helsinki Metropolia University of Applied Sciences, Finland Authors: Metsälä E, Henner A, Ekholm M, Parviainen T, Stranden E, Kukkes T, Muru L-L, Hårsaker V, Varonen H, Sorakari-Mikkonen L, Vähäkangas P. Introduction: Although doses incurred during dental examinations are relatively low, dental radiography accounts for nearly one third of the total number of radiological examinations in the European Union. Project purpose was to develop evidence-based (EB) digital imaging and quality assurance (QA) for dental X-RAY equipment and viewing conditions. Specific aims were to develop: curriculum, evidence and web -based pedagogy, e-learning materials for dental imaging and viewing conditions, X-RAY equipment quality assurance and dose optimization. Methods: The project benefits the EB method of developing curriculums. This means that the core competencies, learning outcomes and contents as well as learning material will be developed applying the principles of EB practice. Also the pedagogy of the e-learning course applies these principles. Before the development work started it was made a survey about the educational needs of health care staff about dental imaging QA. Also systematic review of dental imaging QA procedures was made. Results: Project produced 15 ECTS educational e-learning package for Bachelor and Masters level about dental imaging QA. Bachelor level modules comprise technical basics of imaging and quality assurance, QA in intraoral imaging, QA in panoramic imaging and QA in cone beam ct. It also contains a module about patient dose assessment. Conclusions: Special attention to radiation protection and follow up of doses and image quality is needed in a form of education to the health care staff taking dental x-rays. The educational package produced in this project support the dental imaging quality assurance competence of dental hygienists, radiographers and dentists. 7.35. Expanding high impact practices to engage deeper learning in the radiologic science curriculum Presenter: Sarah Baker, Indiana University School of Medicine, U.S.A Author: Sarah Baker Introduction: Radiologic Sciences education is dynamic and ever changing to meet the needs of our students. To assist our students to meet the evolving educational challenges and to prepare students for higher levels of integrative learning between didactic and clinical components it is imperative that we engage students in deeper learning. Kuh (2008) has identified a full range of experiences dubbed “high impact practices” which contribute to students’ intellectual and professional development and provide enrichment experiences to classroom learning in structured and educationally meaningful ways. These practices allow for integrating learning in a more holistic fashion from start to finish within our educational programs. High impact practices provide a means to integrate real-world practices (such as clinical education/internships/practicum), with formal classroom. Effective educational practices, employing a variety of active learning pedagogies identified as high impact practices are: firstyear seminars and experiences; common intellectual experiences; learning communities; writing-intensive courses; collaborative assignments and projects; undergraduate research; diversity/global learning; service learning, community-based learning; internships, and capstone courses and projects. While internships/practicum/clinical education are imbedded within our curriculum, many of the other “high impact practices” are incorporated in varying degrees or not at all. The presentation will focus on the potential ways to expand high impact practices within our curriculum and re-shape learning and student engagement. Methods: The powerful pedagogies associated with high impact practices which embrace active learning and deeper approaches to learning along with reflection will be discussed within the context of radiologic sciences along with associated positive outcomes. Results: Adherence to a curriculum with radiologic sciences that incorporates active learning, critical thinking and problem solving skills
ISRRT | Book Of Abstracts
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