AEIR
2009 Annual Meeting
Session Descriptions
Wednesday, June 10, 2009
What Every Educator Needs To Know About Digital Radiography
Dennis Bowman A.S., RT(R)
Clinical Instructor and Staff Radiographer
Community Hospital of the Monterey Peninsula & Cabrillo College
Abstract
Almost every facility in the country is having the same problems and concerns with digital
radiography. Almost no one knows that we can, and should, be using 15-20 kVp higher than what we
used for film/screen with around 1/3rd of the mAs. Also, how to really understand the Index numbers
(S, LgM, IE, etc.) and how and why they can be corrupted. Going along with that is how to really
critique a digital image using the histogram, magnification modes and the Index number. I also talk
about the legalities of cropping, changing the algorithm, annotation vs. the use of markers and using
too much mAs. I speak about how ALARA is almost being ignored and my new version of it, which is
How Low Can You Go (HLCYG)? Furthermore, I talk about what needs to be done to get radiology
back to the art form it once was. Plus I have all kinds of incredible new research we have just
discovered at CHOMP concerning the different thicknesses of lead aprons and the use and efficacy
of lead shields.
Objectives
1. Select appropriate technical factors to optimize image acquisition, consistent with ALARA.
2. Describe at least three different ways to critique a digital image.
3. Discuss actions a radiographer may do that can cause legal problems to arise.
Using CAT's in the Classroom
Catherine DeBaillie, M.Ed., RT(R)
Assistant Professor, Clinical Coordinator
Trinity College of Nursing and Health Sciences
This course will be an introduction to the development and use of classroom assessment techniques.
We will be exploring and creating CAT's to use in the classroom. The course will introduce what
CAT's are. Give the first steps in creating and using CAT's. The participants will develop on CAT to
use in their own classroom.
Objectives
1. To able to define what a CAT is and explain why you should use it.
2. Identify first steps in using CAT
3. Plan a CAT for use in classroom.
4. Develop an assessment of CAT
Digital Dilemma
Charles B. Burns, MS, RT(R), DABR
Adjunct Professor
Division of Radiologic Science
University of North Carolina School of Medicine
Digital radiography breaks most of the relationships between exposure and image appearance. This
presentation addresses the issues associated with the relationships between image acquisition
factors and appearance in digital radiography.
Objectives:
1. Describe the advantages and disadvantages of digital radiography.
2. Describe the relationships between image acquisition factors and image appearance with a
properly functioning digital radiography system.
3. Describe the problems associated with automatic rescaling and exposure field recognition.
4. Apply the fundamental principles of exposure to digital radiography.
Interprofessional Education in Action – Assessment and Outcomes
Sherry Bicklein, BSRS, RT (R) (T) & Kathleen Kienstra, MAT, RT(R)(T)
Clinical Coordinator / Instructor
Saint Louis University
Course Description
As health care delivery has become more complex, the need for interprofessional practice among
health professionals is necessary. This presentation introduces the concept and outcomes of
interprofessional education (IPE). The presenters will review interprofessional education and relate
experiences, IPE assessment and outcomes of the IPE Curriculum. Presenters will share their
insights in all aspects of IPE and deliver their experiences and outcomes in moving toward a new
model of educating health science students.
Objectives
1. As a result of attending this session, participants will be able to:
2. Discuss the concept of interprofessional education
3. Relate the importance of interprofessional education in medicine
4. Identify and understand the IPE Curriculum assessment procedure
5. Discuss outcomes of the IPE Curriculum
Don’t Bring it to Work: Breaking the Family Patterns that Limit Success
Sylvia LaFair, Ph. D.
Co-Founder and President of Creative Energy Options, Inc.
Course Description
Sometimes we all wish we could work with robots. You know, just get the work done in a hassle-free
manner, no complaints, no mistakes! We all wish our colleagues didn't bring their personal baggage
to work. And there are days we wish we could leave ours at the door also. But it just doesn't work
that way.
Hold on.... help is on the way. With mechanisms in place to harness the positive and minimize the
negative we (and that means all of us) don’t have to bring our old, out-dated behavior patterns to
work. We can give up being the pleaser, the avoider, the persecutor, the rescuer and so on.
This program gives you the tools to become a PatternAware™ leader and de-activate the office
politics that undermine work performance and motivation. The space that is created between letting
go of the old and bringing in the new is where creativity, enthusiasm, insight, and solid community
relationships are born and work becomes an adventure in productivity, profit, and purpose.
Outline
Introduction of program and expertise on the topic
Review of Objectives
PatternAware™ Philosophy
1. What are patterns?
2. What forms patterns?
3. The 13 most common patterns in the workplace
4. How patterns can limit success and create office politics
5. Real life stories of patterned behavior in the workplace
6. How a pattern aware environment can create an environment of trust, collaboration and
accountability
7. How pattern aware leaders can decode office politics
8. Types of situations that activate patterns
9. Tools and tips to diffuse negativity and improve workplace culture
10. How patterns can be transformed to patterns that you want to bring to work?
11. Examples of pattern aware leaders
Thursday, June 11, 2009
Gender Roles, Socialization, and Hierarchy in an Allied Health Profession:
Radiography Students’ Constructs of Self and the Profession
Lisa F. Schmidt, Ph. D., RT(R)(M), ARRT
Program Director – Radiography
Pima Medical Institute
Diagnostic medical imaging has typically been a feminized profession for decades, however, since
the early 1990’s, has increasingly attracted more men into the field, where now, the gender make up
for diagnostic imaging is near parity. Medical imaging is a dynamic field comprised of ever evolving
technology and sub-imaging fields, referred to as imaging modalities, including computed
tomography, magnetic resonance imaging, mammography, cardiovascular imaging, and nuclear
medicine, to name a few. Diagnostic imaging is now described as where the new “hot” jobs are
located, and entrance into the field has continued to grow by more than 11 percent each year. This
study is designed, through the interviewing of 39 men and women from two radiography programs
located geographically 50 miles from one another, to explore the interest of men entering a feminized
field characterized as a “high touch” profession, with occupational characteristics that consist of a
broad mix of patient care/technology skills. While there is focus on men entering imaging, exploration
of the interests of women entering this highly technical and physically challenging profession is a
large part of this study, as radiography is feminized yet does not hold necessarily the occupational
characteristics consistent with that of feminized fields.
Objectives
1. Describe, in relation to other fields, how long medical diagnostic imaging has been “feminized.”
When did the shift in gender make up begin?
2. Describe some occupational predications for diagnostic imaging.
3. Did the radiography students demonstrate major interests in practicing patient care principles
versus working with technology?
4. Was a primary imaging modality noted to be of major interest for the students in this study?
Collaborative Imaging Education is “NICE”
Rebecca Ludwig, Ph.D., RT(R)(QM), FAEIRS
Associate Professor and Chairman, Dept of Imaging & Radiation Sciences
University of Arkansas for Medical Sciences
The University of Arkansas for Medical Sciences (UAMS), the University of Saint Louis (SLU), and
the University of Missouri-Columbia (UMC) cooperatively deliver a student-friendly online graduate
imaging program using pooled resources through a consortium arrangement. The Nuclear Imaging
Consortium for Education(NICE) integrates a graduate program for the Nuclear Medicine Advanced
Associate (NMAA) with the previously existing Radiologist Assistant program at UAMS. Both
programs utilize faculty from all three institutions, have students in some of the same courses, and
both programs award the Master of Imaging Sciences (MIS) degree. This presentation focuses on the
creation of the consortium, the on-going opportunities and challenges of program delivery, and how
this innovative concept could be adapted to other settings.
At the conclusion of this session, participants will learn to:
1. Describe the advantages of consortium arrangements as it relates to resources, manpower, and
student recruitment.
2. Develop strategies for addressing challenges in collaborative multidiscipline education.
3. Identify ways of adapting this model to other types of educational programs and settings.
The Design and Use of Multiple Choice Questions in Testing
Duane Akroyd, Ph. D., RT(R)
Professor, Department of Adult and Higher Education
North Carolina State University
This presentation will review the concepts of norm referenced and criterion referenced testing and
discuss development and design of multiple choice tests. Additionally the concepts of quantitative
evaluation of multiple choice questions will be discussed.
Objectives
1. Distinguish the difference propose of using a norm reference test and a criterion referenced test
2. Review selected MC test questions and be able to distinguish those with design flaws and those
without design flaws
3. Discuss the educational advantages and disadvantages of using MC test questions
4. Evaluate a multiple choice question based on the use of the difficulty index and discrimination
index
5. Evaluate MC test questions as used in either a norm referenced test or a criterion referenced test.
Clinical Assessment: Who is Accountable?
Leslie F. Winter, M.S., R.T.(R)
Chief Executive Officer
Joint Review Committee on Education in Radiologic Technology
This presentation will provide an overview of the value of accreditation and the role of outcomes
assessment in improving program quality.
Objectives
1. Describe the characteristics and value of accreditation
2. Discuss the role of accreditation in quality assurance
3. Explain how outcomes assessment is used for continuous quality improvement
4. Describe the clinical instructor’s role and responsibilities in the assessment process