Student Handbook School of Health Professions Diagnostic Imaging Program

Transcription

School of Health Professions
Diagnostic Imaging Program
Student Handbook
2013 - 2014
Diagnostic Imaging Program Student Handbook 2013 – 2014
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The University of Texas
MD Anderson Cancer Center
Policies and Procedures
Table of Contents
Diagnostic Imaging Program Overview………………………………………………………………4
Diagnostic Imaging Program Faculty and Officials…………………………………………………7
UTMDACC Division of Diagnostic Imaging …………………………………………………………9
Diagnostic Imaging Program Affiliate Contacts…………………………………………………….11
Clinical Instructors/Clinical Preceptors ……………………………………...……………………..12
UTMDACC Mission Statement, Vision, & Core Values………………………..………………….15
The School of Health Professions Mission Statement & Vision………………………………….16
The Diagnostic Imaging Program’s Mission Statement, Vision, & Goals………………………..17
Course Sequences
Program in Radiography – 1st year…………………………………………………………..18
Program in Radiography – 2nd year …………………………………………………………19
Program in Computed Tomography & Interventional Radiology… .……………………..20
Program in Magnetic Resonance Imaging …………………………………………………22
Program in Education …………………………………………………………………………24
Program in Management …………………………………...………………………………..26
Program in Ultrasound ………………………………………………………………………..28
1.0
General Policies……………………………………………………………………………….30
1.01 Statement of Policy Changes……………………………………………………….31
1.02 Professional Liability………………………………………………………………....32
1.03 Reporting Illness……………………………………………………………………...33
1.04 Medical Library Usage……………………………………………………………….34
1.05 Personal Phone Calls………………………………………………………………..35
1.06 Program Communication…………………………………………………………....36
1.07 Professional Conduct and Behavior………………………………………………..37
1.08 Blogging and Social Networking……………………………………………………39
1.09 Statement of Criminal Conduct……………………………………………………..41
1.10 Representation on the SHP Student Congress…………………………………...42
1.11 Lambda Nu/ Honors Recognition…………………………………………………...43
1.12 Release for Registry Eligibility………………………………………………………44
1.13 Release of Student Information……………………………………………………..45
1.14 Due Process…………………………………………………………………………..46
1.15 Dismissal………………………………………………………………………………47
2
2.0
Academic Policies……………………………………………………………………………..48
2.00 Credit Award Calculation…………………………………………………………….49
2.01 Grading Standards……………………………………………………………………50
2.02 Technical Standards………………………………………………………………….51
2.03 Make-Up Exams and Quizzes……………………………………………………….53
2.04 Testing………………………………………………………………………………….54
2.05 Course Syllabi…………………………………………………………………………55
2.06 Programmatic Standards of Accreditation………………………………………….56
Appendix A…………………………………………………………………………………………….57
Criminal Conduct Statement………………………………………………………...............58
Release of Personal Information…………………………………………………………….59
Professional Society Membership…………………………………………………………...60
TSRT/ASRT/AEIRS/SMRT/AHRA/ACERT Application
JRCERT Standards – Radiography………………………………………………………….62
JRCERT Standards – Magnetic Resonance………………………………………………144
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Diagnostic Imaging
Program Overview
4
Diagnostic Imaging Program Overview
Diagnostic Imaging is a specialty devoted to the study of routine and advance
radiographic imaging procedures. The University of Texas M.D. Anderson Cancer
Center, Diagnostic Imaging Program is one of two schools in the state of Texas that
offer a bachelor’s degree in Diagnostic Imaging. The curriculum includes emerging
advanced technologies in Computed Tomography and Magnetic Resonance Imaging as
well as leadership opportunities in management and education emphasis. Graduates
are typically employed in hospitals, outpatient medical centers, and research facilities.
Track 1
Certificate in Radiologic Sciences
A two-year program with entry at the sophomore level. The program consists of 58
semester credit hours SCH in the radiography curriculum and programmatic core
courses. At the conclusion of this two-year program, students may sit for the American
Registry of Radiologic Technologists (ARRT) certification examination, and may
proceed to the third year for their baccalaureate degree with specialization in one of
four areas: Computed Tomography, Education, Management, and Magnetic Resonance
Imaging,
Track 2
Bachelor of Science in Diagnostic Imaging
Bridge program for Radiologic Science professionals desiring a BS degree in Diagnostic
Imaging
This track is a one-year program of upper division electives (30 Semester Credit Hours)
in a chosen emphasis:
- Computed Tomography
- Education
- Magnetic Resonance Imaging
- Management
Computed Tomography
Computed tomography (CT) utilizes ionizing radiation to produce cross-sectional
images or “slices” of the body, similar to slices in a loaf of bread. These images are
used for diagnosing fractures or several other pathologies in the body. The Diagnostic
Imaging program has excellent faculty that provide didactic and clinical training to
prepare students to take the advanced registry examination in CT, administered by the
American Registry of Radiologic Technologists (ARRT).
The program is affiliated with several hospitals within The Medical Center (TMC) and
surrounding areas where students have the opportunity to use state-of-the-art scanners
in performing examination procedures. Students learn to image a variety of procedures,
including trauma patients under the guidance of registered technologists. Technologist
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responsibilities and job opportunities in this field are increasing, given the expanded
examinations that are performed and the increased speed of the scanners.
Education or Management
The Bachelor of Science degree in Diagnostic Imaging with specialization in Education
or Management is designed for individuals with work experience who are aspiring to
managerial or educational leadership positions in medical imaging or other healthcare
related organizations. The program enhances general management abilities and
teaching skills, as well as providing opportunities for developing analytical skills in
assessing organizational performance and approaches for improvement.
This program’s flexible schedule allows students to complete their degree in as little as
12 months (full time) or 24 months (part time). Nearly 90% of the content is delivered in
a hybrid format allowing students the flexibility to juggle the demands of family, career,
and school. Students in the program engage in distance learning activities, including
electronic presentations, threaded group discussions, and synchronous interactions
with the faculty during class meetings. The management emphasis provides a
theoretical foundation for students who plan to take examinations to become a Certified
Radiology Administrator (CRA). The courses provide students with a broad emphasis in
the five domains of the CRA curriculum. This includes fiscal and operational
management, marketing, organizational behavior, and communication.
Magnetic Resonance Imaging
Magnetic Resonance Imaging (MRI) uses magnetic field and radio waves to create
detailed images of the body for diagnosing several types of pathologies. The MRI
program at The University of Texas M.D. Anderson Cancer Center combines didactic
and clinical education experiences, to provide students with the knowledge and skills to
become an entry level MRI technologist. The program has excellent faculty and several
preceptors in a variety of clinical settings that work closely with students using
superconducting magnets ranging from 1.5 – 3.0 Tesla. The program has been very
successful since its inception in 2005 in graduating highly skilled entry level
technologists. Many graduates are employed at The University of Texas M.D.
Anderson Cancer Center and several of the Program’s affiliates. Students’ testimony of
the program resonates on the comprehensiveness, quality of teaching and state-of-theart equipment at a world class research university.
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Diagnostic Imaging Program Faculty & Officials
Department Phone: 713-792-3455
Department Fax: 713-745-3337
Dean
Dr. Shirley Richmond, Ed.D.
Operations Manager
Chineme Amadi, MBA
Phone: 713-745-1205
Email: [email protected]
Office: YB.5712c
Medical Director
Aurelio Matamoros, MD
Professor, Diagnostic Radiology
Clinical Educator, Radiography Emphasis
LaShanda Smith, BS, RT(R)
Sr. Health Professions Educator
Phone: 713-792-6684
Pager: 713-606-1699
Office: YB.5856
Clinical Educator, Radiography Emphasis
David Clayton, BS, RT(R) (QM)
Sr. Health Professions Educator
Phone: 713-792-6685
Pager: 713-404-3668
Office: YB.5858
Administrative Assistant
Sylvia M. Freeman
Phone: 713-792-3455
Program Director
William A. Undie, Ed.D., MBA, RT (R)(T)
Assistant Professor, School of Health
Professions
Phone: 713-792-3455
Office: YB.5834
Education Coordinator, Radiography &
Education/Management Emphasis
Suzieann Richards-Bass, MA.Ed, MBA, RT(R)
Instructor, School of Health Professions
Phone: 713-792-4345
Pager: 713-606-2115
Office: YB.5836
Education Coordinator, CT Emphasis
Deborah M. Scroggins, MSRS,
RT(R)(CT)(CV)(M)
Phone: 713-794-4199
Office: YB.5839
Education Coordinator, MRI Emphasis
Sonja K. Boiteaux, MSRS, RT(R)(MR)
Phone: 713-794-4203
Office: YB.5837
Diagnostic Medical Sonography
Steven Trawick, MBA, MAOM, RT(R) RDMS
Phone: 713-792-3455
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Adjunct Faculty
Christine B. Capitan, MBA
Leadership in Radiologic Sciences
Aurelio Matamoros, MD
Professor, Diagnostic Radiology
Thomas Nishino, PhD
Assistant Professor
Imaging Physics
Phone: 713-792-2745
Pager: 713-606-2734
Veronica Garza, MA
Human Resources Consultant
Phone: 713-745-7123
Pager: 713-404-4381
Donna Reeve, MS, DABR, DABMP
Senior Medical Physicist
Imaging Physics
Phone: 713-563-2719
Pager: 713-404-3669
A. Kyle Jones, PhD.
Assistant Professor
Imaging Physics
Phone: 713-563-0552
Pager: 713-404-5023
S. Jeff Shepard, MS
Senior Medical Physicist
Imaging Physics
Phone: 713-794-4962
Pager: 713-404-3664
Janet Champagne, MBA
Staff Development
Ma’lisa Thomas, MBA
Management Skills for New Supervisors
Terrell Evans, MBA, BAS, RT (R) (CT) (MR)
Manager, Computed Tomography
Promotional Strategies to Radiologic Sciences
Phone: 713-794-1175
Tonya Bell Brightmon, MS, RT (R) (CT)
Manager, Neuro-Interventional Radiology
Current Trends in Healthcare Management
Phone: 713-563-7873
Diagnostic Imaging Program Student Handbook 2013 – 2014 8
UT MD Anderson Cancer Center
The Division of Diagnostic Imaging
Habib Tannir, MS
Executive Director, Clinical Operations
& Diagnostic Imaging
Aziz Benamar, MBA
Director, DI Clinical Operations
Rodney Bass, RT(R)
DI Supervisor
Radiography/Fluoroscopy
Phone: 713-792-2554
Pager: 713-404-7183
Terrell Evans, MBA, BAS, RT (R) (CT) (MR)
Manager
Computed Tomography
Phone: 713-794-1175
Pager: 713-404-2956
Velvet Duncan, RT(R)
DI Supervisor
Phone: 713-792-2554
Pager: 713-404-1507
Keenan Harris, RT(R)
Manager
Interventional Radiology
Phone: 713-745-4795
Pager: (713) 404-1933
Ivory Edwards, AAS, RT(R)
DI Supervisor
Phone: 713-792-6204
Pager: 713-404-4337
Victor Arboleda, RT(R)(CT)(MR)
Manager
Phone: 713-745-2081
Pager: 713-404-1077
Jeff Landry, RT(R)
DI Supervisor
Phone: 713-792-2554
Pager: 713-404-1650
Michael Wedgeworth, MBA, RT(R)(CT)(MR)
Manager
Rad/Fluoro
Phone: (713) 563-6208
Pager: (713) 606-2822
Mark Toatley, BS, RT(R)
DI Supervisor
Phone: 713-563-8362
Pager: 713-606-3555
Carlos Garcia, RT (CT)
DI Supervisor
Computed Tomography
Phone: 713-745-1066
Pager: 713-404-4335
Dan Morrissey, RT (CT)
DI Supervisor
Computed Tomography
Phone: 713-792-6543
Pager: 713-404-7868
Joy Punzalan, RT (CT)
DI Supervisor
Computed Tomography
Phone: 713-794-1403
Pager: 713-404-9148
Mary Cuellar, RT (R)
DI Supervisor
Phone: 713-563-7158
Pager: 713-606-2041
Ruby Roberson, RT (R)
DI Supervisor
Phone: 713-792-8282
Pager: 713-404-1110
Donnie Lester, RT (R)
DI Supervisor
Phone: 713-792-8282
Pager: 713-404-3860
Leejo Puthooran, RT (R)(MR)
DI Supervisor
Phone: 713-794-5941
Pager: 713-606-2855
Jerry Montalvo, RT (CT)
DI Supervisor
Computed Tomography
Phone: 713-563-6614
Pager: 713-404-0134
Email:[email protected]
Jim Thomas, RT(R)(MR)
DI Supervisor
Phone: 713-745-7734
DI Program Affiliates
June Garcia, BS, RT(R)(MR)
Manager, MRI Services
Department of Radiology
St. Luke’s Episcopal Hospital
Phone: 832-355-6033
Patrick N. Stewart, RT(R)
CT Manager
Computed Tomography
St. Luke’s Episcopal Hospital
Phone: 832-355-3775
Natasha Chargois, RT(R)(CT)
DTCL MRI Supervisor
Michael E. DeBakey VAMC
Phone: 713-791-1414 ext. 3838
Pager: 281-262-2344
Dennis Carroll, RT(R)
Radiology Manager
The Methodist Hospital
Phone: 713-441-1078
Seferino Romo, RT(R)(MR)
MRI Clinical Manager
Imaging Services
Memorial Hermann Hospital
Phone: 713-704-6211
Pager: 713-704-7243/29105
Ramiro Torres, BA, RT(R)(CT)
CT & Diagnostic Imaging Manager
Imaging Services
Memorial Hermann Hospital-TMC
Phone: 713-704-1090
Edward J. Eguia, RT(R)
CT & Interventional Supervisor
Phone: 713-791-1414 ext. 4525
Ponnada A. Narayana, Ph.D.
Professor of Radiology
The University of Texas Health Science
Center at Houston
Phone: 713-500-7677
Rocky Velasquez, AHRA, RT(R)(CT)(MR)
Assistant Director of Imaging Services
St. Joseph Regional Healthcare Center
Phone: 979-776-2494
Clifton Thomas, RT(R)
Radiology Supervisor
Phone: 713-441-1078
Andrea Vinson, MBA, RT(N),CNMT
Manager, Nuclear Medicine, PET/CT & MRI
Phone: 713-441-4860
Michael Daza, RT(R)
Radiology Supervisor
Phone: 713-791-1414 ext. 4384
Belinda Escamilla, Ed.D., RT(R)
Director, Radiology Clinical Operations
Department of Radiology
UTMB Galveston
Phone: 409-772-2433
Ava Scott, RT(R)
Radiographic Operations Manager
Diagnostic Imaging Services
Phone: 832-822-5381
UTMDACC DI Clinical Instructors
Benjamin Arangorin, AAS., RT(R)
Sharita Barras, AAS., RT(R)
Mitchelle Barrera, AAS., RT(R)
Deshaunda Bazile, AAS., RT(R)
Scott Benham, RT(R)
Michael Boyne, RT(R)
Corrine Carson, RT(R)
Patricia Jerome, RT(R)
Bryan Loebl, RT(R)
Tiaunna Martinez, RT(R)
Joseph Middleton, AAS., RT(R)
Keisha Moore, BSRT, RT(R)
John Morales, AAS., RT(R)
Bryant Murray, RT(R)
Guillermo “G” Chavana, AAS., RT(R)(CT)
Jessie Pollard, AAS., RT(R)
Latrina Dewalt, RT(R)
Danny Rawls, AAS., RT(R)
Shireen Elsayegh, BSRT, RT(R)
Jacquila Ruffin, RT(R)
Faye Huey, RT(R)
Ricky Welch, AAS., RT(R)
Jennifer Bonnin, RT(R)
Mary Gust, RT(R)
Kayla Hebert, RT(R)
Phong Hoang, RT(R)
James Jacob, RT(R)
Claudia Zarate, BSRT, RT(R)
Memorial Hermann Hospital-TMC DI Clinical Instructors
Patricia Cooley, RT(R)
Suraeya Rahman, RT(R)
Jerard Johnson, RT(R)
Erica Scott, RT(R)
Sean Gould, RT(R)
Justin Faul, RT(R)
Anthony Huang, RT(R)
Ramon Lujan, RT(R)
David Ortiz, RT(R)
Priscilla Pollard, RT(R)
Vikki Rodriguez, RT(R)
Jo Beth
Memorial HermannTIRR Clinical Instructors
Robert Perez, RT(R)
Sherry Vasquez, RT(R)
Texas Children’s Hospital-Sugarland Clinical Instructor
Joe Martinez, RT(R)
Texas Children’s Hospital-Cypress Clinical Instructor
Misty Lucas-Robinson, RT(R)
St. Luke’s Episcopal Hospital Clinical Instructors
Leonard Shoulders R.T.R CMRT
Kelly Collins RT (R)
Texas Children’s Hospital-TMC Clinical Instructors
Laura Banks, RT(R)
Anisa Heredia, RT(R)
Delores Ruiz, RT(R)
John Donahue, RT(R)
Jose Jaimes, RT(R)
Dennis Tran, RT(R)
Anika Washington, RT(R)
The Methodist Hospital Clinical Instructors
Melinda Gonzalez, BSRT, RT(R)
Tracie Tran, BSRT, RT(R)
Ana Price, RT(R)
Natasha West, RT(R)
Clifton Thomas, RT(R)
University of Texas Medical Branch (UTMB) DI Clinical Instructors
Jennifer Albarran, RT(R)
Julio Sanchez, RT(R)
Hong Mai, BSRT, RT(R)
Michael E. DeBakey VA Medical Center Clinical Instructors
Delfina Guerra, RT(R)
Rick Mason, RT(R)
Phuong Huynh, RT(R)
Luther Price, RT(R)
UTMDACC CT Clinical Instructors
Lori Fielding, RT(R)(CT)
Tammy Rusk, RT(R)(CT)
Koshy Abraham, RT(R)(CT)
Richard DeLeon, RT(R)(CT)
Alma Faz, BS, RT(R)(CT)
Biju John, RT(R)(CT)
Karen Kimbel, RT(R)(CT)
Mona Lopez, M.Div., RT(R)(CT)
George Nellikkattil, RT(R)(CT)
Paul Pascual, RT(R)(CT)
Minesh Patel, RT(R)(CT)
Tonda Robinson, RT(R)(CT)
Ron Rumrill, RT(R)(CT)
Hal Sutton, RT(R)(CT)
Phillip Terry, RT(R)(CT)
Ramon Yap, RT(R)(CT)
UTMDACC MRI Clinical Preceptors – Rose Zone, Green Zone, Mays Clinic,
and Radiology Outpatient Center (ROC)
Luis Balderas, RT(R)(MR)
Julia Bordelon, BS, RT(R)(MR)
Stephanie Centeno, BS, RT(R)(MR)
Greg Collier, RT(R)(MR)
Benita Cortez, RT(R)(MR)
Rose Crawford, RT(R)(MR)
Heron Espinoza, RT(R)(MR)
D. Tim Evans, RT(R)(MR)
Stacy A. Hash, RT(R)(MR)
Keenan O. Hunter, RT(R)(MR)
Wilson John, RT(R)(MR)
David Kallel, RT(R)(MR)
Sandy Lovas , RT(R)(MR)
Van Luu, RT(R)(MR)
Christopher Melson, RT(R)(MR)
Mohit Nath, RT(R)(MR)
Pamela O’Dowd, RT(R)(MR)
Anuj Parikh, RT(R)(MR)
Whitney Prevost, RT(R)(MR)
Shalise Reding, RT(R)(MR)
Brandy Reed, RT(R)(MR)
Sandra Schuster, RT(R)(MR)
Michelle Underwood, RT(R)(MR)
Vimala Vajjula, RT(R)(MR)
Thomas Varkey, RT(R)(MR)
Hilary White, RT(R)(MR)
UTMDACC MRI at the Imaging Center at Bellaire
David Willke, RT(R)(MR)(VI)
Memorial Hermann Hospital MRI Clinical Instructors
Seferino Romo, RT(R)(MR)
Wendy Valenzuela, RT(R)(MR)
Mariana El Hage, RT(R)(MR)
Karen Herrera, RT(R)(MR)
St. Luke’s Episcopal Hospital Clinical Preceptors
Janie Swaab, RT(R)(MR)
Kristin Crawford, BS, RT(R)(M)(MR)
Joe Ortega, BS, RT(R)(M)(MR)
The Methodist Hospital MRI Clinical Preceptors
Jim Mackey, RT(R)(MR)
Tho Cao, RT(R)(MR)
Michael E. DeBakey VAMC MRI Clinical Preceptors
Tommy Wimbley, RT(R)(CT)(MR)
Sherin Joseph, BS, RT(R)(MR)
The University of Texas Health Science Center at Houston
Vipulkumar Patel, RT(R)(MR)
Mission
The mission of The University of Texas M. D. Anderson Cancer Center is to eliminate
cancer in Texas, the nation, and the world through outstanding programs that integrate
patient care, research and prevention, and through education for undergraduate and
graduate students, trainees, professionals, employees and the public.
Vision
We shall be the premier cancer center in the world, based on the excellence of our
people, our research-driven patient care and our science. We are Making Cancer
History™.
Core Values
Caring
By our words and actions we create a caring environment for everyone.

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We are sensitive to the concerns of our patients and our co-workers.
We are respectful and courteous to each other at all times.
We promote and reward teamwork and inclusiveness.
Integrity
We work together to merit the trust of our colleagues and those we serve.
1.
2.
3.
We hold ourselves, and each other, accountable for practicing our values.
We communicate frequently, honestly and openly.
By our actions, we create an environment of trust.
Discovery
We embrace creativity and seek new knowledge.

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We help each other to identify and solve problems.
We seek personal growth and enable others to do so.
We encourage learning, creativity and new ideas.
Mission
The University of Texas M. D. Anderson Cancer Center School of Health Professions, in
concert with the mission and visions of M. D. Anderson Cancer Center, is committed to
the education of health care professionals, through formal academic programs that
award institutional certificates and degrees in health sciences.
Vision
The University of Texas M. D. Anderson Cancer Center School of Health Professions
faculty is committed to:
Setting the standard for world class didactic and clinical instruction necessary for
program graduates to perform procedures within a specialty area, to integrate and relate
clinical data, and to solve problems related to the production of clinical results
Meeting the current and future needs of health science professions by developing and
implementing formal academic didactic and clinical education programs incorporating
state-of-the-art diagnostic and treatment techniques
Developing understanding and appreciating research and quality management
programs; providing the skills necessary to establish quality control measures and to
make appropriate decisions to maintain accuracy and precision
Instilling a professional code of conduct related to patients, health care professionals
and the public that demonstrates the highest regard for human dignity and life
Identifying the value of lifelong learning of students and graduates through continued
education and professional competence
Mission
The mission of the Diagnostic Imaging Program is to provide the highest quality of
education to diagnostic imaging students through formal didactic and state-of-the-art
clinical experiences that prepare our students to be diagnostic imaging professionals
who are patient care focused, critical thinkers and engaged in lifelong learning
Vision
We shall be the premier educational program in Diagnostic Imaging by providing
innovative curricular, clinical and continuing education services to the diagnostic
imaging community and the patients we serve.
Goals
Fulfillment of the program’s mission is assessed by the program’s effectiveness and the
degree to which the program achieves the goals in which our students will academically
and professionally:



Possess the knowledge and skills needed to obtain high quality diagnostic
images in an empathetic, professional manner while maintaining judicious use of
ionizing radiation.
Possess the knowledge and skills needed to be critical thinkers.
Adopt a philosophy of life-long learning through continuing education and
professional involvement
Program in Diagnostic Imaging – Radiography Track
Academic level: Sophomore (1st year)
2013 – 2014
Fall Semester
(August-December)
Hrs
Lab
fee
DI 2221 Patient Care
in Radiologic Sciences
2
Mon
Y2. 6002
1-3
Hybrid
Bass
DI 2201 Principles of
Radiographic
Exposure I
Undie
DI 2331 Radiographic
Anatomy and
Positioning I
Labs alternate w/DI
1200 ( 1-3pm)
Bass
DI 2161 Clinical
Education I
Spring Semester
(January-April)
Hrs
DI 2332
Radiographic
Anatomy and
Positioning II
3
Lab
fee
$30.00
M/W
Y2.6002
8:30 – 10
Summer Semester
(May-August)
Hrs
DI 2333
Radiographic
Anatomy and
Positioning III
3
Lab
fee
$30.00
M/W
Y2.6002
8:30 – 10
Bass
2
3
1
$30.00
M/W
Y2.6002
11-12
$30.00
M/W
Y2.6002
9- 10:30
T/TH/F
8-4:30p
Variable
times &
Clinical
Sites
Smith/Clayton/Bass
RT 4101 Radiation
Safety and Protection
(section 200)
1
Undie
HS 4100 Issues in
Health Care Ethics
1
Wed.
Y2.5810
5-6p
Hybrid
DI 2242 Principles of
Radiographic
Exposure II
Undie
DI 2262 Clinical
Education II
2
2
$30.00
M/W
Y2.6002
10:3011:30
T/TH/F
8 – 4:30
Bass
DI 2263 Clinical
Education III
2
Variable
times &
Clinical
Sites
Smith/Clayton/Bass
DI 3250 Imaging
Pathology
2
Variable
times &
Clinical
Sites
Smith/Clayton/Bass
HS 4101 Diversity
and Cultural
Competence
Caldwell/Gibbs
HS 3340 Research
Methods
T/TH/F
8 – 4:30
M/W
Y2.6002
10:30 –
11:30a
Bass
Hickey Aud.
1
R11.1400
Time:TBA
3
Mon
Y2.5809
9-12p
Hopwood
TBA
Liza Di Filippino
HS 3370
Fundamentals of
Writing and Critical
Thinking
3
Wed.
Y2.5810
2-5
Hybrid
Bass/Undie
Total Semester
Hours
13
Total Semester
Hours
11
Total Semester
Hours
7
Program in Diagnostic Imaging – Radiography Track
Academic level: Junior (2nd year)
2013 – 2014
Fall Semester
(August-December)
Hrs
Lab
fee
3
$30.00
T/Th
Y2.6002
9 – 10:30
2
$30.00
T/Thu
Y2.6002
10:30 12:30
M/W/F
DI 2334 Radiographic
Anatomy and
Positioning IV
Bass
DI 3243 Quality
Management in
Radiology
Bass/Nishino
DI 3261 Clinical
Education IV
Spring Semester
January-April)
DI 3242 Digital
Imaging
Hrs
Lab
fee
2
$30.00
Wed
Y2. 6002
9 - 12
Nishino
2
8 – 4:30p
DI 4301 – Research
Project
Independent
Caldwell
RT 4210
Radiobiology
3
Thu**
YB.5810
5–8
Undie
DI 3262 Clinical
Education V
HS 4111 Medical
Law
Hrs
Lab
fee
1
Fri
Y2.5810
8a-5p
2
Wed
Y2. 6002
9a – 12p
2
T/Th/F
Caldwell/Hyle
3
2
Variable
times &
Clinical
Sites
Smith/Clayton/Bass
Techniques in
Radiologic Sciences
Summer Semester
May-August
DI 4301
Research
Project
Wed
Y2.6002
Hybrid
4-6
DI 3200 Capstone:
Registry Review
Bass
DI 3263 Clinical
Education VI
8 – 4:30p
Variable
times &
Clinical
Sites
Smith/Clayton/Bass
2
T/Th/F
7:30 – 4
Variable
times &
Clinical Sites
Caldwell
Smith/Clayton/Bass
DI 2335
Radiographic
Anatomy and
Positioning V
3
$30.00
M/W
Y2.6002
1–3
Bass
Total Semester
Hours
10
Total Semester
Hours
12
Total Semester
Hours
5
Total Credit Hours = 58
Program in Computed Tomography-Computed Tomography & Interventional Radiology
Academic level: Senior Year (Full-time) – Track 2
2013 – 2014
Fall Semester
(August-December)
Hrs
DI 4351 – CT and
Interventional
Physics I
3
$30.00
T/Th
TBA
9- 10:30
3
$30.00
T/Th
TBA
11- 12:30
3
M/W/F
8 – 4:30p
Scroggins
DI 4352 – CT and
Interventional
Procedures of the
Nervous System
Lab
fee
Scroggins
DI 4393 –Internship I
Caldwell
HS 4100 – Issues in
Health Care Ethics
DI 4353 – CT and
Interventional
Physics II
Scroggins
DI 4354 – CT and
Interventional
Procedures of the
Chest, Abdomen
and Pelvis
Hrs
Lab
fee
Variable
times &
Clinical
Sites
3
Fri
Y2.5810
1 – 4p
DI 4394 –Internship
II
Hrs
3
$30.00
T/Th
TBA
8:30- 10a
3
$30.00
T/Th
TBA
11- 12:30
3
M/W
$30.00
T/Th
TBA
9 – 10:30
DI 4356 – CT and
Interventional
Procedures of the
Extremities
3
$30.00
T/Th
TBA
11 - 12:30
Scroggins
DI 4355 – Advanced
Interventional CT
Procedures and
Instrumentation
3
M/W
8 – 4:30
Scroggins
III
8 – 4:30
Variable
times &
Clinical
Sites
Scroggins
HS 4101 – Diversity
and Cultural
Competence
Scroggins
1
Hickey Aud.
R11.1400
Time: TBA
3
Independent
Study
DI 4357 – CT and
Interventional
Comprehensive
Review
Scroggins
HS 4111 – Medical
Law
3
T/Th
TBA
12:30- 2
1
Fri
Y2.5810
8:00-5
2 days
TBA
Liza Di Filippino
HS 3370
Fundamentals of
Thinking
Caldwell
3
Wed
Y2.5810
2 – 5p
16
$60
Lab
fee
Variable times &
Clinical Sites
Caldwell/Gibbs
Project
1
Summer Semester
(May-August)
3
Scroggins
Scroggins
Techniques in
Radiologic Sciences
Spring Semester
(January-April)
Caldwell/Hyle
Bass/Undie
Total Semester
Hours
Total Semester
Hours
13
$60
Total Semester
Hours
13
Total Hours for this Academic Year: 42
$30
Program in Computed Tomography Emphasis - CT
Academic level: Senior Year (3-year students)
2013 – 2014
Fall Semester
(August-December)
Hrs
DI 4351 – CT and
Interventional
Physics I
3
$30.00
T/Th
TBA
9- 10:30
3
$30.00
T/Th
TBA
11- 12:30
3
M/W/F
8 – 4:30p
Scroggins
DI 4352 – CT and
Interventional
Procedures of the
Nervous System
Lab
fee
Scroggins
DI 4393 –Internship I
Spring Semester
(January-April)
DI 4353 – CT and
Interventional
Physics II
Scroggins
DI 4354 – CT and
Interventional
Procedures of the
Chest, Abdomen
and Pelvis
Hrs
Lab
fee
Variable
times &
Clinical
Sites
Scroggins
Hrs
3
$30.00
T/Th
TBA
8:30- 10a
3
$30.00
T/Th
TBA
11- 12:30
3
M/W
3
$30.00
T/Th
TBA
9 – 10:30
DI 4356 – CT and
Interventional
Procedures of the
Extremities
3
$30.00
T/Th
TBA
11 - 12:30
Scroggins
DI 4355 – Advanced
Interventional CT
Procedures and
Instrumentation
3
M/W
8 – 4:30
Scroggins
II
Summer Semester
(May-August)
Lab
fee
Scroggins
III
8 – 4:30
Variable
times &
Clinical
Sites
Variable times &
Clinical Sites
Scroggins
Scroggins
DI 4357 – CT and
Interventional
Comprehensive
Review
3
T/Th
TBA
12:30- 2
Scroggins
Total Semester
Hours
9
$60
Total Semester
Hours
9
$60
Total Semester
Hours
12
$30
Program in Magnetic Resonance Imaging
Academic level: Senior (Full-time) – Track 2
2013 – 2014
Fall Semester
(August-December)
Hrs
Lab
fee
Spring Semester
(January-April)
DI 4300 - Research
Techniques in
Radiologic Sciences
3
Fri
Y2.5810
1 – 4p
Project
3
Tues.
TBA
10a-1p
Boiteaux
DI 4364 – MRI of the
Extremities
3
Thu
TBA
10-1p
Boiteaux
DI 4390 – Internship I
– MRI
3
M/T/W
Caldwell
DI 4361 - MRI
Physics 1: Physics,
Instrumentation and
Safety
8 – 4:30
Caldwell
DI 4363 – MRI
Physics II Advanced
MRI Procedures,
Contrast Agents and
Quality Assurance
Boiteaux
DI 4366 – MRI of
the Chest, Abdomen
and Pelvis
Boiteaux
DI 4391 – Internship
II – MRI
Hrs
Lab
fee
Summer Semester
(May-August)
3
Independent
Study
Nervous System
3
Th
TBA
9:30 – 12:30
Boiteaux
DI 4365 – Special
Topics and Future
Directions in MRI
3
Tue
TBA
9:30 –12:30
Boiteaux
DI 4367 – MRI
Comprehensive
Review
3
M/W
8 – 4:30
Variable
times &
Clinical
Sites
Boiteaux
HS4100 – Issues in
Health Care Ethics
1
Hickey Aud.
R11.1400
Time: TBA
Lab
fee
3
Fri
TBA2
10a-1p
3
Thu
TBA
9:30 –
12:30p
3
Thu
TBA
1p-4p
3
M/T/W
8 – 4:30
Variable
times &
Clinical
Sites
Variable
times &
Clinical Sites
Boiteaux
HS 4101 – Diversity
and Cultural
Competence
1
Boiteaux
DI 4392 - Internship
III – MRI
Hrs
Boiteaux
HS 4111 – Medical
Law
1
Fri
Y2.5810
8a-5p
TBA
Liza Di Filippino
HS 3370
Fundamentals of
Thinking
Caldwell/Gibbs
3
Caldwell/Hyle
Wed
Y2.5810
2-5p
Bass/Undie
Total Semester
Hours
16
Total Semester
Hours
Total Hours for this Academic Year:
13
Total Semester
Hours
13
42
Program in Magnetic Resonance Imaging
2013 – 2014
Fall Semester
(August-December)
Hrs
Lab
fee
Spring Semester
(January-April)
DI 4361 - MRI
Physics 1: Physics,
Instrumentation and
Safety
3
Tues.
TBA
10a-1p
DI 4363 – MRI
Physics II Advanced
MRI Procedures,
Contrast Agents and
Quality Assurance
Boiteaux
Extremities
3
Thu
TBA
10-1p
Boiteaux
DI 4390 – Internship I
– MRI
3
M/T/W
8 – 4:30
Boiteaux
DI 4366 – MRI of
the Chest, Abdomen
and Pelvis
Boiteaux
DI 4391 – Internship
II – MRI
Hrs
Lab
fee
Summer Semester
(May-August)
3
Th
TBA
9:30 – 12:30
Nervous System
3
Tue
TBA
9:30 –12:30
3
M/W
8 – 4:30
Variable
times &
Clinical
Sites
Boiteaux
Boiteaux
DI 4365 – Special
Topics and Future
Directions in MRI
Boiteaux
DI 4367 – MRI
Comprehensive
Review
Hrs
Lab
fee
3
Fri
TBA2
10a-1p
3
Thu
TBA
9:30 –
12:30p
3
Thu
TBA
1p-4p
3
M/T/W
8 – 4:30
Variable
times &
Clinical Sites
Boiteaux
Boiteaux
DI 4392 - Internship
III – MRI
Variable
times &
Clinical
Sites
Boiteaux
Total Semester
Hours
9
Total Semester
Hours
9
Total Semester
Hours
12
30
Program in Education
2013 – 2014
Fall Semester
(AugustDecember)
DI 4323
Management
Skills for New
Supervisor
Bass/Thomas
HS 4100 Issues in
Health Care Ethics
Liza Di Filippino
DI 4300 Research
Techniques in
Radiologic
Sciences
Caldwell
DI 4313 Education
Internship I
Undie
HS 3370
Fundamentals of
Thinking
Hrs
Lab
fee
3
Fri
Y2.6002
5p – 8p
1
3
3
3
AT & T
8a – 5p
2 Selected
days
TBA
Fri
Y2.5810
1p – 4p
Independent
Study
Wed
Y2.5810
2p – 5p
Bass/Undie
Spring
Semester
January-April)
DI 4319 Fiscal
Analysis in
Health-Care
Undie
HS 4101
Diversity and
Cultural Com.
Caldwell
DI 4310 Teaching
Strategies in
Healthcare
Education
Scroggins
DI 4301
Research Project
DI 4314
Education
Internship II
Undie
DI 4322 Effective
Human
Resources
Management
Hrs
Lab
fee
3
Wed
Y2. 6002
4:30p – 7:30p
1
Hybrid
Hickey Aud.
R11.1100
2 selected
days
Wed & Thu
8a – 5p
3
3
3
Tues
Y2. 6002
4:30 – 7:30p
Independent
Study
Independent
Study
Summer
Semester
May-August
DI 4316
Leadership in
Radiologic
Sciences
Bass/ Capitan
HS 4111 Medical
Law
Hrs
Lab
fee
3
Thu
Y2.6002
4:30p – 7:30p
1
Fri
Y2.5810
8p – 5p
2 selected
days
Caldwell/Hyle
DI 4315 Issues in
Health Care
Education
Undie
DI 4311
Instructional
Design
Caldwell
DI 4326
Individual Project
3
Wed
Y2. 6002
4:30p – 7:30p
3
Fri
Y2.5810
4:30p – 7:30p
3
Independent
Study
Undie
3
Mon
Y2.6002
4:30p -7:30p
Bass/Garza
Total Semester
Hours
13
Total Semester
Hours
16
Total Semester
Hours
13
42
Program in Education
2013 – 2014
Fall Semester
(AugustDecember)
DI 4323
Management Skills
for New Supervisor
Bass/Thomas
DI 4313 Education
Internship I
Hrs
Lab
fee
3
Fri
Y2.6002
5p – 8p
3
Independent
Study
Undie
Spring Semester
January-April)
DI 4319 Fiscal
Analysis in
Health-Care
Undie
DI 4310 Teaching
Strategies in
Healthcare
Education
Scroggins
DI 4314 Education
Internship II
Undie
DI 4322 Effective
Human
Resources
Management
Hrs
Lab
fee
3
Wed
Y2. 6002
4:30p – 7:30p
3
3
3
6
Total Semester
Hours
30
Independent
Study
Mon
Bass/ Capitan
DI 4315 Issues in
Health Care
Education
Undie
DI 4311
Instructional
Design
Caldwell
DI 4326
Individual Project
Hrs
Lab
fee
3
Thu
Y2.6002
4:30p – 7:30p
3
Wed
Y2. 6002
4:30p – 7:30p
3
Fri
Y2.5810
4:30p – 7:30p
3
Independent
Study
Y2.6002
4:30p -7:30p
Bass/Garza
Total Semester
Hours
Tues
Y2. 6002
4:30 – 7:30p
Summer
Semester
May-August
DI 4316
Leadership in
Radiologic
Sciences
Undie
12
Total Semester
Hours
12
Program in Management
2013 – 2014
Fall Semester
(August-December)
Hrs
Lab
fee
Spring Semester
January-April)
Hrs
Lab
fee
DI 4323 Management
Skills for New
Supervisor
3
Fri
Y2.6002
Hybrid
5p – 8p
DI 4319 Fiscal
Analysis in HealthCare
3
Wed
Y2.6002
Bass/Thomas
DI 4300 Research
Techniques in
Radiologic Sciences
Caldwell
DI 4313 Management
Internship I
Undie/Bass
HS 3370
Fundamentals of
Thinking
Bass/Undie
HS 4100 Issues in
Health Care Ethics
3
3
3
Fri
Y2.5810
1p – 4p
Independent
Study
Wed
Y2.5810
2p – 5p
Undie
DI 4321
Operations
Management
Undie
DI 4301 Research
Project
Caldwell
DI 4322 Effective
Human Resources
Management
Bass/Garza
HS 4101 Diversity
and Cultural Com.
1
4:30p – 7:30p
3
Bass/Capitan
DI 4317 Staff
Development
Hrs
Lab
fee
3
Thu
Y2.6002
4:30p – 7:30p
3
4:30p – 7:30p
4:30p – 7:30p
Independent
study
3
Mon
Y2.6002
4p – 7p
1
Caldwell
Hybrid
Hickey Aud.
R11.1100
2 selected
days
Wed & Thu
8p – 5p
DI 4318
Promotional
Strategies in
Radiological
Sciences
Undie
DI 4320 Current
Trends in
Healthcare
Management
3
13
Total Semester
Hours
13
Mon
Y2.6002
4:30p – 7:30p
3
Wed
Y2.6002
Hybrid
4:30p – 7:30p
Undie
DI 4328
Internship II
3
Independent
Study
Bass/Undie
HS 4111
Medical Law
1
Fri
Y2.5810
8p – 5p
2 selected
days
Caldwell/Hyle
Total Semester
Hours
Fri
Y2.6002
Bass/Champagne
3
TBA
Liza Di Filippino
Fri
Y2.6002
Summer
Semester
May-August
DI 4316
Leadership in
Radiologic
Sciences
Total Semester
Hours
16
Program in Management
2013 – 2014
Fall Semester
(August-December)
Hrs
Lab
fee
Spring Semester
January-April)
Hrs
Lab
fee
DI 4323 Management
Skills for New
Supervisor
3
Fri
Y2.6002
Hybrid
5p – 8p
DI 4319 Fiscal
Analysis in HealthCare
3
Wed
Y2.6002
Bass/Thomas
DI 4313 Management
Internship I
3
Undie/Bass
Independent
Study
4:30p – 7:30p
Undie
DI 4321
Operations
Management
3
Fri
Y2.6002
Summer
Semester
May-August
DI 4316
Leadership in
Radiologic
Sciences
Bass/Capitan
DI 4317 Staff
Development
Hrs
Lab
fee
3
Thu
Y2.6002
4:30p – 7:30p
3
4:30p – 7:30p
Fri
Y2.6002
4:30p – 7:30p
Bass/Champagne
Undie
DI 4322 Effective
Human Resources
Management
3
Mon
Y2.6002
4p – 7p
DI 4318
Promotional
Strategies in
Radiological
Sciences
3
Mon
Y2.6002
4:30p – 7:30p
Bass/Garza
Undie
DI 4320 Current
Trends in
Healthcare
Management
Undie
DI 4328
Internship II
3
Wed
Y2.6002
Hybrid
4:30p – 7:30p
3
Independent
Study
Bass/Undie
Total Semester
Hours
6
Total Semester
Hours
9
Total Semester
Hours
15
Program in Ultrasound
Academic level: Senior (Full-time)
2013 – 2014
Fall Semester
(August-December)
Hrs
Lab
fee
Spring Semester
January-April)
Hrs
DS 3301
General Ultrasound I
3
DS 3302
General Ultrasound II
3
DS 3341
Abdominal
Ultrasound
DS 3315
Instrumentation lab
3
DS 3321
Sonography Physics I
3
3
3
DS 3352
Sonography
Sectional Anatomy
HS 3370
Fundamentals of
Thinking
3
DS 3342
Gynecologic
Ultrasound
DS 3361
Abdominal and
Pelvic Pathology
HS 4101
Diversity and
Cultural
Communication
3
Wed
Y2.5810
2p – 5p
HS 4100
Issues in Health
Care Ethics
3
1
Caldwell
Bass/Undie
1
DS 3311
Clinical Internship I
Lab
fee
3
TBA
Hybrid
Hickey Aud.
R11.1100
2 selected
days
Wed & Thu
8p – 5p
Summer
Semester
May-August
Hrs
DS 3303
General
Ultrasound III
DS 3322
Sonographic
Physics II
DS 3343
Obstetrics
Sonography
DS 3362
Gynecologic
Pathology
HS 4111
Medical Law
3
3
3
3
3
Caldwell/Hyle
DS 3312
Clinical
Internship II
1
Liza Di Filippino
Total Semester
Hours
16
Total Semester
Hours
16
Total Semester
Hours
Lab
fee
16
Fri
Y2.5810
8p – 5p
2 selected
days
Program in Ultrasound
Academic level: Senior (Full-time)
2014 – 2015
Fall Semester II
(August-December)
Hrs
DS 4351
Doppler Sonography
DS 4362
Obstetrics Pathology
3
DS 4343
Neurosonography
and Pediatric
Sonography
DI 4301
Research
Techniques in
Radiologic Sciences
3
Caldwell
DS 4311
Clinical Internship III
Total Semester
Hours
Lab
fee
3
3
3
15
Fri
Y2.5810
1p – 4p
Spring Semester II
January-April)
Hrs
DS 4341
Breast Sonography
DS 4344
Sonography of
Superficial Structures
3
DS 4345
Sonography of
High Risk Obstetrics
3
DI 4301
Professional
Project
2
DS 4353
Sonography
Seminar and
Capstone Review
DS 4312
Clinical Internship IV
2
Total Semester
Hours
Lab
fee
2
3
15
Total Hours for the Ultrasound Program: 78
General Policies
Diagnostic Imaging
Program Policy # DI 1.01
Statement of Policy Changes
Due to constantly changing conditions, The University of Texas M.D. Anderson Cancer
Center Program in Diagnostic Imaging reserves the right to make such changes in
policy as may be deemed necessary upon approval of the Program officials and/or the
Advisory Committee, as appropriate.
Students will be informed immediately of any changes in policies in writing and are,
therefore, responsible for compliance upon receiving this information.
Students will be immediately informed of any changes in policies.
Policy changes will be distributed in writing.
Students will indicate their understanding and knowledge of the policy change by
signing a statement of understanding.
Upon signing the students are held responsible for compliance to the policy.
The entire student body of the Diagnostic Imaging Program.
Policy changes are approved by the Diagnostic Imaging Advisory Committee.
Policy changes will be distributed to the students no later than 10 class days from the
date of approval.
Students are required to sign a copy of the new policy to provide evidence of their
understanding and knowledge of the policy change.
Diagnostic Imaging
Professional Liability
For the protection of each student as well as the patients, The University of Texas M.D.
Anderson Cancer Center provides professional liability insurance while students are in
the clinical education portion of their program.
The University of Texas M.D. Anderson Cancer Center provides professional liability for
students during the length for the clinical experience.
The SHP Dean’s Office will purchase professional liability insurance for all students
once they enter the program and it will be maintained until their graduation from the
program.
Diagnostic Imaging
Reporting Illness
For the protection of each student as well as the patients and The University of Texas M.D.
Anderson Cancer Center and it’s affiliates, the program requires students who have or suspect
they have a contagious illness to notify the Program Faculty and not attend clinical or didactic
courses.
Any student who has a fever of greater than 98.6 degrees Fahrenheit, a known contagious
illness or suspects that he/she has a contagious illness cannot attend clinical or didactic
courses. Students must have a physician’s clearance to return to class or clinic.
Students who are ill must follow the School of Health Professions’ Attendance Policy and the
Program’s Clinical Attendance Policy. Students who knowingly attend clinical education or
classes with a contagious illness will follow the due process. Students missing multiple days
may be required to submit a physician’s clearance to return to the clinic or classroom.
Diagnostic Imaging
Medical Library Usage
To ensure all students have access to as many resources as possible and use their
time wisely.
The University of Texas M. D. Anderson Medical Research Library is available for use
and accessible to all students online. Students are permitted to use library facilities at
affiliate institutions only while they are assigned to that institution and during nonclinical hours.
Students may use the hospital library at any time as long as it is not during clinical
hours. Students using the library during clinical hours will follow the due process.
Diagnostic Imaging
Personal Phone Calls
Cell phones are prohibited in the classroom and the clinical settings. To ensure the
safety of the patients and that students are focused on learning while in the clinic we
ask that personal phone calls be limited to the hospital land line phones and during an
emergency situation only.
The student is expected to limit incoming and outgoing personal phone calls on the land
line to an absolute minimum while in the clinic. Such phone calls disrupt concentration
on patient care and can have serious implications for patient safety. Department
personnel are instructed to take a message for the student receiving an incoming
personal call on a land line.
Students will not be allowed to make personal phone calls while in the clinic except in
cases of family emergencies. Students using cell phones and/or other communication
devices will follow due process.
Diagnostic Imaging
Program Communication
Communication is the key to success. The Diagnostic Imaging program officials need
to be in constant communication with students. Electronic messages have proven to be
the most effective mode of communication.
Students are required to monitor Sakai daily. Additionally, your e-mail address must be
updated with the Diagnostic Imaging Program officials throughout your participation in
the program. Announcements, individual information and updates will be
communicated to students via the Sakai messaging system or electronic mail.
The entire body of the Diagnostic Imaging Program
Students will provide the Diagnostic Imaging Program officials and Sakai with an active,
frequently visited e-mail address. All changes in e-mail addresses must be submitted in
writing to the program’s administration and updated on Sakai.
Students are required to check Sakai for messages from the program faculty at least
twice daily
Diagnostic Imaging
Professional Conduct and Behavior
As a student, you are entering the professional education provided by The University of
Texas M. D. Anderson Cancer Center, School of Health Professions. It is important to
understand Diagnostic Imaging includes more than theoretical understanding and
accurate technical performance of procedures. It also involves the internalization of the
many appropriate attitudes and behaviors, which are common to all professions.
It is a Program goal to provide our professional community with well-rounded,
competent radiologic technologists. To help you achieve the level of professionalism
necessary you will be frequently reminded of and evaluated on the kinds of behaviors
that reflect a professional position such as:
1. Concern for patient welfare
2. Integrity
3. Responsibility
4. Initiative
5. Dependability
6. Conscientiousness
7. Interpersonal interactions
8. Self-confidence
9. Reaction to criticism
10. Adherence to policies and procedures
Throughout the program, you and your instructors will use evaluation forms covering
practical interpretations of these criteria in order to achieve a high level of
professionalism.
Any student who commits a major infraction may be dismissed for any single violation
since these acts by their seriousness ordinarily preclude being given another chance. A
student shall be dismissed without warning only for a serious breach of accepted
standards of conduct. In general, major infractions are deliberate acts of misconduct.
The following list, while representative, is not intended to be all inclusive of major
infractions:
1.
Any abusive or discourteous action to or about a patient, visitor, instructor
or student.
2.
Unauthorized removal of property belonging to UT/affiliate, a patient,
visitor, or employee/instructor/student
3.
Willful destruction of UT/affiliate property
4.
Conviction of a felony offense
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Fighting, hazing or dangerous horseplay
Defrauding, attempting to defraud, or falsification of any of the UT/affiliate
records or documents.
Acquisition, discussion, or release of confidential information regarding
patient care, research, employment, or other official UT/Affiliate
operations.
Use or possession of intoxicants or mind-altering substances (also see
School of Health Professions Catalog)
Willful violation of safety regulations
Insubordination
Gambling
Use of insulting, abusive, or obscene language
Academic dishonesty. The Program in Diagnostic Imaging expects and
requires academic honesty from all students enrolled. Cheating,
plagiarism and falsification of documents will not be tolerated.
Failure to adhere to clinical schedules.
Performing clinical activities without direct supervision.
Failure to report patient related incidents
Disrupting clinical operations
All enrolled Diagnostic Imaging Students
Students found in violation of major infraction will be immediately dismissed from the
program.
Students are required to surrender their MDACC issued equipment i.e. radiation control
badge, name badge etc.
Students must leave the clinical or academic setting.
If warranted, students may be escorted from the campus by security.
A student may file a grievance according to the policy outlined in the SHP catalog.
UTMDACC SHP Catalog – Grievance Procedure
Diagnostic Imaging
Blogging and Social Networking
To protect confidential and/or trade secret information when posting blogs and/or
contributing to or through and social networking site.
Students should avoid all discussion of personalities, etc., involving program faculty,
clinical instructors, other students, doctors, hospital personnel and patients. Students
must refrain from discussion of problems, issues, or negative experiences encountered
either in the School of Health Professions, in the Division of Diagnostic Imaging, or in
any other outsides clinical affiliates on any social network.
The following are guidelines that should be followed when creating blogs, commenting
on a blog, creating a LinkedIn profile, using Facebook, and/or engaging in any other
social networking, including contributing to or through any of the other online media.
PERSONAL EXPRESSION
Personal blogs and social networking contain the views of a particular student, not the
views of the School of Health Professions and/or clinical education setting. However,
readers may not immediately appreciate this concept and the student may be held liable
as representing the views of the program and/or clinical education setting. Therefore,
students are advised not to discuss clinical experiences while using social networking
sites.
PROTECT CONFIDENTIAL/TRADE SECRET INFORMATION
When posting blogs and/or contributing to or through any social networking site,
students must refrain from disclosing confidential , proprietary, sensitive and/or trade
secret information of the clinical education setting and outside clinical affiliates.
BE RESPECTFUL AND EXERCISE COMMON SENSE
All blogs and social networking contributing must comply with the School of Health
Professions and Diagnostic Imaging Program policies and procedures including but not
limited to the School of Health Professions Student Compact. When posting to your blog
and/or contributing to or through any social networking site, be respectful of others.
Assume program faculty, other students, clinical education personnel and potential
future employers are reading your blogs and contributions.
The School of Health Professions Diagnostic Imaging Program will determine, in its sole
discretion, whether a particular blog or social networking use violates the profession, the
program and/or school policies. As with all other policies, violation of this policy may
result in disciplinary action up to and including dismissal from the program.
Diagnostic Imaging
Statement of Criminal Conduct
For the safety of the patients and personnel UTMDACC conducts a Criminal
Background Check on all SHP students. Passing the SHP Criminal Background Check
does not ensure ARRT registry eligibility. You should be aware that any conduct or
activities that have violated the American Registry of Radiologic Technologists (ARRT)
“Rules of Ethics” may impair your eligibility to take the certification examination given by
the ARRT. Violations of the “Rules and Ethics” that must be reported include
convictions of crimes as “a felony, a gross misdemeanor, or a misdemeanor with
the sole exception of speeding or parking violations. All alcohol and/or drug
related offenses must be reported.” Each student will be required to complete a
Criminal Conduct Statement. Declaration of any violations of the “Rules of Ethics” must
be reported, by the student, to the ARRT and will be assessed through the ARRT’s
Rules and Regulations.
The School of Health Professions conducts background checks on all student body.
The Program reserves the right to dismiss any student with a criminal history.
Each student will sign a statement of their understanding of this policy.
Prior to orientation each student will receive information on the preferred company to
complete the background check. Students who do not pass the background check will
forfeit their position in the program.
During orientation students will be instructed on the Ethics requirements of the ARRT.
Each student must sign criminal conduct statements. Students who do not meet the
ARRT eligibility requirements to sit for the national certification examination will forfeit
their position in the program and be instructed on how to receive pre-approval by the
ARRT to sit for the Registry Examination in Diagnostic Imaging.
Diagnostic Imaging Program Web site Requirements for Admission
ARRT Website: http://www.arrt.org
Diagnostic Imaging
Representation on SHP
Student Congress
The purpose of this policy is to provide a fair and equitable measure of selecting
individual students to represent the Diagnostic Imaging student body on the School of
Health Professions Student Congress and provide formal input and feedback from
students in the operations of the program.
Each program in the School Health Professions shall select a maximum of four
representatives to sit on the SHP Student Congress. Additionally, one of the
representatives will be assigned to the Program’s Advisory, Curriculum, and Admissions
Committees.
The entire student body of the Diagnostic Imaging program
During Program orientation students will be given the opportunity to volunteer or
nominate individuals to fill these student leadership positions. Names will be placed on
a ballot and the students receiving the highest number of votes will fill the positions.
Once elected, the Program Director will appoint members of the student congress as a
representative to the programmatic committees.
Typically there are two
representatives for each cohort.
Elected members of the SHP Student Congress will be given required time to attend
congress functions provided the student is in good academic and clinical standing.
Student congress members are asked to provide the Clinical Coordinator and Program
Director with meeting dates as far in advance as possible. It is the student’s
responsibility to notify instructors and clinical instructors of absences due to congress
meetings. Please follow the attendance policy in regards to notification of absences
Diagnostic Imaging
Lambda Nu/Honors Recognition
The purpose of this policy is to inform the students of the process in which students are
invited to join the Texas Alpha Chapter of Lambda Nu Honor Society for the Radiologic
and Imaging Professions and to be identified as an honors student upon graduation.
There are three levels of honors recognition identified by the Diagnostic Imaging
Program: Honor Cord Student(s), Honor Sash Student(s), Outstanding Student (Sash
and Cord)
In accordance to the Lambda Nu by-laws, the purpose of this organization is to foster
academic scholarship at the highest academic levels; promote research and
investigation in the radiologic and imaging sciences; and to recognize exemplary
scholarship
All Radiologic Sciences students
See Texas Alpha Chapter of Lambda Nu By-laws
Diagnostic Imaging
Release for Registry Eligibility
The purpose of this policy is to notify students of the programs requirements for release
to sit for the ARRT’s Certification Examination in Radiography.
To be eligible to sit for the ARRT’s examination in Diagnostic Imaging, students must
have documented and successfully completed the following requirements:
1. All course work with a C grade or better
2. All required competencies and clinical rotation assignments.
3. The program completion examination (Mock registry) with a score of 80%
or greater
4. Check-out process for the School of Health Professions
5. ARRT Handbook application for signature with appropriate passport photo
and original signature
Entire Diagnostic Imaging student body
Diagnostic Imaging
Release of Student Information
Due to federal (FERPA) regulations, the faculty and staff cannot release any information
to anyone relating to your position in the program. The Program must obtain your
written consent to share your personal information with your classmates or
professionals seeking for potential employees.
Without written consent Program Officials will not release any information regarding
your status in the Diagnostic Imaging Program or School of Health Professions.
Entire Diagnostic Imaging student body
Students must sign a statement specifically providing Program Faculty and Staff with
permission to release their name, address, and telephone/cellular numbers and/or email
addresses. Students must specify to whom this information may be released including
classmates, professionals searching for employees. Additionally, students must provide
a release for Faculty to provide professional references to potential employers
Diagnostic Imaging
Due Process
To assure the rights of the students the Diagnostic Imaging Program will provide in
writing any and all disciplinary sanctions. The student has the right to appeal any
sanctions by following the Grievance Policy published in the SHP Catalog.
Immediate dismissal from the program will occur only under actions determined a major
breach of professional conduct and behavior.
All other disciplinary actions will be documented in the form of
1. Academic or Clinical Warning
2. Academic or Clinical Probation
3. Academic or Clinical Dismissal
The student following the due process is required to sign the written document to
indicate that they are aware of the Warning, Probation or Dismissal and the grounds of
said action. Each level of the due process will document as a minimum:
1. Cause of disciplinary action
2. Timeline of disciplinary action
3. Specific requirements to remove disciplinary action
Program officials will provide a copy of the documentation for each step of the due
process to the student upon their signature. Student wishing to file a grievance related
to the disciplinary action of the due process must follow the procedure outlined in the
SHP Catalog.
UTMDACC SHP Catalog – Grievance Procedure
Diagnostic Imaging
Dismissal
Program policies are developed and implemented to provide a high quality education
and to ensure compliance with policies of the institutional, school, program and
accrediting bodies.
Dismissal from the Diagnostic Imaging program will occur under the conditions stated in
the School of Health Professions Catalog.
Clinical causes for immediate dismissal include, but are not limited to the
following:
1.
Covering up mistakes or falsifying or destroying records.
2.
HIPAA and/or scope of practice violations.
3.
Any breach of professional conduct and behavior policy.
4.
Radiographing patients without direct or indirect supervision.
5.
Failure of clinical progress.
6.
Excessive unexcused absence from the assigned rotation.
7.
Failure to report patient related incidents.
8.
Failure to adhere to the assigned clinical rotation schedule.
9.
Disrupting clinical operations.
Entire student body of the Diagnostic Imaging Program
1. Due process, as written in the School of Health Professions Catalog, will be
followed for the disciplinary action of those situations that provide the student an
opportunity to correct the problem.
2. Any major infraction is subject to immediate dismissal as noted above.
3. The student will be notified in writing of program dismissal
4. The student may follow the appropriate appeals process found in the School
catalog.
School of Health Professions Catalog: Grievance Policy and Appeal Policy
Policy 1.07 Professional Conduct and Behavior
Academic Policies
48
Diagnostic Imaging
Credit Award Calculation
Identify the formula for awarding student credit hours for classes based upon the
Carnegie Unit.
Students are awarded credit for classes based upon the Carnegie unit. Units are based
upon a 16 week Fall and Spring Semester and 14 weeks for Summer Semester.
Lecture Courses: One (1) semester credit hour for a didactic course is equal to a
minimum of three (3) hours of work per week. Typically 1 hour of lecture/guided
activities and 2 hours of homework.
Laboratory classes: One (1) semester hour for a laboratory class equates to a minimum
of 2 hours in the classroom/lab setting and 1 hour of out of class homework.
Clinical Courses: One (1) semester hour for clinical education is equivalent to a
minimum 7 hours of hands on clinical education per week. Clinical education includes;
hands-on practical application of skills and theory, clinical lectures, conferences and
other valid educational activities related to clinical practice.
The students of the Diagnostic Imaging Program
Course credit hours are assigned by faculty and approved through the program and
SHP curriculum committees. Credit hours are documented in the SHP catalog for each
course offering.
School of Health Professions Catalog Courses
49
Diagnostic Imaging
Grading Standards
Students of M. D. Anderson Cancer Center are held to high academic standards. In
order to succeed in this program, it is imperative that all students achieve and progress
academically.
To maintain academic standards or to remain in good academic standing, each student
is required to:
1.
2.
Maintain a minimum cumulative grade average of a C or better,
didactically and clinically.
Not be on probation due to any conduct of a nonprofessional nature.
Any failure of a didactic course or clinical rotation, in which an overall course grade of a
C or better is not maintained, will result in dismissal from the Program.
The minimum grade average for program completion is 75%. Passing grades for each
course of the program is 75%.
The Diagnostic Imaging Program adheres to the following grading scale:
90% - 100% A
80% - 89% B
75% - 79% C
70% - 74% D
Below 70% F
The University of Texas M.D. Anderson Cancer Center Diagnostic Imaging Program
reserves the right to dismiss students whose clinical and/or academic performance does
not meet the standards and policies of the program, the institution, and its clinical
affiliates.
The students of the Diagnostic Imaging Program
Course and program progress will be monitored by the Program Director. Failure of any
course or clinical rotation will result in an immediate dismissal from the program.
School of Health Professions Catalog: Grades
50
Diagnostic Imaging
Technical Standards
The field of Diagnostic Imaging deals directly with patient care. The safety of the
patients is of top priority to The University of Texas M. D. Anderson Cancer Center and
so there are technical standards that each student must be able to achieve in order to
effectively function as a technologist.
Technical Standards For Diagnostic Imaging
To participate in the clinical education portion of the program, the applicant must
possess additional non-academic skills. These technical standards are consistent with
the duties of the entry-level radiographer in a professional position. These standards are
not limited to but include:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Must communicate clearly and effectively (oral and written) using the English
language and medical terminology with patients, coworkers and other health care
providers.
Must be able to hear a patient’s, co-worker’s or visitor’s request for help; hear
instructions from physicians and supervisors.
Must be able to distinguish phonetic sounds either mechanically transmitted or
from conversation in order to perform procedures in light controlled areas (low
light).
Must be able to read instructions, books, computer screens, technique charts
and patient requisitions with extreme accuracy.
Must be able to view images for accuracy and perform necessary imaging
procedures involving placement of needles, catheters, etc., into proper anatomy
of patient.
Must be able to perform data entry tasks using digital and computer terminals.
Must be able manipulate radiographic equipment using the keyboard of a
computer and a mouse.
Must be able to stand for the majority of the work day.
Must be able to maneuver through congested areas or units to perform
positioning procedures and transport patients.
Must be able to push/pull medical equipment and adjust x-ray tubes to standard
distance; transfer patients to and from unit.
Must be able to raise arm(s) while maintaining balance when positioning a
patient, reaching over a table or adjusting the x-ray tube.
Must be able to work with patients and handle and dispose body secretions,
blood, urine, stool, etc.
Must be able to work on a daily basis in contact with radiation producing devices
and in contact with computer monitors.
Must have adequate sufficient behavioral and social skills conducive to
professionalism in a college and health care environment.
Must have the ability to complete tasks or job functions within deadlines.
51
16.
17.
18.
19.
Must complete required tasks/functions under stressful conditions
Must interact appropriately with diverse personalities and populations .
Hear various equipment and background sounds during equipment operations.
MRI students must not have foreign bodies or medical implants that are
contraindicated for the MRI environment.
Students who have disabilities that require accommodation should discuss these with
the Program Director prior to the start of the program. Documentation is required to
verify disabilities.
The entire student body of the Diagnostic Imaging Program
Any student who cannot perform any of the above mentioned standards will be
dismissed from the program in order to ensure the safety of our patients and staff.
Meeting the technical standards is an admission requirement. Should a student’s ability
to meet these standards change at some point during his or her education, serious
consideration must be giving to the patient’s safety and the student’s safety. Each
situation will be handled on an individual basis. A student may be dismissed from the
program if he or she should become unable to meet these standards.
School of Health Professions Catalog: Admission Requirements
52
Diagnostic Imaging
Make up Exams and Quizzes
To ensure accountability, integrity and equality among all students, make up exams or
quizzes will be given under the following circumstances:

Death of a first, or second degree relative

Any accident or illness requiring the student’s hospitalization

Any communicable disease

Extenuating circumstances, which are interpreted by the Program Director

The Program Director may request a doctor’s certification before allowing a
student to make up an exam due to illness. Substitute evaluation methods may
be used at the discretion of the Program Director and Course Instructor.

Requests for make-up exams and quizzes must be approved by the Program
Director or Education Coordinator.
Exams are scheduled on the student’s syllabus. Instructors will not provide make up
exams or quizzes unless approved by the Program Director or Education Coordinator.
Substitute evaluation methods may be used at the discretion of the Program Director
and Education Coordinator and/or Course Instructor.
If a student misses an exam or quiz for any reason other than those listed above he or
she will be given the grade of a zero. The Program Director or Education Coordinator
or Course Instructor reserve the right to require documentation in the case of serious
illness or other unusual circumstances.
53
Diagnostic Imaging
Testing
To ensure an adequate environment for all students taking the exams the program
requires that all personal belongings be cleared from sight. The exam room is to remain
quiet during the exam. Talking and cell phone rings during the exam are disruptive and
disrespectful, and therefore not permitted.
Instructors reserve the right not to allow students to leave the testing center prior to the
completion of the examination. Doing so without permission will result in forfeiture of the
exam. Students who have a medical problem and need to be excused must present a
Physician’s order before the exam begins to be permitted to leave; and in such a case
will be accompanied by a monitor to preserve the integrity of the examination.
There will be NO talking during the exam. During computer based testing no windows
are permitted to be open other than the one for the testing application, and student’s
computer settings will allow the toolbar to be visible at all times. When the exam is
completed, students should exit the testing center discretely, without question or
discussion.
If there is a technical issue with computer based exams, the student may raise his or
her hand to call the instructor/proctor to review the problem. Instructors reserve the
right not to answer any student questions pertaining to exam items. Students must
consider that asking questions during exams is disruptive to others.
Students will clear any personal items from sight at the beginning of the test. They will
remain in testing area until they have completed the test. During computer based
exams no windows will be open other than the testing application and the computer
settings will allow the toolbar to be visible. After leaving they will not be allowed to return
until all students have completed the test. Any student leaving the testing area without
permission prior to completing the exam forfeits the examination.
54
Diagnostic Imaging
Course Syllabi
To ensure each student knows what will be expected of him/her in each course, the
instructor will provide a syllabus at the beginning of each course describing how grades
will be calculated and what objectives they are expected to master by the completion of
the course.
The number of tests, weighting assigned to tests, final exam and homework, are up to
the discretion of the instructor with stipulation that the students be given the method of
evaluation at the beginning of said course. Students are given objectives at the
beginning of each course.
If, during a course, the evaluation method turns out to be unworkable, the Program
Director may revise the evaluation methods and institute a more feasible plan
The instructor will calculate grades of each course exactly as described in the syllabus
provided at the beginning of the course. Students will know exactly what they have to do
in order to maintain an adequate grade to continue in the program.
55
Diagnostic Imaging
Programmatic Standards of Accreditation
To protect the rights of students at this institution and insure that you are satisfied with
your experience each student holds the right to report any concerns about the program.
The Diagnostic Imaging Program Faculty will follow the due process.
The Diagnostic Imaging Program is accredited through the Joint Review Committee on
Education in Radiologic Technology (JRCERT). Students with concerns about the
program meeting the accreditation standards should contact the Program Director,
William A. Undie, Ed.D., MBA, RT(R)(T) and the JRCERT at:
JRCERT
20 N. Wacker Dr. Suite 900
Chicago, IL 60606-2901
Phone: 312-704-5304
Website: www.jrcert.org
Fax: 312-704-5304
E-mail: [email protected]
Any student who feels that the program is not meeting the accreditation standards set
by the JRCERT should contact the Program Director, and if the situation is not resolved
the student is encouraged to contact the JRCERT.
DI Program Policy
56
Program Forms
Appendix A
57
Criminal Conduct Statement
I understand that any conduct or activities that have
violated the American Registry of Radiologic Technologists (ARRT) “Rules of Ethics”
may impair my application to the program and my eligibility to take the certification
examinations given the ARRT. Violations of the “Rules of Ethics” that must be reported
include conviction of a crime such as “a felony, a gross misdemeanor, or a
misdemeanor with the sole exception of speeding or parking violations. All alcohol
and/or drug related offenses must be reported.”1 “ Additionally, convictions or charges
resulting in any of the following must also be reported:
A plea of guilty
A plea of nolo contendere •
Withheld adjudication
Suspended sentence” 2
The ARRT offers applicants for admissions to radiologic science programs an early
review process in order to determine their eligibility to take the certification
examinations. The program has information on the ARRT “Rules of Ethics” and the
early review process available upon request. Falsification of this information will make
you ineligible for the program or will result in expulsion from the program.
I have been notified that the ARRT determines exam eligibility based on the
profession’s ethical standards. I am aware that if I am in violation of these standards I
may not be eligible to sit for the ARRT examination.
Signed: ___________________________________ Date ________________
Witness: ___________________________________ Date___________________
1.
2.
“Examinee Handbook: Radiography, Nuclear Medicine Technology and Radiation Therapy
Technology.” The American Registry of Radiologic Technologists. 1998.
“Application For Primary Examination.” The American Registry of Radiologic
Technologists. 1998.
58
Release of Personal Information
A.
Address Release
I hereby agree to let the Diagnostic Imaging Program officials release my name, mailing
address, telephone/mobile phone number(s), and email address to potential employers
who contact the Program for this information.
Signature:_______________________________ Date: _____________
I hereby agree to let the Diagnostic Imaging Program officials release my name, mailing
address, telephone/mobile phone number(s), and email address to my classmates who
contact the Program for this information.
Signature:_______________________________ Date: _____________
B.
I hereby request the following faculty member(s) to function as a reference for me to
support my search for employment. In doing so, I authorize you to disclose any and all
knowledge you have learned about me as a results of my being a student in the
UTMDACC Diagnostic Imaging Program. This includes my performance in your class
(eg); my grade point averages overall and in the Diagnostic Imaging Program, grades
from individual courses and my involvement in other related activities. It also includes
subjective evaluations of my ability to read, write, speak, solve problems, work
effectively with other people, and contribute to a diagnostic imaging employment setting.
I understand that I am giving you the right to disclose information, which I may otherwise
have the right to keep confidential. I understand that some of the information I am
authorizing you to disclose may include some judgments on your part, which I might
view as being negative. Nonetheless, I authorize you to share your candid observations
of my past performance and my future potential with prospective employers.
Faculty member_____________________________________________
Faculty member_____________________________________________
Faculty member_____________________________________________
Faculty member_____________________________________________
Signature: __________________________________
Date: _________
59
Professional Society Membership
All students are encouraged to join the following organizations.
Radiography Emphasis (sophomores and juniors):
(Select One)



Texas Society of Radiologic Technologists (TSRT)
American Society of Radiologic Technologists (ASRT)
Association of Collegiate Educators in Radiologic Technology (ACERT)
CT Emphasis:
(Select One)


MRI Emphasis:
(Select One)



Section for Magnetic Resonance Technologists (SMRT)
Education Emphasis
(Select One)
 Association of Educators in Imaging and Radiologic Sciences (AEIRS) Texas Society of Radiologic Technologists (TSRT)
 American Society of Radiologic Technologists (ASRT)
Management Emphasis
(Select One)
 The Association for Medical Imaging Management (AHRA)
 Texas Society of Radiologic Technologists (TSRT)
 American Society of Radiologic Technologists (ASRT)
 Association of Collegiate Educators in Radiologic Technology (ACERT)
60
BENEFITS OF JOINING A PROFESSIONAL ORGANIZATION:
1. Expand your professional network
2. Consistent updates on current trends and development in radiologic sciences
3. An opportunity to increase awareness of the profession
4. Discovery of what other radiologic sciences professionals are doing
5. Access to monthly, quarterly, and/or annual journals and newsletters
6. Attending and participating in professional meetings
Professional organizations enhance your professional development and provide endless
networking opportunities. Associations may also provide financial assistance through
scholarships and grants and student medical and other insurance.
Professional associations publish journals, newsletters, and website with invaluable
information on current issues and developments in the radiologic sciences field.
Professional associations frequently also coordinate professional development
conferences and programs for students to have the opportunity to learn from leaders in
the field.
Furthermore, prospective employers may seek out individuals whose knowledge of the
profession is not solely dependent on their academic performance, but their association
memberships which can be as excellent supplement for your resume. Memberships
convey to an employer that you are dedicated to the radiologic sciences profession.
Memberships can also open doors of opportunity as you are provided with greater
exposure to the job market.
61
Standards
for an Accredited
Educational Program in
Radiography
EFFECTIVE JANUARY 1, 2011
Adopted by:
The Joint Review Committee on Education
in Radiologic Technology - April 2010
Joint Review Committee on Education in Radiologic Technology
20 N. Wacker Drive, Suite 2850
312.704.5300 ● (Fax) 312.704.5304
www.jrcert.org
62
The Joint Review Committee on Education in Radiologic Technology (JRCERT) is dedicated to
excellence in education and to the quality and safety of patient care through the accreditation of
educational programs in the radiologic sciences.
The JRCERT is the only agency recognized by the United States Department of Education (USDE) and
the Council on Higher Education Accreditation (CHEA) for the accreditation of traditional and distance
delivery educational programs in radiography, radiation therapy, magnetic resonance, and medical
dosimetry. The JRCERT awards accreditation to programs demonstrating substantial compliance with
these STANDARDS.
Copyright © 2010 by the JRCERT
63
Introductory Statement
The Joint Review Committee on Education in Radiologic Technology (JRCERT) Standards for an Accredited
Educational Program in Radiography are designed to promote academic excellence, patient safety, and quality
healthcare. The STANDARDS require a program to articulate its purposes; to demonstrate that it has adequate
human, physical, and financial resources effectively organized for the accomplishment of its purposes; to document
its effectiveness in accomplishing these purposes; and to provide assurance that it can continue to meet accreditation
standards.
The JRCERT accreditation process offers a means of providing assurance to the public that a program meets specific
quality standards. The process helps to maintain program quality and stimulates program improvement through
program assessment.
There are six (6) standards. Each standard is titled and includes a narrative statement supported by specific
objectives. Each objective, in turn, includes the following clarifying elements:

Explanation - provides clarification on the intent and key details of the objective.

Required Program Response - requires the program to provide a brief narrative and/or documentation that
demonstrates compliance with the objective.

Possible Site Visitor Evaluation Methods - identifies additional materials that may be examined and
personnel who may be interviewed by the site visitors at the time of the on-site evaluation to help determine if
the program has met the particular objective. Review of additional materials and/or interviews with listed
personnel is at the discretion of the site visit team.
Following each standard, the program must provide a Summary that includes the following:
 Major strengths related to the standard
 Major concerns related to the standard
 The program’s plan for addressing each concern identified
 Describe any progress already achieved in addressing each concern
 Describe any constraints in implementing improvements
The submitted narrative response and/or documentation, together with the results of the on-site evaluation
conducted by the site visit team, will be used by the JRCERT Board of Directors in determining the program’s
compliance with the STANDARDS.
64
Standards for an Accredited Educational Program in Radiography
Table of Contents
Standard One: Integrity ...............................................................................................................4
The program demonstrates integrity in the following: representations to communities of
interest and the public, pursuit of fair and equitable academic practices, and
treatment of, and respect for, students, faculty, and staff.
Standard Two: Resources ..........................................................................................................22
The program has sufficient resources to support the quality and effectiveness of the
educational process.
Standard Three: Curriculum and Academic Practices ...........................................................34
The program’s curriculum and academic practices prepare students for professional
practice.
Standard Four: Health and Safety ............................................................................................47
The program’s policies and procedures promote the health, safety, and optimal use of
radiation for students, patients, and the general public.
Standard Five: Assessment ........................................................................................................57
The program develops and implements a system of planning and evaluation of student
learning and program effectiveness outcomes in support of its mission.
Standard Six: Institutional/Programmatic Data......................................................................64
The program complies with JRCERT policies, procedures, and STANDARDS to achieve and
maintain specialized accreditation.
Awarding, Maintaining, and Administering Accreditation .....................................................74
65
Standard One
Integrity
Standard One:
The program demonstrates integrity in the following:
 Representations to communities of interest and the public,
 Pursuit of fair and equitable academic practices, and
 Treatment of, and respect for, students, faculty, and staff.
Objectives:
In support of Standard One, the program:
1.1
Adheres to high ethical standards in relation to students, faculty, and staff.
1.2
Provides equitable learning opportunities for all students.
1.3
Provides timely, appropriate, and educationally valid clinical experiences for each admitted student.
1.4
Limits required clinical assignments for students to not more than 10 hours per day and the total
didactic and clinical involvement to not more than 40 hours per week.
1.5
Assures the security and confidentiality of student records, instructional materials, and other
appropriate program materials.
1.6
Has a grievance procedure that is readily accessible, fair, and equitably applied.
1.7
Assures that students are made aware of the JRCERT Standards for an Accredited Educational
Program in Radiography and the avenue to pursue allegations of non-compliance with the
STANDARDS.
1.8
Has publications that accurately reflect the program’s policies, procedures, and offerings.
1.9
Makes available to students, faculty, and the general public accurate information about admission
policies, tuition and fees, refund policies, academic calendars, academic policies, clinical
obligations, grading system, graduation requirements, and the criteria for transfer credit.
1.10
Makes the program’s mission statement, goals, and student learning outcomes readily available to
students, faculty, administrators, and the general public.
1.11
Documents that the program engages the communities of interest for the purpose of continuous
program improvement.
1.12
Has student recruitment and admission practices that are non-discriminatory with respect to any
legally protected status such as race, color, religion, gender, age, disability, national origin, and any
other protected class.
1.13
Has student recruitment and admission practices that are consistent with published policies of the
sponsoring institution and the program.
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1.14
Has program faculty recruitment and employment practices that are non-discriminatory with respect
to any legally protected status such as race, color, religion, gender, age, disability, national origin,
and any other protected class.
1.15
Has procedures for maintaining the integrity of distance education courses.
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1.1
Explanation:
High ethical standards help assure that the rights of students, faculty, and staff are protected. Policies and
procedures must be fair, equitably applied, and promote professionalism.
Required Program Response:
 Describe the procedure for making related policies and procedures known.
 Provide copies of policies and procedures that assure equitable treatment of students, faculty, and
staff.
Possible Site Visitor Evaluation Methods:
 Review of student handbook
 Review of employee/faculty handbook
 Review of course catalog
 Review of student records
 Interviews with faculty
 Interviews with students
 Interviews with staff
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1.2
Explanation:
The provision of equitable learning activities promotes a fair and impartial education and reduces
institutional and/or program liability. The program must provide equitable learning opportunities for all
students regarding learning activities and clinical assignments. For example, if an opportunity exists for
students to observe or perform breast imaging, then all students must be provided the same opportunity. If
evening and/or weekend rotations are utilized, this opportunity must be equitably provided for all students.
Describe how the program assures equitable learning opportunities for all students.
 Review of published program materials
 Review of master plan of education
 Review of course objectives
 Review of student clinical assignment schedules
 Interviews with clinical instructors
 Interviews with clinical staff
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1.3
Provides timely, appropriate, and educationally valid clinical experiences for each admitted student.
Explanation:
Programs must have a process in place to provide timely, appropriate, and educationally valid clinical experiences to
all students admitted to the program. Students must have sufficient access to clinical education settings that provide a
wide range of procedures for competency achievement including mobile, surgical, and trauma examinations. Clinical
education settings may include hospitals, clinics, specialty/imaging centers, orthopedic centers, and other facilities.
With the exception of observation site assignments, students must be provided the opportunity to complete required
program competencies during clinical assignments. Clinical placement must be non-discriminatory in nature and
solely determined by the program.
A meaningful clinical education plan assures that activities are educationally valid and prevents the use of students as
replacements for employees. The maximum number of students assigned to a clinical education setting must be
supported by sufficient human and physical resources. The number of students assigned to the clinical education
setting must not exceed the number of clinical staff assigned to the radiography department. The student to
radiography clinical staff ratio must be 1:1. However, it is acceptable that more than one student may be temporarily
assigned to one technologist during uncommonly performed procedures.
Students assigned to advanced imaging modalities, such as computed tomography, magnetic resonance, angiography,
and sonography, are not included in the calculation of the authorized clinical capacity (unless the clinical setting is
recognized exclusively for advanced imaging modality rotations). Once the students have completed the advanced
imaging assignments, the program must assure that there are sufficient clinical staff to support the students upon
reassignment to the radiography department.
The utilization of clinical assignments such as file room, reception area, and patient transportation should be limited.
Additionally, traditional programs that require students to participate in clinical education during evenings and/or
weekends must assure that:

students’ clinical clock hours spent in evening and/or weekend assignments must not exceed 25% of the total
clinical clock hours.

program total capacity is not increased through the use of evening and/or weekend assignments.
The JRCERT defines the operational hours of traditional programs as Monday - Friday, 5:00 a.m. - 7:00 p.m.
 Describe the process for student clinical placement.
 Provide current student assignment schedules in relation to student enrollment.
 Describe how the program assures a 1:1 student to radiography clinical staff ratio at all clinical education
settings.
 Describe how the program assures that all students have access to a sufficient variety and volume of
procedures to achieve program competencies.
 Submit evening and/or weekend rotation(s) calculations, if applicable.
 Review listing of enrolled students in relation to clinical assignments,
including evening and/or weekend, if applicable
 Review of clinical placement process
 Review of student clinical records
70

Interviews with students
71
1.4
Limits required clinical assignments for students to not more than 10 hours per day and the
total didactic and clinical involvement to not more than 40 hours per week.
Explanation:
This limitation helps assure that students are treated ethically. For the safety of students and patients, not
more than ten (10) clinical hours shall be scheduled in any one day. Scheduled didactic and clinical hours
combined cannot exceed forty (40) hours per week. Hours exceeding these limitations must be voluntary on
the student’s part.
 Describe the process for assuring that time limitations are not exceeded.
 Provide documentation that required student clinical assignments do not exceed ten (10) hours in any
one day and the total didactic and clinical involvement does not exceed forty (40) hours per week.
 Review of student schedules
 Interviews with clinical instructor(s)
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1.5
Assures the security and confidentiality of student records, instructional materials, and other
Explanation:
Appropriately maintaining the security and confidentiality of student records and other program materials
protects the student’s right to privacy. Student records must be maintained in accordance with the Family
Education Rights and Privacy Act (Buckley Amendment). If radiation monitoring reports contain students’
dates of birth and/or social security numbers, this information must be maintained in a secure and
confidential manner.
Describe how the program maintains the security and confidentiality of student records and other program
materials.
 Review of institution’s/program’s published policies/procedures
 Review of student academic and clinical records
 Tour of program offices
 Tour of clinical education setting(s)
 Interviews with administrative personnel
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1.6
Explanation:
A grievance is defined as a claim by a student that there has been a violation, misinterpretation, or
inequitable application of any existing policy, procedure, or regulation. The program must have procedures
to provide students an avenue to pursue grievances. The procedure must outline the steps for formal
resolution of any grievance. The final step in the process must not include any individual(s) directly
associated with the program (e.g., program director, clinical coordinator, clinical instructors, diagnostic
imaging department director). The procedure must assure timely resolution. The program must maintain a
record of the student’s formal grievance and its resolution. Records must be retained in accordance with the
institution’s/program’s retention policies/procedures.
Provide a copy of the grievance procedure.
 Review of institutional catalog
 Review of formal grievance records, if applicable
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1.7
Assures that students are made aware of the JRCERT Standards for an Accredited
Educational Program in Radiography and the avenue to pursue allegations of non-compliance
with the STANDARDS.
Explanation:
The program must assure students are cognizant of the STANDARDS and must provide contact information
for the JRCERT.
Students have the right to submit allegations against a JRCERT-accredited program if there is reason to
believe that the program has acted contrary to JRCERT accreditation standards or that conditions at the
program appear to jeopardize the quality of instruction or the general welfare of its students.
Contact of the JRCERT should not be a step in the formal institutional/program grievance procedure. The
individual must first attempt to resolve the complaint directly with institution/program officials by following
the grievance procedures provided by the institution/program. If the individual is unable to resolve the
complaint with institution/program officials or believes that the concerns have not been properly addressed,
he or she may submit allegations of non-compliance directly to the JRCERT.
 Describe the procedure for making students aware of the STANDARDS.
 Describe how students are provided contact information for the JRCERT.
 Review of program publications
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1.8
Explanation:
Maintaining published information regarding the program’s current policies, procedures, and offerings
provides interested parties with an accurate overview of program requirements and expectations.
Provide program publications that reflect program policies, procedures and offerings.
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1.9
Makes available to students, faculty, and the general public accurate information about
admission policies, tuition and fees, refund policies, academic calendars, academic policies,
clinical obligations, grading system, graduation requirements, and the criteria for transfer
credit.
Explanation:
The institutional and/or program policies must be published and made available to students, faculty, and the
general public to assure that they are adequately informed. Policy changes must be made known to
students, faculty, and the general public in a timely fashion. It is recommended that revision dates be
identified on program publications.
Student clinical obligations (e.g., drug screening, background checks, and associated fees) must be clearly
identified in appropriate program publications. Additionally, if evening and/or weekend clinical
assignments are required or if students must travel to geographically-dispersed clinical education settings,
this information must also be included.
 Describe how institutional and/or program policies are made known to students, faculty, and the
general public.
 Provide publications that include these policies.
 Review of institutional materials
 Interviews with Admissions personnel
 Interviews with Registrar
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1.10
Makes the program’s mission statement, goals, and student learning outcomes readily
available to students, faculty, administrators, and the general public.
Explanation:
Program accountability is enhanced by making its mission statement, goals, and student learning outcomes
available to the program’s communities of interest. This may be accomplished in a variety of ways,
including program publications and/or a Web site.
Example:
Mission:
The mission of the radiography program is to prepare competent, entry-level radiographers able to
function within the healthcare community.
Goal: Students will be clinically competent.
Student Learning Outcomes: Students will apply positioning skills.
Students will select technical factors.
Students will utilize radiation protection.
Goal: Students will demonstrate communication skills.
Student Learning Outcomes: Students will demonstrate written communication skills.
Students will demonstrate oral communication skills.
Goal: Students will develop critical thinking skills.
Student Learning Outcomes: Students will adapt standard procedures for non-routine patients.
Students will critique images to determine diagnostic quality.
Goal: Students will model professionalism.
Student Learning Outcomes: Students will demonstrate work ethics.
Students will summarize the value of life-long learning.
 Describe how the program makes its mission statement, goals, and student learning outcomes
 Provide copies of publications that contain the program’s mission statement, goals, and student
learning outcomes.
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1.11
Documents that the program engages the communities of interest for the purpose of
continuous program improvement.
Explanation:
Communities of interest are defined as institutions, organizations, groups, and/or individuals interested in
educational activities in radiography. Obtaining formal feedback on program operations, student progress,
employer needs, etc. from communities of interest allows the program to determine if it is meeting
expectations and assures continuous program improvement. The program can use a variety of tools to
obtain this feedback.
 Describe the process of obtaining feedback.
 Provide representative samples of appropriate meeting minutes, evaluations (e.g., course and
faculty), and surveys (e.g., graduate and employer).
 Review of meeting minutes
 Review of evaluations
 Review of surveys
 Interviews with members of various communities of interest
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1.12
Has student recruitment and admission practices that are non-discriminatory with respect to
any legally protected status such as race, color, religion, gender, age, disability, national origin,
and any other protected class.
Explanation:
Non-discriminatory practices assure applicants have equal opportunity for admission. Statistical
information such as race, color, religion, gender, age, disability, national origin, and any other protected
class may be collected; however, this information must be voluntarily provided by the student. Use of this
information in the student selection process is discriminatory.
 Describe how admission practices are non-discriminatory.
 Provide institutional and/or program admission policies.
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1.13
Has student recruitment and admission practices that are consistent with published policies of
the sponsoring institution and the program.
Explanation:
Defined admission practices facilitate objective student selection. In considering applicants for admission,
the program must follow published policies and procedures.
 Describe the implementation of institutional and program admission policies.
 Provide institutional and program admission policies.
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1.14
Has program faculty recruitment and employment practices that are non-discriminatory with
respect to any legally protected status such as race, color, religion, gender, age, disability,
national origin, and any other protected class.
Explanation:
Recruitment and employment practices that are non-discriminatory assure fairness and integrity. Equal
opportunity for employment must be offered to each applicant. Employment practices must be applied
equitably to all faculty.
 Describe how non-discriminatory employment practices are assured.
 Provide copies of employment policies and procedures that assure non-discriminatory practices.
 Review of employee/faculty application form
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1.15
Explanation:
Programs that offer distance education must have processes in place that assure that the students who
register in the distance education courses are the same students that participate in, complete, and receive the
credit. Programs must verify the identity of students by using methods such as, but not limited to: secure
log-ins, pass codes, and/or proctored exams. These processes must protect the student’s privacy. Student
costs associated with distance education must be disclosed.
 Describe the process for assuring the integrity of distance education courses.
 Provide published program materials that outline procedures for maintaining integrity of distance
education courses.
 Provide published program materials that identify associated fees for students enrolled in distance
education courses.
 Review the process of student identification
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Summary for Standard One
1.
List the major strengths of Standard One, in order of importance.
2.
List the major concerns of Standard One, in order of importance.
3.
Provide the program’s plan for addressing each concern identified.
4.
Describe any progress already achieved in addressing each concern.
5.
Describe any constraints in implementing improvements.
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Standard Two:
Resources
Standard Two:
The program has sufficient resources to support the quality and effectiveness of
the educational process.
Objectives:
In support of Standard Two, the program:
Administrative Structure
2.1
Has an appropriate organizational structure and sufficient administrative support to achieve
the program’s mission.
2.2
Provides an adequate number of faculty to meet all educational, program, administrative,
and accreditation requirements.
2.3
Provides faculty with opportunities for continued professional development.
2.4
Provides clerical support services, as needed, to meet all educational, program, and
administrative requirements.
Learning Resources/Services
2.5
Assures JRCERT recognition of all clinical education settings.
2.6
Provides classrooms, laboratories, and administrative and faculty offices to facilitate the
achievement of the program’s mission.
2.7
Reviews and maintains program learning resources to assure the achievement of student
learning.
2.8
Provides access to student services in support of student learning.
Fiscal Support
2.9
Has sufficient ongoing financial resources to support the program’s mission.
2.10
For those institutions and programs for which the JRCERT serves as a gatekeeper for
Title IV financial aid, maintains compliance with United States Department of Education
(USDE) policies and procedures.
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2.1
Has an appropriate organizational structure and sufficient administrative support to achieve
Explanation:
The program’s relative position in the organizational structure helps facilitate appropriate resources and
assures focus on the program. To operate effectively, the program must have sufficient institutional
administrative support. Both organizational structure and administrative support enable the program to meet
its mission and promote student learning.
 Describe the program’s relationship to the organizational and administrative structures of the
sponsoring institution and how this supports the program’s mission.
 Provide institutional and program organizational charts.
 Review of organizational charts of institution and program
 Interviews with faculty and institutional officials
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2.2
Provides an adequate number of faculty to meet all educational, program, administrative, and
accreditation requirements.
Explanation:
An adequate number of faculty promotes sound educational practices. A full-time program director is
required. Faculty teaching loads and release time must be consistent with those of comparable faculty in
other health science (allied health) programs in the same institution.
Additionally, a full-time equivalent clinical coordinator is required if the program has more than five (5)
active clinical education settings or more than thirty (30) students enrolled in the clinical component. The
clinical coordinator position may be shared by no more than four (4) appointees. If a clinical coordinator is
required, the program director may not be identified as the clinical coordinator. The clinical coordinator
may not be identified as the program director.
The program director and clinical coordinator may perform clinical instruction; however, they may not be
identified as clinical instructors.
A minimum of one clinical instructor must be designated at each recognized clinical education setting. The
same clinical instructor may be identified at more than one site as long as a ratio of one full-time equivalent
clinical instructor for every ten (10) students is maintained.
 Provide, if available, institutional policies in relation to teaching loads and release time.
 Describe faculty teaching loads and release time in relation to a comparable health science (allied
health) program within the institution.
 Describe the adequacy of the number of faculty and clinical staff to meet identified accreditation
requirements and program needs.
 Review institutional policies in relation to teaching loads and release time
 Review of position descriptions
 Review of clinical education settings
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2.3
Explanation:
Continued professional development results in more knowledgeable, competent, and proficient faculty.
Opportunities that enhance and advance educational, technical, and professional knowledge must be
available to program faculty.
Describe how continued professional development opportunities are made available to faculty.
 Review of institutional and program policies
 Review of program budget or other fiscal appropriations
 Review of evidence of faculty participation in professional development activities
88
2.4
Explanation:
Clerical support services necessary to assist in meeting educational, program, and administrative
requirements of the program must be provided as appropriate.
Describe the availability and use of clerical support services.
 Review of program’s staffing plan
89
2.5
Explanation:
JRCERT recognition helps assure an appropriate learning environment for student clinical education. All
clinical education settings must be recognized by the JRCERT. Recognition of a clinical education setting
must be obtained prior to student placement. A minimum of one (1) clinical instructor must be identified
for each recognized clinical education setting.
An observation site is used for student observation of the operation of equipment and/or procedures. If the
program uses observation sites, these sites do not require recognition by the JRCERT. These sites provide
opportunities for observation of clinical procedures that may not be available at recognized clinical
education settings. Students may not assist in, or perform, any aspects of patient care during observational
assignments.
Facilities where students are participating in service learning projects or community-based learning
opportunities do not require recognition.
 Assure all clinical education settings are recognized by the JRCERT.
 Describe how observation sites, if used, enhance student clinical education.
 Review of JRCERT database
 Review of clinical records
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2.6
Provides classrooms, laboratories, and administrative and faculty offices to facilitate the
Explanation:
Learning environments are defined as places, surroundings, or circumstances where knowledge,
understanding, or skills are studied or observed such as classrooms and laboratories. Provision of
appropriate learning environments facilitates achievement of the program’s mission. Although a dedicated
classroom and/or laboratory are not required, scheduled accessibility to facilities conducive to student
learning must be assured. Faculty office space should be conducive to planning and scholarly activities.
Space should be made available for private student advisement.
Describe how classrooms, laboratories, and administrative and faculty offices facilitate the achievement of
 Tour of the classroom, laboratories, and administrative and faculty offices
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2.7
Reviews and maintains program learning resources to assure the achievement of student
learning.
Explanation:
The review and maintenance of learning resources promotes student knowledge of current and developing
imaging technologies. The program must provide learning resources to support and enhance the educational
program. These resources must include:
 a print or electronic library with a variety of materials published within the last five years,
 computer access, and
 additional learning aids (e.g., educational software, classroom/laboratory accessory devices, etc.).
The JRCERT does not endorse any specific learning resources.
 Describe the available learning resources.
 Describe the procedure for review and maintenance of learning resources.
 Tour of learning facilities
 Review of learning resources
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2.8
Explanation:
The provision of appropriate student services promotes student achievement. At a minimum, the program
must provide access to information for:
 personal counseling,
 requesting accommodations for disabilities as defined by applicable federal (Americans with
Disabilities Act) and state laws, and
 financial aid.
Additional student services may be provided at the discretion of the program. These services should be
sufficient to assure student learning.
All services provided must be made known to students and the general public.
 Describe the students’ access to student services.
 Provide published program materials that outline accessibility to student services.
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2.9
Explanation:
Adequate, ongoing funding is necessary to accomplish the program’s mission and to support student
learning. The sponsoring institution must demonstrate ongoing financial commitment to the program and its
students by providing adequate human and physical resources.
 Describe the adequacy of financial resources.
 Provide copies of the program’s budget and/or expenditure records.
 Review of program budget and/or other fiscal appropriations
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2.10
For those institutions and programs for which the JRCERT serves as gatekeeper for Title IV
financial aid, maintains compliance with United States Department of Education (USDE)
policies and procedures.
Explanation:
A gatekeeper is defined as an agency holding responsibility for oversight of the distribution, record keeping,
and repayment of Title IV financial aid. The program must comply with USDE requirements to participate
in Title IV financial aid.
If the program has elected to participate in Title IV financial aid and the JRCERT is identified as the
gatekeeper, the program must: maintain financial documents including audit and budget processes
confirming appropriate allocation and use of financial resources, have a monitoring process for student loan
default rates, have an appropriate accounting system providing documentation for management of Title IV
financial aid and expenditures, and inform students of responsibility for timely repayment of Title IV
financial aid.
 Provide evidence that Title IV financial aid is managed and distributed according to the USDE
regulations to include:
o recent student loan default data and
o results of financial or compliance audits.
 Describe how the program informs students of their responsibility for timely repayment of financial
aid.
 Review of records
95
Summary for Standard Two
1.
List the major strengths of Standard Two, in order of importance.
2.
List the major concerns of Standard Two, in order of importance.
3.
4.
5.
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Standard Three
Curriculum and Academic Practices
Standard Three:
The program’s curriculum and academic practices prepare students for
professional practice.
Objectives:
In support of Standard Three, the program:
3.1
Has a program mission statement that defines its purpose and scope and is periodically reevaluated.
3.2
Provides a well-structured, competency-based curriculum that prepares students to practice in the
professional discipline.
3.3
Provides learning opportunities in current and developing imaging and/or therapeutic technologies.
3.4
Assures an appropriate relationship between program length and the subject matter taught for the
terminal award offered.
3.5
Measures the length of all didactic and clinical courses in clock hours or credit hours.
3.6
Maintains a master plan of education.
3.7
Provides timely and supportive academic, behavioral, and clinical advisement to students enrolled in
the program.
3.8
Documents that the responsibilities of faculty and clinical staff are delineated and performed.
3.9
Evaluates program faculty and clinical instructor performance regularly to assure instructional
responsibilities are performed.
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3.1
Has a program mission statement that defines its purpose and scope and is periodically
reevaluated.
Explanation:
The program’s mission statement should be consistent with that of its sponsoring institution. The program’s
mission statement should clearly define the purpose or intent toward which the program’s efforts are
directed. Periodic evaluation assures that the program’s mission statement is effective.
 Provide a copy of the program’s mission statement.
 Provide meeting minutes that document periodic reevaluation of the mission statement.
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3.2
Provides a well-structured, competency-based curriculum that prepares students to practice in
the professional discipline.
Explanation:
The well-structured curriculum must be comprehensive, appropriately sequenced, include current
information, and provide for evaluation of student achievement. A competency-based curriculum allows for
effective student learning by providing a knowledge foundation prior to performance of procedures.
Continual refinement of the competencies achieved is necessary so that students can demonstrate enhanced
performance in a variety of situations and patient conditions. In essence, competency-based education is an
ongoing process, not an end product.
Programs must follow a JRCERT-adopted curriculum. An adopted curriculum is defined as:
 the latest American Society of Radiologic Technologists professional curriculum and/or
 another professional curriculum adopted by the JRCERT Board of Directors following review
and recommendation by the JRCERT Standards Committee.
Use of a standard curriculum promotes consistency in radiography education and prepares the student to
practice in the professional discipline. At a minimum, the curriculum should promote qualities that are
necessary for students/graduates to practice competently, make good decisions, assess situations, provide
appropriate patient care, communicate effectively, and keep abreast of current advancements within the
profession. Expansion of the curricular content beyond the minimum is at the discretion of the program.
The program must submit the latest curriculum analysis grid (available at www.jrcert.org).
 Describe how the program’s curriculum is structured.
 Describe the program’s competency-based system.
 Submit current curriculum analysis grid.
 Describe how the program's curriculum is delivered, including the method of delivery for distance
education courses.
 Identify which courses, if any, are offered via distance education.
 Describe alternative learning options, if applicable (e.g., part-time, evening and/or weekend
curricular track).
 Review of didactic and clinical curriculum sequence
 Review of analysis of graduate and employer surveys
 Observation of a portion of any course offered via distance delivery
 Review of part-time, evening and/or weekend curricular track, if applicable
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100
3.3
Provides learning opportunities in current and developing imaging and/or therapeutic
technologies.
Explanation:
The program must provide learning opportunities in current and developing imaging and/or therapeutic
technologies. It is the program’s prerogative to decide which technologies should be included in the didactic
and/or clinical curriculum. Programs are not required to offer clinical rotations in developing imaging
and/or therapeutic technologies; however, these clinical rotations are strongly encouraged to enhance
student learning.
Describe how the program provides opportunities in developing technologies in the didactic and/or clinical
curriculum.
101
3.4
Assures an appropriate relationship between program length and the subject matter taught for
the terminal award offered.
Explanation:
Program length must be consistent with the terminal award. The JRCERT defines program length as the
duration of the program, which may be stated as total academic or calendar year(s), total semesters,
trimesters, or quarters.
Describe the relationship between the program length and the terminal award offered.
 Review of class schedules
102
3.5
Explanation:
Defining the length of didactic and clinical courses facilitates student transfer of credit and the awarding of
financial aid. The formula for calculating assigned clock/credit hours must be consistently applied for all
didactic and all clinical courses, respectively.
 Describe the method used to award credit hours for lecture, laboratory and clinical courses.
 Provide a list of all didactic and clinical courses with corresponding clock or credit hours.
103
3.6
Explanation:
A master plan provides an overview of the program and allows for continuity among, and documentation of,
all aspects of the program. In the event of new faculty and/or leadership to the program, the master plan
provides the information needed to understand the program and its operations.
The plan should be evaluated annually, updated, and must include the following:
 course syllabi (didactic and clinical courses) and
 program policies and procedures.
While there is no prescribed format for the master plan, the component parts should be identified and readily
available. If the components are not housed together, the program must list the location of each component.
If the program chooses to use an electronic format, the components must be accessible by all program
faculty.
 Identify the location of the component parts of the master plan of education.
 Provide a Table of Contents for the program’s master plan.
 Interview with program director
104
3.7
Provides timely and supportive academic, behavioral, and clinical advisement to students
enrolled in the program.
Explanation:
Appropriate advisement promotes student achievement. Student advisement should be formative,
summative, and must be shared with students in a timely manner. Programs are encouraged to develop
written advisement procedures.
 Describe procedures for advisement.
 Provide sample records of student advisement.
 Review of students’ records
105
3.8
Documents that the responsibilities of faculty and clinical staff are delineated and performed.

Full-time Program Director:
Assures effective program operations,
Oversees ongoing program assessment,
Participates in budget planning,
Maintains current knowledge of the professional discipline and educational methodologies
through continuing professional development, and
Assumes the leadership role in the continued development of the program.

Full-time Clinical Coordinator:
Correlates clinical education with didactic education,
Evaluates students,
Participates in didactic and/or clinical instruction,
Supports the program director to help assure effective program operation,
Coordinates clinical education and evaluates its effectiveness,
Participates in the assessment process,
Cooperates with the program director in periodic review and revision of clinical course
materials,
Maintains current knowledge of the discipline and educational methodologies through
continuing professional development, and
Maintains current knowledge of program policies, procedures, and student progress.

Full-Time Didactic Program Faculty:
Prepares and maintains course outlines and objectives, instructs and evaluates students, and
reports progress,
Cooperates with the program director in periodic review and revision of course materials, and
106
Maintains appropriate expertise and competence through continuing professional
development.
107


Part-Time Didactic Program Faculty:
Prepares and maintains course outlines and objectives, instructs and evaluates students, and
reports progress,
Participates in the assessment process, when appropriate,
Cooperates with the program director in periodic review and revision of course materials, and
development.

Clinical Instructor(s):
Is knowledgeable of program goals,
Understands the clinical objectives and clinical evaluation system,
Understands the sequencing of didactic instruction and clinical education,
Provides students with clinical instruction and supervision,
Evaluates students’ clinical competence,
Maintains competency in the professional discipline and instructional and evaluative
techniques through continuing professional development, and
Maintains current knowledge of program policies, procedures, and student progress.

Clinical Staff:
Understand the clinical competency system,
Understand requirements for student supervision,
Support the educational process, and
Maintain current knowledge of program policies, procedures, and student progress.
Explanation:
The clear delineation of responsibilities facilitates accountability. Faculty and clinical staff responsibilities
must be clearly delineated and must support the program’s mission.
108
Full- and part-time status is determined by, and consistent with, the sponsoring institution’s definition. For
other than regular academic terms (i.e., summer session) when students are enrolled in didactic courses, the
program director must be available to fulfill the responsibilities of the position. Additionally, when students
are enrolled in clinical courses, the clinical coordinator must be available to fulfill the responsibilities of the
position.
109
Provide documentation that faculty and clinical staff positions are clearly delineated
 Review of handbooks
 Interviews with faculty and clinical staff to assure responsibilities are being performed
110
3.9
Evaluates program faculty and clinical instructor performance regularly to assure
instructional responsibilities are performed.
Explanation:
The performance of program faculty and clinical instructors must be regularly evaluated. Evaluation
assures that instructional responsibilities are performed and provides administration and faculty with
information to evaluate performance. Evaluation promotes proper educational methodology and increases
program effectiveness. Evaluation results must be shared in a timely manner with program faculty and
clinical instructors to assure continued professional development.
 Describe the evaluation process.
 Describe how evaluation results are shared with program faculty and clinical instructors.
 Provide samples of evaluations of program faculty.
 Provide samples of evaluations of clinical instructors.
 Review of program evaluation materials
 Review of clinical instructor evaluation
 Interviews with program faculty
111
Summary for Standard Three
1.
List the major strengths of Standard Three, in order of importance.
2.
List the major concerns of Standard Three, in order of importance.
3.
4.
5.
112
Standard Four
Health and Safety
Standard Four:
The program’s policies and procedures promote the health, safety, and optimal
use of radiation for students, patients, and the general public.
Objectives:
In support of Standard Four, the program:
4.1
Assures the radiation safety of students through the implementation of published policies and
procedures that are in compliance with Nuclear Regulatory Commission regulations and state laws
as applicable.
4.2
Has a published pregnancy policy that is consistent with applicable federal regulations and state
laws, made known to accepted and enrolled female students, and contains the following elements:
 Written notice of voluntary declaration,
 Option for student continuance in the program without modification, and
 Option for written withdrawal of declaration.
4.3
Assures that students employ proper radiation safety practices.
4.4
Assures that medical imaging procedures are performed under the direct supervision of a qualified
radiographer until a student achieves competency.
4.5
Assures that medical imaging procedures are performed under the indirect supervision of a qualified
radiographer after a student achieves competency.
4.6
Assures that students are directly supervised by a qualified radiographer when repeating
unsatisfactory images.
4.7
Assures sponsoring institution’s policies safeguard the health and safety of students.
4.8
Assures that students are oriented to clinical education setting policies and procedures in regard to
health and safety.
113
4.1
Assures the radiation safety of students through the implementation of published policies and
procedures that are in compliance with Nuclear Regulatory Commission regulations and state laws as
applicable.
Explanation:
Appropriate policies and procedures help assure that student radiation exposure is kept as low as reasonably
achievable (ALARA). The program must maintain and monitor student radiation exposure data. This
information must be made available to students within thirty (30) school days following receipt of data. The
program must have a published protocol for incidents in which dose limits are exceeded.
 Describe how the policies are made known to enrolled students.
 Describe how radiation exposure data is made available to students.
 Provide copies of appropriate policies.
 Review of student dosimetry reports
114
4.2
Has a published pregnancy policy that is consistent with applicable federal regulations and
state laws, made known to accepted and enrolled female students, and contains the following
elements:
Explanation:
Appropriate radiation safety practices help assure that radiation exposure to the student and fetus are kept as
low as reasonably achievable (ALARA). The policy must include appropriate information regarding
radiation safety for the student and fetus. The program must allow for student continuance in the clinical
component of the program without modification. The program may offer clinical component options such
as: (1) clinical reassignments and/or (2) leave of absence.
 Describe how the pregnancy policy is made known to accepted and enrolled female students.
 Provide a copy of the program’s pregnancy policy.
115
4.3
Explanation:
The program must assure that students are instructed in the utilization of imaging equipment, accessories,
optimal exposure factors, and proper patient positioning to minimize radiation exposure to patients, selves,
and others. These practices assure radiation exposures are kept as low as reasonably achievable (ALARA).
Students must understand basic radiation safety practices prior to assignment to clinical education settings.
As students progress in the program, they must become increasingly proficient in the application of
radiation safety practices.
The program must also assure radiation safety in energized laboratories. Student utilization of energized
laboratories must be under the supervision of a qualified radiographer who is readily available. If a
qualified radiographer is not readily available to provide supervision, the radiation exposure mechanism
must be disabled. Programs are encouraged to develop policies regarding safe and appropriate use of
energized laboratories by students.
 Describe how the curriculum sequence and content prepares students for safe radiation practices.
 Provide the curriculum sequence.
 Provide policies/procedures regarding radiation safety.
 Review of program curriculum
 Review of radiation safety policies/procedures
 Review of student dosimetry reports
116
4.4
Assures that medical imaging procedures are performed under the direct supervision of a
qualified radiographer until a student achieves competency.
Explanation:
Direct supervision assures patient safety and proper educational practices. The JRCERT defines direct
supervision as student supervision by a qualified radiographer who:
 reviews the procedure in relation to the student’s achievement,
 evaluates the condition of the patient in relation to the student’s knowledge,
 is physically present during the conduct of the procedure, and
 reviews and approves the procedure and/or image.
Students must be directly supervised until competency is achieved.
 Describe how the direct supervision requirement is enforced and monitored in the clinical education
setting.
 Provide documentation that the program’s direct supervision requirement is made known to students,
clinical instructors, and clinical staff.
117
4.5
Assures that medical imaging procedures are performed under the indirect supervision of a
qualified radiographer after a student achieves competency.
Explanation:
Indirect supervision promotes patient safety and proper educational practices. The JRCERT defines indirect
supervision as that supervision provided by a qualified radiographer immediately available to assist students
regardless of the level of student achievement. “Immediately available” is interpreted as the physical
presence of a qualified radiographer adjacent to the room or location where a radiographic procedure is
being performed. This availability applies to all areas where ionizing radiation equipment is in use on
patients.
 Describe how the indirect supervision requirement is enforced and monitored in the clinical
education setting.
 Provide documentation that the program’s indirect supervision requirement is made known to
students, clinical instructors, and clinical staff.
118
4.6
Assures that students are directly supervised by a qualified radiographer when repeating
unsatisfactory images.
Explanation:
The presence of a qualified radiographer during the repeat of an unsatisfactory image assures patient safety
and proper educational practices. A qualified radiographer must be physically present during the conduct of
a repeat image and must approve the student’s procedure prior to re-exposure.
 Describe how the direct supervision requirement for repeat images is enforced and monitored in the
clinical education setting.
 Provide documentation that the program’s direct supervision requirement for repeat images is made
known to students, clinical instructors, and clinical staff.
119
4.7
Explanation:
Appropriate sponsoring institutional policies and procedures assure that students are protected. These
policies must, at a minimum, address emergency preparedness, harassment, communicable diseases, and
substance abuse. Policies and procedures must meet federal and/or state requirements as applicable.
Enrolled students must be informed of policies and procedures.
Provide program policies that safeguard the health and safety of students.
120
4.8
Assures that students are oriented to clinical education setting policies and procedures in
regard to health and safety.
Explanation:
Appropriate orientation assures that students are cognizant of clinical policies and procedures. The policies
and procedures must, at a minimum, address the following: hazards (fire, electrical, chemical), emergency
preparedness, medical emergencies, HIPAA, and Standard Precautions.
 Describe the process for orienting students to clinical education settings.
 Provide documentation that students are apprised of policies and procedures specific to each clinical
education setting.
 Review of orientation process
121
Summary for Standard Four
1.
List the major strengths of Standard Four, in order of importance.
2.
List the major concerns of Standard Four, in order of importance.
3.
4.
5.
122
Standard Five
Assessment
Standard Five:
The program develops and implements a system of planning and evaluation of
student learning and program effectiveness outcomes in support of its mission.
Objectives:
In support of Standard Five, the program:
Student Learning
5.1
Develops an assessment plan that, at a minimum, measures the program’s student learning outcomes
in relation to the following goals: clinical competence, critical thinking, professionalism, and
communication skills.
Program Effectiveness
5.2
Documents the following program effectiveness data:

Five-year average credentialing examination pass rate of not less than 75 percent at first
attempt,

Five-year average job placement rate of not less than 75 percent within six months of
graduation,

Annual program completion rate,

Graduate satisfaction, and

Employer satisfaction.
5.3
Makes available to the general public program effectiveness data (credentialing examination pass
rate, job placement rate, and program completion rate) on an annual basis.
Analysis and Actions
5.4
Analyzes and shares student learning outcome data and program effectiveness data to foster
5.5
Periodically evaluates its assessment plan to assure continuous program improvement.
123
5.1
Develops an assessment plan that, at a minimum, measures the program’s student learning
outcomes in relation to the following goals: clinical competence, critical thinking, professionalism,
and communication skills.
Explanation:
Assessment is the systematic collection, review, and use of information to improve student learning and
educational quality. An assessment plan helps assure continuous improvement and accountability.
Minimally, the plan must include a separate goal in relation to each of the following: clinical competence,
critical thinking, professionalism, and communication skills. The plan must include student learning
outcomes, measurement tools, benchmarks, and identify timeframes and parties responsible for data
collection.
For additional information regarding assessment, please refer to www.jrcert.org.
Provide a copy of the program’s current assessment plan.
 Review of assessment plan
 Review of assessment tools
124
5.2
 Five-year average credentialing examination pass rate of not less than 75 percent at
first attempt,
 Five-year average job placement rate of not less than 75 percent within six months of
graduation,
 Annual program completion rate,
 Graduate satisfaction, and
 Employer satisfaction.
Explanation:
Program effectiveness measures must be reported annually on JRCERT Program Effectiveness Data (PED) form.
Credentialing examination pass rate is defined as the number of graduates who pass, on first attempt, the American
Registry of Radiologic Technologists certification examination or an unrestricted state licensing examination
compared with the number of graduates who take the examination.
Job placement rate is defined as the number of graduates employed in the radiologic sciences compared to the number
of graduates actively seeking employment in the radiologic sciences.
Program completion rate is calculated by dividing the number of students who complete the program within a cohort
by the number who enrolled in the cohort initially and subsequently (for example, transfer students or re-admits).
Students who leave or do not graduate on time for any reason, such as medical leave, personal choice, or course
failure, are considered as not completing the program with the original cohort.
PCR =
# of graduates in the cohort
_________________________________________________________________
# of students initially enrolled in cohort + # of transfer students or re-admits
Graduate and employer satisfaction may be measured through a variety of methods. The methods and timeframes for
collection of the graduate and employer satisfaction data are the prerogative of the program.
Provide a copy of the program’s current PED form.

Review of PED form

Interviews with faculty
125
5.3
Makes available to the general public program effectiveness data (credentialing
examination pass rate, job placement rate, and program completion rate) on an annual basis.
Explanation:
Program accountability is enhanced by making its effectiveness data available to the program’s
communities of interest and the general public. The JRCERT will post five-year average credentialing
examination pass rate, five-year average job placement rate, and annual program completion rate at
www.jrcert.org. The program must publish the JRCERT URL (www.jrcert.org) to allow the public access
to this data.
Provide samples of publications that document the availability of program effectiveness data via the
JRCERT URL address.
 Review of Web site
126
5.4
Analyzes and shares student learning outcome data and program effectiveness data to foster
Explanation:
Analysis of student learning outcome data and program effectiveness data allows the program to identify
strengths and areas for improvement to bring about systematic program improvement. This analysis also
provides a means of accountability to communities of interest. It is the program’s prerogative to determine
its communities of interest.
The analysis must be reviewed with the program’s communities of interest. One method to accomplish this
would be the development of an assessment committee. The composition of the assessment committee may
be the program’s advisory committee or a separate committee that focuses on the assessment process. The
committee should be used to provide feedback on student achievement and assist the program with
strategies for improving its effectiveness. This review should occur at least annually and must be formally
documented.
 Describe how the program analyzes student learning outcome data and program effectiveness data to
identify areas for program improvement.
 Describe how the program shares its student learning outcome data and program effectiveness data
with its communities of interest.
 Describe examples of changes that have resulted from the analysis of student learning outcome data
and program effectiveness data and discuss how these changes have led to program improvement.
 Provide a copy of the program’s actual student learning outcome data since the last accreditation
award. This data may be documented on previous assessment plans or on a separate document.
 Provide documentation that student learning outcome data and program effectiveness data has been
shared with communities of interest.
 Review of student learning outcome data and program effectiveness data to support
the assessment plan
 Review of representative samples of measurement tools used for data collection
 Review of aggregate data
 Review of meeting minutes related to the assessment process
127
5.5
Explanation:
Identifying and implementing needed improvements in the assessment plan leads to programmatic
improvement and renewal. As part of the assessment cycle, the program should review its assessment plan
to assure that assessment measures are adequate and that the assessment process is effective in measuring
student learning outcomes. At a minimum, this evaluation must occur at least every two years and be
documented in meeting minutes.
 Describe how this evaluation has occurred.
 Provide documentation that the plan is evaluated at least once every two years.
 Review of assessment committee meeting minutes, if applicable
128
Summary for Standard Five
1.
List the major strengths of Standard Five, in order of importance.
2.
List the major concerns of Standard Five, in order of importance.
3.
4.
5.
129
Standard Six
Institutional/Programmatic Data
Standard Six:
The program complies with JRCERT policies, procedures, and STANDARDS to
achieve and maintain specialized accreditation.
Objectives:
In support of Standard Six, the program:
Sponsoring Institution
6.1
Documents the continuing institutional accreditation of the sponsoring institution.
6.2
Documents that the program’s energized laboratories are in compliance with applicable state and/or
federal radiation safety laws.
Personnel
6.3
Documents that all faculty and staff possess academic and professional qualifications appropriate for
their assignments.
Clinical Education Settings
6.4
Establishes and maintains affiliation agreements with clinical education settings.
6.5
Documents that clinical education settings are in compliance with applicable state and/or federal
radiation safety laws.
Program Sponsorship, Substantive Changes, and Notification of Program Officials
6.6
Complies with requirements to achieve and maintain JRCERT accreditation.
130
6.1
Explanation:
The goal of accreditation is to ensure that the education provided by institutions meets acceptable levels of
quality. The sponsoring institution must be accredited by:
 an agency recognized by the United States Department of Education (USDE) and/or Council for
Higher Education Accreditation (CHEA),
 The Joint Commission (TJC), or
 equivalent standards.
Provide documentation of current institutional accreditation for the sponsoring institution. This may be a
copy of the award letter, certificate, or printout of the institutional accreditor’s Web page.
131
6.2
Documents that the program’s energized laboratories are in compliance with applicable state
and/or federal radiation safety laws.
Explanation:
Compliance with applicable laws promotes a safe environment for students and others. Records of
compliance must be maintained for the program’s energized laboratories.
Provide certificates and/or letters for each energized laboratory documenting compliance with state and/or
132
6.3
Documents that all faculty and staff possess academic and professional qualifications
appropriate for their assignments.

Full-time Program Director:
Holds, at a minimum, a master’s degree,
Is proficient in curriculum design, program administration, evaluation, instruction, and
academic advising,
Documents three years clinical experience in the professional discipline,
Documents two years of experience as an instructor in a JRCERT-accredited program, and
Holds American Registry of Radiologic Technologists current registration in radiography or
equivalent (i.e., unrestricted state license for the state in which the program is located).

Full-time Clinical Coordinator:
Holds, at a minimum, a baccalaureate degree,
Is proficient in curriculum development, supervision, instruction, evaluation, and academic
advising,
Documents two years clinical experience in the professional discipline,
Documents a minimum of one year of experience as an instructor in a JRCERT-accredited
program, and

Full-time Didactic Program Faculty:
Is qualified to teach the subject,
Is knowledgeable of course development, instruction, evaluation, and academic advising,
Documents two years clinical experience in the professional discipline, and
133

Part-time Didactic Program Faculty
Holds academic and/or professional credentials appropriate to the subject content
area taught and
Is knowledgeable of course development, instruction, evaluation, and academic advising.

Clinical Instructor(s):
Is proficient in supervision, instruction, and evaluation,
equivalent (i.e., unrestricted state license for the state in which the clinical education setting
is located).

Clinical Staff:
equivalent (i.e., unrestricted state license for the state in which the clinical education setting
is located).
Explanation:
Appropriate knowledge, proficiency, and certification (if appropriate) provide a foundation that promotes a
sound educational environment.
Faculty and staff must possess academic and professional qualification(s) appropriate for their assignment.
Clinical instructors and clinical staff supervising students’ performance in the clinical component of the
program must document ARRT registration (or equivalent) or other appropriate credentials. Appropriate
credentials, other than ARRT registration (or equivalent), may be used for qualified health care practitioners
supervising students in specialty areas (e.g., registered nurse supervising students performing patient care
skills, phlebotomist supervising students performing venipuncture, etc.).
 For all program officials not previously identified on the program’s database , submit a request for
recognition of program officials including a current curriculum vitae and documentation of current
registration by the American Registry of Radiologic Technologists* or equivalent.
 For all currently recognized program officials [program director, educational coordinator (if
applicable), full-time didactic faculty, and all clinical preceptors], submit a current registration by
the American Registry of Radiologic Technologists* or equivalent.
*These may be copies of current registration cards or “ARRT Identification” page available at
www.arrt.org.
134
135
6.4
Explanation:
Formalizing relations between the program and the clinical education setting helps assure the quality of
clinical education by delineating appropriate responsibilities of the program and the clinical education
setting. An appropriate termination clause assures that students will have an opportunity to complete the
clinical education component. The JRCERT defines an affiliation agreement as a formal written
understanding between an institution sponsoring the program and an independent clinical education setting.
An affiliation agreement must identify the responsibilities of all parties and, specifically, must address
student supervision, student liability, and provide adequate notice of termination of the agreement. An
affiliation agreement is not needed for clinical education settings owned by the sponsoring institution;
however, a memorandum of understanding between the clinical education setting and the sponsoring
institution is recommended. At a minimum, the memorandum should address responsibilities of both parties
and student supervision.
Provide copies of current, signed affiliation agreements with each clinical education setting.
136
6.5
Documents that clinical education settings are in compliance with applicable state and/or
Explanation:
Compliance with applicable laws promotes a safe environment for students and others. Records of
compliance must be maintained for each clinical education setting. Clinical education settings may be
recognized by The Joint Commission (TJC) or an equivalent agency, or may hold a state-issued license.
Provide letters, certificates, or printouts of Web pages demonstrating the current recognition status of each
137
6.6
Explanation:
Programs must comply with JRCERT policies and procedures to maintain accreditation. JRCERT
accreditation requires that the sponsoring institution has primary responsibility for the educational program
and grants the terminal award.
Sponsoring institutions may include educational programs established in vocational/technical schools,
colleges, universities, hospitals, or military facilities. The JRCERT also recognizes a consortium as an
appropriate sponsor of an educational program. A consortium is two or more academic or clinical
institutions that have formally agreed to sponsor the development and continuation of an educational
program. The consortium must be structured to recognize and perform the responsibilities and functions of a
sponsoring institution.
The JRCERT does not recognize branch campuses. The JRCERT requires that each program location have a
separate accreditation award.
Additionally, the JRCERT will not recognize a healthcare system as the program sponsor. A healthcare
system consists of multiple institutions operating under a common governing body or parent corporation. A
specific facility within the healthcare system must be identified as the sponsor.
The JRCERT requires programs to maintain a current and accurate database. Updates should be reflected
within thirty (30) days of effective change date. Additionally, the JRCERT requires notification of
substantive changes within thirty (30) days of implementation.
 Report any database changes.
 Report any substantive change not previously submitted.
138
Summary for Standard Six
1.
List the major strengths of Standard Six, in order of importance.
2.
List the major concerns of Standard Six, in order of importance.
3.
4.
5.
139
Awarding, Maintaining, and Administering Accreditation
A.
Program/Sponsoring Institution Responsibilities
1.
Applying for Accreditation
The accreditation review process conducted by the Joint Review Committee on Education in
Radiologic Technology (JRCERT) can be initiated only at the written request of the chief executive
officer or an officially designated representative of the sponsoring institution.
This process is initiated by submitting an application and self-study report, prepared according to
JRCERT guidelines, to:
20 North Wacker Drive, Suite 2850
2.
Administrative Requirements for Maintaining Accreditation
a. Submitting the self-study report or a required progress report within a reasonable period of
time, as determined by the JRCERT.
b. Agreeing to a reasonable site visit date before the end of the period for which accreditation
was awarded.
c. Informing the JRCERT, within a reasonable period of time, of changes in the institutional or
program officials, program director, clinical coordinator, full-time didactic faculty, and
clinical instructor(s).
d. Paying JRCERT fees within a reasonable period of time.
e. Returning, by the established deadline, a completed Annual Report.
f. Returning, by the established deadline, any other information requested by the JRCERT.
Programs are required to comply with these and other administrative requirements for maintaining
accreditation. Additional information on policies and procedures is available at www.jrcert.org.
Program failure to meet administrative requirements for maintaining accreditation will lead to being
placed on Administrative Probationary Accreditation and result in Withdrawal of Accreditation.
140
B.
JRCERT Responsibilities
1.
Administering the Accreditation Review Process
The JRCERT reviews educational programs to assess compliance with the Standards for
an Accredited Educational Program in Radiography.
The accreditation process includes a site visit.
Before the JRCERT takes accreditation action, the program being reviewed must respond
to the report of findings.
The JRCERT is responsible for recognition of clinical education settings.
2.
Accreditation Actions
JRCERT accreditation actions for Probation may be reconsidered following the
established procedure.
JRCERT accreditation actions for Accreditation Withheld or Accreditation Withdrawn
may be appealed following the established procedure. Procedures for appeal are
available at www.jrcert.org.
All other JRCERT accreditation actions are final.
A program or sponsoring institution may, at any time prior to the final accreditation
action, withdraw its request for initial or continuing accreditation.
Educators may wish to contact the following organizations for additional information and materials:
accreditation:
(312) 704-5300
www.jrcert.org
curriculum:
American Society of Radiologic Technologists
15000 Central Avenue, S.E.
Albuquerque, NM 87123-3909
(505) 298-4500
www.asrt.org
certification:
American Registry of Radiologic Technologists
1255 Northland Drive
St. Paul, MN 55120-1155
(651) 687-0048
www.arrt.org
141
Subject to the condition that proper attribution is given and this copyright notice is
included on such copies, JRCERT authorizes individuals to make up to one
hundred (100) copies of this work for non-commercial, educational purposes. For
permission to reproduce additional copies of this work, please write to:
JRCERT
20 North Wacker Drive
Suite 2850
(312) 704-5300
(312) 704-5304 (fax)
[email protected] (e-mail)
www.jrcert.org
142
Standards
for an Accredited
Educational Program in
Magnetic Resonance
EFFECTIVE JANUARY 1, 2011
Adopted by:
The Joint Review Committee on Education
in Radiologic Technology - April 2010
20 N. Wacker Drive, Suite 2850
312.704.5300 ● (Fax) 312.704.5304
www.jrcert.org
143
The Joint Review Committee on Education in Radiologic Technology (JRCERT) is dedicated to
excellence in education and to the quality and safety of patient care through the accreditation of
educational programs in the radiologic sciences.
The JRCERT is the only agency recognized by the United States Department of Education (USDE) and
the Council on Higher Education Accreditation (CHEA) for the accreditation of traditional and distance
delivery educational programs in radiography, radiation therapy, magnetic resonance, and medical
dosimetry. The JRCERT awards accreditation to programs demonstrating substantial compliance with
these STANDARDS.
144
Introductory Statement
The Joint Review Committee on Education in Radiologic Technology (JRCERT) Standards for an
Accredited Educational Program in Magnetic Resonance are designed to promote academic
excellence, patient safety, and quality healthcare. The STANDARDS require a program to articulate its
purposes; to demonstrate that it has adequate human, physical, and financial resources effectively
organized for the accomplishment of its purposes; to document its effectiveness in accomplishing these
purposes; and to provide assurance that it can continue to meet accreditation standards.
The JRCERT accreditation process offers a means of providing assurance to the public that a program
meets specific quality standards. The process helps to maintain program quality and stimulates program
improvement through program assessment.
There are six (6) standards. Each standard is titled and includes a narrative statement supported by
specific objectives. Each objective, in turn, includes the following clarifying elements:

Explanation - provides clarification on the intent and key details of the objective.

Required Program Response - requires the program to provide a brief narrative and/or
documentation that demonstrates compliance with the objective.

Possible Site Visitor Evaluation Methods - identifies additional materials that may be examined
and personnel who may be interviewed by the site visitors at the time of the on-site evaluation to
help determine if the program has met the particular objective. Review of additional materials
and/or interviews with listed personnel is at the discretion of the site visit team.
Following each standard, the program must provide a Summary that includes the following:
 Major strengths related to the standard
 Major concerns related to the standard
 The program’s plan for addressing each concern identified
 Describe any progress already achieved in addressing each concern
 Describe any constraints in implementing improvements
The submitted narrative response and/or documentation, together with the results of the on-site
evaluation conducted by the site visit team, will be used by the JRCERT Board of Directors in
determining the program’s compliance with the STANDARDS.
145
Standards for an Accredited Educational Program in Magnetic Resonance
Table of Contents
Standard One: Integrity ...............................................................................................................4
The program demonstrates integrity in the following: representations to communities of
interest and the public, pursuit of fair and equitable academic practices, and
treatment of, and respect for, students, faculty, and staff.
Standard Two: Resources ..........................................................................................................22
The program has sufficient resources to support the quality and effectiveness of the
educational process.
Standard Three: Curriculum and Academic Practices ...........................................................34
The program’s curriculum and academic practices prepare students for professional
practice.
Standard Four: Health and Safety ............................................................................................47
The program’s policies and procedures promote the health and safety for students, patients,
and the general public.
Standard Five: Assessment ........................................................................................................56
The program develops and implements a system of planning and evaluation of student
learning and program effectiveness outcomes in support of its mission.
Standard Six: Institutional/Programmatic Data......................................................................63
The program complies with JRCERT policies, procedures, and STANDARDS to achieve and
maintain specialized accreditation.
Awarding, Maintaining, and Administering Accreditation .....................................................71
146
Standard One
Integrity
Standard One:
The program demonstrates integrity in the following:
 Representations to communities of interest and the public,
 Pursuit of fair and equitable academic practices, and
 Treatment of, and respect for, students, faculty, and staff.
Objectives:
In support of Standard One, the program:
1.1
1.2
1.3
Provides timely, appropriate, and educationally valid clinical experiences for each
admitted student.
1.4
Limits required clinical assignments for students to not more than 10 hours per day and
the total didactic and clinical involvement to not more than 40 hours per week.
1.5
Assures the security and confidentiality of student records, instructional materials, and
other appropriate program materials.
1.6
1.7
Educational
Program in Magnetic Resonance and the avenue to pursue
allegations of non-compliance with the
STANDARDS.
1.8
1.9
Makes available to students, faculty, and the general public accurate information about
admission policies, tuition and fees, refund policies, academic calendars, academic
policies, clinical obligations, grading system, graduation requirements, and the criteria for
transfer credit.
1.10
Makes the program’s mission statement, goals, and student learning outcomes readily
1.11
1.12
Has student recruitment and admission practices that are non-discriminatory with respect
to any legally protected status such as race, color, religion, gender, age, disability,
1.13
Has student recruitment and admission practices that are consistent with published
policies of the sponsoring institution and the program.
147
1.14
Has program faculty recruitment and employment practices that are non-discriminatory
with respect to any legally protected status such as race, color, religion, gender, age,
disability, national origin, and any other protected class.
1.15
148
1.1
Explanation:
High ethical standards help assure that the rights of students, faculty, and staff are protected.
Policies and procedures must be fair, equitably applied, and promote professionalism.
 Describe the procedure for making related policies and procedures known.
 Provide copies of policies and procedures that assure equitable treatment of students,
faculty, and staff.
 Interviews with staff
149
1.2
Explanation:
The provision of equitable learning activities promotes a fair and impartial education and reduces
institutional and/or program liability. The program must provide equitable learning opportunities
for all students regarding learning activities and clinical assignments. For example, if an
opportunity exists for students to observe or perform breast imaging, then all students must be
provided the same opportunity. If evening and/or weekend rotations are utilized, this opportunity
must be equitably provided for all students.
Describe how the program assures equitable learning opportunities for all students.
 Review of course objectives
 Review of student clinical assignment schedules
 Interviews with clinical preceptors
150
1.3
Provides timely, appropriate, and educationally valid clinical experiences for each
admitted
student.
Explanation:
Programs must have a process in place to provide timely, appropriate, and educationally valid
clinical experiences to all students admitted to the program. Students must have sufficient access
to clinical education settings that provide a wide range of procedures for competency
achievement. Clinical education settings may include hospitals, clinics, specialty/imaging
centers, orthopedic centers, and other facilities. With the exception of observation site
assignments, students must be provided the opportunity to complete required program
competencies during clinical assignments. Clinical placement must be non-discriminatory in
nature and solely determined by the program.
A meaningful clinical education plan assures that activities are educationally valid and prevents
the use of students as replacements for employees. The maximum number of students assigned
to a clinical education setting must be supported by sufficient human and physical resources.
The student to magnet ratio must be 1:1. However, it is acceptable that more than one student may be
temporarily assigned to one magnet during uncommonly performed procedures.
The utilization of clinical assignments such as file room, reception area, patient transportation,
and other imaging modalities should be limited.
Additionally, traditional programs that require students to participate in clinical education during
evenings and/or weekends must assure that:
 students’ clinical clock hours spent in evening and/or weekend assignments must not
exceed 25% of the total clinical clock hours.
 program total capacity is not increased through the use of evening and/or weekend
assignments.
The JRCERT defines the operational hours of traditional programs as Monday - Friday, 5:00 a.m
- 7:00 p.m.
 Describe the process for student clinical placement.
 Provide current student assignment schedules in relation to student enrollment.
 Describe how the program assures a 1:1 student to magnet ratio at all clinical education
settings.
 Describe how the program assures that all students have access to a sufficient variety and
volume of procedures to achieve program competencies.
 Submit evening and/or weekend rotation(s) calculations, if applicable.
 Review of listing of enrolled students in relation to clinical assignments,
including evening and/or weekend, if applicable
 Review process of clinical placement
 Review of student clinical records
151

Interviews with students
152
1.4
Limits required clinical assignments for students to not more than 10 hours per day
and the
total didactic and clinical involvement to not more than 40 hours per week.
Explanation:
This limitation helps assure that students are treated ethically. For the safety of students and
patients, not more than ten (10) clinical hours shall be scheduled in any one day. Scheduled
didactic and clinical hours combined cannot exceed forty (40) hours per week. Hours exceeding
these limitations must be voluntary on the student’s part.
 Describe the process for assuring that time limitations are not exceeded.
 Provide documentation that required student clinical assignments do not exceed ten (10)
hours in any one day and the total didactic and clinical involvement does not exceed forty
(40) hours per week.
 Review of student schedules
 Interviews with clinical preceptor(s)
153
1.5
Assures the security and confidentiality of student records, instructional materials,
and other
Explanation:
Appropriately maintaining the security and confidentiality of student records and other program
materials protects the student’s right to privacy. Student records must be maintained in
accordance with the Family Education Rights and Privacy Act (Buckley Amendment).
Describe how the program maintains the security and confidentiality of student records and other
program materials.
 Review of institution’s/program’s published policies/procedures
 Review of student academic and clinical records
 Tour of program offices
 Tour of clinical education setting(s)
154
1.6
Explanation:
A grievance is defined as a claim by a student that there has been a violation, misinterpretation,
or inequitable application of any existing policy, procedure, or regulation. The program must
have procedures to provide students an avenue to pursue grievances. The procedure must outline
the steps for formal resolution of any grievance. The final step in the process must not include
any individual(s) directly associated with the program (e.g., program director, educational
coordinator, clinical preceptors, diagnostic imaging department director). The procedure must
assure timely resolution. The program must maintain a record of the student’s formal grievance
and its resolution. Records must be retained in accordance with the institution’s/program’s
retention policies/procedures.
Provide a copy of the grievance procedure.
 Review of formal grievance records, if applicable
155
1.7
Educational Program in Magnetic Resonance and the avenue to pursue allegations
of noncompliance with the STANDARDS.
Explanation:
The program must assure students are cognizant of the STANDARDS and must provide contact
information for the JRCERT.
Students have the right to submit allegations against a JRCERT-accredited program if there is
reason to believe that the program has acted contrary to JRCERT accreditation standards or that
conditions at the program appear to jeopardize the quality of instruction or the general welfare of
its students.
Contact of the JRCERT should not be a step in the formal institutional/program grievance
procedure. The individual must first attempt to resolve the complaint directly with
institution/program officials by following the grievance procedures provided by the
institution/program. If the individual is unable to resolve the complaint with institution/program
officials or believes that the concerns have not been properly addressed, he or she may submit
allegations of non-compliance directly to the JRCERT.
 Describe the procedure for making students aware of the STANDARDS.
 Describe how students are provided contact information for the JRCERT.
156
1.8
Has publications that accurately reflect the program’s policies, procedures, and
offerings.
Explanation:
Maintaining published information regarding the program’s current policies, procedures, and
offerings provides interested parties with an accurate overview of program requirements and
expectations.
Provide program publications that reflect program policies, procedures and offerings.
157
1.9
Makes available to students, faculty, and the general public accurate information
about admission policies, tuition and fees, refund policies, academic calendars, academic
policies,
clinical obligations, grading system, graduation requirements, and the
criteria for transfer credit.
Explanation:
The institutional and/or program policies must be published and made available to students,
faculty, and the general public to assure that they are adequately informed. Policy changes must
be made known to students, faculty, and the general public in a timely fashion. It is
recommended that revision dates be identified on program publications.
Student clinical obligations (e.g., drug screening, background checks, and associated fees) must
be clearly identified in appropriate program publications. Additionally, if evening and/or
weekend clinical assignments are required or if students must travel to geographically-dispersed
clinical education settings, this information must also be included.
 Describe how institutional and/or program policies are made known to students, faculty,
and the general public.
 Provide publications that include these policies.
 Review of institutional materials
 Interviews with Registrar
158
1.10 Makes the program’s mission statement, goals, and student learning outcomes
readily
Explanation:
Program accountability is enhanced by making its mission statement, goals, and student learning
outcomes available to the program’s communities of interest. This may be accomplished in a
variety of ways, including program publications and/or a Web site.
Example:
Mission:
The mission of the magnetic resonance program is to prepare competent, entry-level
magnetic resonance technologists able to function within the healthcare community.
Goal: Students will be clinically competent.
Student Learning Outcomes: Students will apply positioning skills.
Students will select image parameters.
Students will utilize magnetic field safety measures.
Goal: Students will demonstrate communication skills.
Student Learning Outcomes: Students will demonstrate written communication skills.
Students will demonstrate oral communication skills.
Goal: Students will develop critical thinking skills.
Student Learning Outcomes: Students will adapt imaging parameters for non-routine
patients.
Students will critique images for diagnostic quality.
Goal: Students will model professionalism.
Student Learning Outcomes: Students will demonstrate work ethics.
Students will summarize the value of life-long learning.
 Describe how the program makes its mission statement, goals, and student learning
outcomes available to students, faculty, administrators and the general public.
 Provide copies of publications that contain the program’s mission statement, goals, and
student learning outcomes.
159
1.11
Explanation:
Communities of interest are defined as institutions, organizations, groups, and/or individuals
interested in educational activities in magnetic resonance. Obtaining formal feedback on
program operations, student progress, employer needs, etc. from communities of interest allows
the program to determine if it is meeting expectations and assures continuous program
improvement. The program can use a variety of tools to obtain this feedback.
 Describe the process of obtaining feedback.
 Provide representative samples of appropriate meeting minutes, evaluations (e.g., course
and faculty), and surveys (e.g., graduate and employer).
 Review of evaluations
 Interviews with members of various communities of interest
160
1.12 Has student recruitment and admission practices that are non-discriminatory with
respect to
any legally protected status such as race, color, religion, gender, age,
disability, national origin, and any other protected class.
Explanation:
Non-discriminatory practices assure applicants have equal opportunity for admission. Statistical
information such as race, color, religion, gender, age, disability, national origin, and any other
protected class may be collected; however, this information must be voluntarily provided by the
student. Use of this information in the student selection process is discriminatory.
 Describe how admission practices are non-discriminatory.
 Provide institutional and/or program admission policies.
161
1.13 Has student recruitment and admission practices that are consistent with published
policies of
the sponsoring institution and the program.
Explanation:
Defined admission practices facilitate objective student selection. In considering applicants for
admission, the program must follow published policies and procedures.
 Describe the implementation of institutional and program admission policies.
 Provide institutional and program admission policies.
162
1.14 Has program faculty recruitment and employment practices that are nondiscriminatory with respect to any legally protected status such as race, color, religion,
gender, age, disability,
Explanation:
Recruitment and employment practices that are non-discriminatory assure fairness and integrity.
Equal opportunity for employment must be offered to each applicant. Employment practices
must be applied equitably to all faculty.
 Describe how non-discriminatory employment practices are assured.
 Provide copies of employment policies and procedures that assure non-discriminatory
practices.
 Review of employee/faculty handbook
 Review of employee/faculty application form
 Review of institutional catalog
 Interviews with faculty
163
1.15
Explanation:
Programs that offer distance education must have processes in place that assure that the students
who register in the distance education courses are the same students that participate in, complete,
and receive the credit. Programs must verify the identity of students by using methods such as,
but not limited to: secure log-ins, pass codes, and/or proctored exams. These processes must
protect the student’s privacy. Student costs associated with distance education must be
disclosed.
 Describe the process for assuring the integrity of distance education courses.
 Provide published program materials that outline procedures for maintaining integrity of
distance education courses.
 Provide published program materials that identify associated fees for students enrolled in
 Review the process of student identification
164
Summary for Standard One
1.
List the major strengths of Standard One, in order of importance.
2.
List the major concerns of Standard One, in order of importance.
3.
4.
5.
165
Standard Two:
Resources
Standard Two:
effectiveness of
The program has sufficient resources to support the quality and
the educational process.
Objectives:
In support of Standard Two, the program:
Administrative Structure
2.1
to achieve
Has an appropriate organizational structure and sufficient administrative support
2.2
Provides an adequate number of faculty to meet all educational, program,
administrative, and accreditation requirements.
2.3
2.4
Provides clerical support services, as needed, to meet all educational, program,
and administrative requirements.
Learning Resources/Services
2.5
2.6
Provides classrooms, laboratories, and administrative and faculty offices to
facilitate the
2.7
Reviews and maintains program learning resources to assure the achievement of
learning.
2.8
student
Fiscal Support
2.9
2.10
For those institutions and programs for which the JRCERT serves as a gatekeeper
for
Title IV financial aid, maintains compliance with United States Department of
Education (USDE) policies and procedures.
166
2.1
Has an appropriate organizational structure and sufficient administrative support
to achieve
Explanation:
The program’s relative position in the organizational structure helps facilitate appropriate
resources and assures focus on the program. To operate effectively, the program must have
sufficient institutional administrative support. Both organizational structure and administrative
support enable the program to meet its mission and promote student learning.
 Describe the program’s relationship to the organizational and administrative structures of
the sponsoring institution and how this supports the program’s mission.
 Provide institutional and program organizational charts.
 Review of organizational charts of institution and program
 Interviews with faculty and institutional officials
167
2.2
Provides an adequate number of faculty to meet all educational, program,
administrative, and accreditation requirements.
Explanation:
An adequate number of faculty promotes sound educational practices. A program director is
required. Faculty teaching loads and release time must be consistent with those of comparable
faculty in other health science (allied health) programs in the same institution.
Additionally, an educational coordinator is required if the program has more than eight (8) active
clinical education settings. If an educational coordinator is required, the program director may
not be identified as the educational coordinator. The educational coordinator may not be
identified as the program director.
The program director and educational coordinator may perform clinical instruction; however,
they may not be identified as clinical preceptors.
A minimum of one clinical preceptor must be designated at each recognized clinical education
setting. The same clinical preceptor may be identified at more than one site as long as a ratio of
one full-time equivalent clinical preceptor for every five (5) students is maintained.
 Provide, if available, institutional policies in relation to teaching loads and release time.
 Describe faculty teaching loads and release time in relation to a comparable health
science (allied health) program within the institution.
 Describe the adequacy of the number of faculty and clinical staff to meet identified
accreditation requirements and program needs.
 Review institutional policies in relation to teaching loads and release time.
 Review of clinical education settings
168
2.3
Explanation:
Continued professional development results in more knowledgeable, competent, and proficient
faculty. Opportunities that enhance and advance educational, technical, and professional
knowledge must be available to program faculty.
Describe how continued professional development opportunities are made available to faculty.
 Review of institutional and program policies
 Review of program budget or other fiscal appropriations
 Review of evidence of faculty participation in professional development activities
169
2.4
Explanation:
Clerical support services necessary to assist in meeting educational, program, and administrative
requirements of the program must be provided as appropriate.
Describe the availability and use of clerical support services.
 Review of program’s staffing plan
170
2.5
Explanation:
JRCERT recognition helps assure an appropriate learning environment for student clinical
education. All clinical education settings must be recognized by the JRCERT. Recognition of a
clinical education setting must be obtained prior to student placement. A minimum of one (1)
clinical preceptor must be identified for each recognized clinical education setting.
An observation site is used for student observation of the operation of equipment and/or
procedures. If the program uses observation sites, these sites do not require recognition by the
JRCERT. These sites provide opportunities for observation of clinical procedures that may not
be available at recognized clinical education settings. Students may not assist in, or perform, any
aspects of patient care during observational assignments.
Facilities where students are participating in service learning projects or community-based
learning opportunities do not require recognition.
 Assure all clinical education settings are recognized by the JRCERT.
 Describe how observation sites, if used, enhance student clinical education.
 Review of JRCERT database
 Review of clinical records
171
2.6
the
Provides classrooms, laboratories, and administrative and faculty offices to facilitate
Explanation:
Learning environments are defined as places, surroundings, or circumstances where knowledge,
understanding, or skills are studied or observed such as classrooms and laboratories. Provision
of appropriate learning environments facilitates achievement of the program’s mission.
Although a dedicated classroom and/or laboratory are not required, scheduled accessibility to
facilities conducive to student learning must be assured. Faculty office space should be
conducive to planning and scholarly activities. Space should be made available for private
student advisement.
Describe how classrooms, laboratories, and administrative and faculty offices facilitate the
 Tour of the classroom, laboratories, and administrative and faculty offices
172
2.7
Reviews and maintains program learning resources to assure the achievement of
student
learning.
Explanation:
The review and maintenance of learning resources promotes student knowledge of current and
developing imaging technologies. The program must provide learning resources to support and
enhance the educational program. These resources must include:
 a print or electronic library with a variety of materials published within the last five years,
 computer access, and
 additional learning aids (e.g., educational software, classroom/laboratory accessory
devices, etc.).
The JRCERT does not endorse any specific learning resources.
 Describe the available learning resources.
 Describe the procedure for review and maintenance of learning resources.
 Tour of learning facilities
 Review of learning resources
173
2.8
Explanation:
The provision of appropriate student services promotes student achievement. At a minimum, the
program must provide access to information for:
 personal counseling,
 requesting accommodations for disabilities as defined by applicable federal (Americans
with Disabilities Act) and state laws, and
 financial aid.
Additional student services may be provided at the discretion of the program. These services
should be sufficient to assure student learning.
All services provided must be made known to students and the general public.
 Describe the students’ access to student services.
 Provide published program materials that outline accessibility to student services.
174
2.9
Explanation:
Adequate, ongoing funding is necessary to accomplish the program’s mission and to support
student learning. The sponsoring institution must demonstrate ongoing financial commitment to
the program and its students by providing adequate human and physical resources.
 Describe the adequacy of financial resources.
 Provide copies of the program’s budget and/or expenditure records.
 Review of program budget and/or other fiscal appropriations
175
2.10 For those institutions and programs for which the JRCERT serves as a gatekeeper
for Title IV financial aid, maintains compliance with United States Department of
Education (USDE) policies and procedures.
Explanation:
A gatekeeper is defined as an agency holding responsibility for oversight of the distribution,
record keeping, and repayment of Title IV financial aid. The program must comply with USDE
requirements to participate in Title IV financial aid.
If the program has elected to participate in Title IV financial aid and the JRCERT is identified as
the gatekeeper, the program must: maintain financial documents including audit and budget
processes confirming appropriate allocation and use of financial resources, have a monitoring
process for student loan default rates, have an appropriate accounting system providing
documentation for management of Title IV financial aid and expenditures, and inform students
of responsibility for timely repayment of Title IV financial aid.
 Provide evidence that Title IV financial aid is managed and distributed according to the
USDE regulations to include:
o recent student loan default data and
o results of financial or compliance audits.
 Describe how the program informs students of their responsibility for timely repayment
of financial aid.
 Review of records
176
Summary for Standard Two
1.
List the major strengths of Standard Two, in order of importance.
2.
List the major concerns of Standard Two, in order of importance.
3.
4.
5.
177
Standard Three
Curriculum and Academic Practices
Standard Three:
for
The program’s curriculum and academic practices prepare students
professional practice.
Objectives:
In support of Standard Three, the program:
3.1
Has a program mission statement that defines its purpose and scope and is periodically
reevaluated.
3.2
Provides a well-structured, competency-based curriculum that prepares students to
practice in the professional discipline.
3.3
Provides learning opportunities in current and developing magnetic resonance
technologies.
3.4
Assures an appropriate relationship between program length and the subject matter taught
for the terminal award offered.
3.5
3.6
3.7
Provides timely and supportive academic, behavioral, and clinical advisement to students
3.8
Documents that the responsibilities of faculty and clinical staff are delineated and
performed.
3.9
Evaluates program faculty and clinical preceptor performance regularly to assure
178
3.1
Has a program mission statement that defines its purpose and scope and is
periodically reevaluated.
Explanation:
The program’s mission statement should be consistent with that of its sponsoring institution. The
program’s mission statement should clearly define the purpose or intent toward which the
program’s efforts are directed. Periodic evaluation assures that the program’s mission statement
is effective.
 Provide a copy of the program’s mission statement.
 Provide meeting minutes that document periodic reevaluation of the mission statement.
179
3.2
Provides a well-structured, competency-based curriculum that prepares students to
practice in the professional discipline.
Explanation:
The well-structured curriculum must be comprehensive, appropriately sequenced, include current
information, and provide for evaluation of student achievement. A competency-based curriculum
allows for effective student learning by providing a knowledge foundation prior to performance
of procedures. Continual refinement of the competencies achieved is necessary so that students
can demonstrate enhanced performance in a variety of situations and patient conditions. In
essence, competency-based education is an ongoing process, not an end product.
Programs must follow a JRCERT-adopted curriculum. An adopted curriculum is defined as:
 the latest American Society of Radiologic Technologists professional curriculum and/or
 another professional curriculum adopted by the JRCERT Board of Directors following
review and recommendation by the JRCERT Standards Committee.
Use of a standard curriculum promotes consistency in magnetic resonance education and
prepares the student to practice in the professional discipline. At a minimum, the curriculum
should promote qualities that are necessary for students/graduates to practice competently, make
good decisions, assess situations, provide appropriate patient care, communicate effectively, and
keep abreast of current advancements within the profession. Expansion of the curricular content
beyond the minimum is at the discretion of the program.
The program must submit the latest curriculum analysis grid (available at www.jrcert.org).
 Describe how the program’s curriculum is structured.
 Describe the program’s competency-based system.
 Submit current curriculum analysis grid.
 Describe how the program's curriculum is delivered, including the method of delivery for
 Identify which courses, if any, are offered via distance education.
 Describe alternative learning options, if applicable (e.g., part-time, evening and/or
weekend curricular track).
 Review of didactic and clinical curriculum sequence
 Review of analysis of graduate and employer surveys
 Observation of a portion of any course offered via distance delivery
 Review of part-time, evening and/or weekend curricular track, if applicable
180
3.3
Provides learning opportunities in current and developing magnetic resonance
technologies.
Explanation:
The program must provide learning opportunities in current and developing magnetic resonance
technologies. It is the program’s prerogative to decide which technologies should be included in
the didactic and/or clinical curriculum. Programs are not required to offer clinical rotations in
developing magnetic resonance technologies; however, these clinical rotations are strongly
encouraged to enhance student learning.
Describe how the program provides opportunities in developing technologies in the didactic
and/or clinical curriculum.
181
3.4
Assures an appropriate relationship between program length and the subject matter
taught for
the terminal award offered.
Explanation:
Program length must be consistent with the terminal award. The JRCERT defines program
length as the duration of the program, which may be stated as total academic or calendar year(s),
total semesters, trimesters, or quarters.
Describe the relationship between the program length and the terminal award offered.
182
3.5
Measures the length of all didactic and clinical courses in clock hours or credit
hours.
Explanation:
Defining the length of didactic and clinical courses facilitates student transfer of credit and the
awarding of financial aid. The formula for calculating assigned clock/credit hours must be
consistently applied for all didactic and all clinical courses, respectively.
 Describe the method used to award credit hours for lecture, laboratory and clinical
courses.
 Provide a copy of the program’s policies and procedures for determining credit hours and
an example of how such policy has been applied to the program’s coursework.
 Provide a list of all didactic and clinical courses with corresponding clock or credit hours.
183
3.6
Explanation:
A master plan provides an overview of the program and allows for continuity among, and
documentation of, all aspects of the program. In the event of new faculty and/or leadership to
the program, the master plan provides the information needed to understand the program and its
operations.
The plan should be evaluated annually, updated, and must include the following:
 course syllabi (didactic and clinical courses) and
 program policies and procedures.
While there is no prescribed format for the master plan, the component parts should be identified
and readily available. If the components are not housed together, the program must list the
location of each component. If the program chooses to use an electronic format, the components
must be accessible by all program faculty.
 Identify the location of the component parts of the master plan of education.
 Provide a Table of Contents for the program’s master plan.
 Interview with program director
184
3.7
Provides timely and supportive academic, behavioral, and clinical advisement to
students
Explanation:
Appropriate advisement promotes student achievement. Student advisement should be
formative, summative, and must be shared with students in a timely manner. Programs are
encouraged to develop written advisement procedures.
 Describe procedures for advisement.
 Provide sample records of student advisement.
 Review of students’ records
185
3.8
Documents that the responsibilities of faculty and clinical staff are delineated and
performed.

Program Director:
Assures effective program operations,
Oversees ongoing program assessment,
Participates in budget planning,
Maintains current knowledge of the professional discipline and educational
methodologies through continuing professional development, and
Assumes the leadership role in the continued development of the program.

Educational Coordinator:
Correlates clinical education with didactic education,
Evaluates students,
Participates in didactic and/or clinical instruction,
Coordinates clinical education and evaluates its effectiveness,
Cooperates with the program director in periodic review and revision of clinical
course materials,
Maintains current knowledge of the discipline and educational methodologies
through continuing professional development, and
Maintains current knowledge of program policies, procedures, and student
progress.

Full-Time Didactic Program Faculty:
Prepares and maintains course outlines and objectives, instructs and evaluates
students, and reports progress,
Cooperates with the program director in periodic review and revision of course
materials, and
186
development.
187

Part-Time Didactic Program Faculty:
Prepares and maintains course outlines and objectives, instructs and evaluates
students, and reports progress,
Participates in the assessment process, when appropriate,
Cooperates with the program director in periodic review and revision of course
materials, and
development.

Clinical Preceptor(s):
Is knowledgeable of program goals,
Understands the clinical objectives and clinical evaluation system,
Understands the sequencing of didactic instruction and clinical education,
Provides students with clinical instruction and supervision,
Evaluates students’ clinical competence,
Maintains competency in the professional discipline and instructional and
evaluative techniques through continuing professional development, and
Maintains current knowledge of program policies, procedures, and student
progress.

Clinical Staff:
Understand the clinical competency system,
Understand requirements for student supervision,
Support the educational process, and
Maintain current knowledge of program policies, procedures, and student
progress.
Explanation:
The clear delineation of responsibilities facilitates accountability. Faculty and clinical staff
responsibilities must be clearly delineated and must support the program’s mission.
188
Full- and part-time status is determined by, and consistent with, the sponsoring institution’s
definition. For other than regular academic terms (i.e., summer session) when students are
enrolled in didactic courses, the program director must be available to fulfill the responsibilities
of the position. Additionally, when students are enrolled in clinical courses, the educational
coordinator must be available to fulfill the responsibilities of the position.
189
Provide documentation that faculty and clinical staff positions are clearly delineated.
 Review of handbooks
 Interviews with faculty and clinical staff to assure responsibilities are being performed
190
3.9
Evaluates program faculty and clinical preceptor performance regularly to assure
Explanation:
The performance of program faculty and clinical preceptors must be regularly evaluated.
Evaluation assures that instructional responsibilities are performed and provides administration
and faculty with information to evaluate performance. Evaluation promotes proper educational
methodology and increases program effectiveness. Evaluation results must be shared in a timely
manner with program faculty and clinical preceptors to assure continued professional
development.
 Describe the evaluation process.
 Describe how evaluation results are shared with program faculty and clinical preceptors.
 Provide samples of evaluations of program faculty.
 Provide samples of evaluations of clinical preceptors.
 Review of program evaluation materials
 Review of clinical preceptor evaluation
 Interviews with program faculty
191
Summary for Standard Three
1.
List the major strengths of Standard Three, in order of importance.
2.
List the major concerns of Standard Three, in order of importance.
3.
4.
5.
192
Standard Four
Health and Safety
Standard Four:
for
The program’s policies and procedures promote the health and safety
students, patients, and the general public.
Objectives:
In support of Standard Four, the program:
4.1
Makes available to students and the general public accurate information about potential
workplace hazards associated with magnetic fields.
4.2
Has a published pregnancy policy that is made known to accepted and enrolled female
students and contains the following elements:
4.3
4.4
of a
Assures that magnetic resonance procedures are performed under the direct supervision
qualified magnetic resonance technologist until a student achieves competency.
4.5
Assures that magnetic resonance procedures are performed under the indirect supervision
of a qualified magnetic resonance technologist after a student achieves competency.
4.6
4.7
Assures that students are oriented to clinical education setting policies and procedures in
193
4.1
Makes available to students and the general public accurate information about
potential
workplace hazards associated with magnetic fields.
Explanation:
Information regarding the potential dangers of implants or foreign bodies in students must be
published and provided to students and the general public.
 Describe how this information is made available to students and the general public.
 Provide a copy of published materials.
194
4.2
Has a published pregnancy policy that is made known to accepted and enrolled
female
students and contains the following elements:
Explanation:
Appropriate radiation safety practices help assure that radiation exposure to the student and fetus
are kept as low as reasonably achievable. The policy must reflect currently accepted safety
practices regarding magnetic fields and applied radiofrequencies. The program must allow for
student continuance in the clinical component of the program without modification. The
program may offer clinical component options such as: (1) clinical reassignments and/or (2)
leave of absence.
 Describe how the pregnancy policy is made known to accepted and enrolled female
students.
 Provide a copy of the program’s pregnancy policy.
195
4.3
Explanation:
The program must assure that students are instructed in the utilization of imaging equipment,
accessories, optimal imaging parameters, and proper patient positioning to minimize the risk of
hazards associated with magnetic fields and radiofrequencies. These practices assure safety of
patients, students, and others.
Students must understand basic radiation safety practices prior to assignment to clinical
education settings. As students progress in the program, they must become increasingly
proficient in the application of radiation safety practices.
The program must also assure radiation safety in magnetic resonance laboratories. Student
utilization of an operational laboratory must be under the supervision of a qualified magnetic
resonance technologist who is readily available. Programs are encouraged to develop policies
regarding safe and appropriate use of operational laboratories by students.
 Describe how the curriculum sequence and content prepares students for safe radiation
practices.
 Provide the curriculum sequence.
 Provide policies/procedures regarding radiation safety.
 Review of program curriculum
 Review of radiation safety policies/procedures
196
4.4
Assures that magnetic resonance procedures are performed under the direct
supervision of a
qualified magnetic resonance technologist until a student achieves competency.
Explanation:
Direct supervision assures patient safety and proper educational practices. The JRCERT defines
direct supervision as student supervision by a qualified magnetic resonance technologist who:
 reviews the procedure in relation to the student’s achievement,
 evaluates the condition of the patient in relation to the student’s knowledge,
 is physically present during the conduct of the procedure, and
 reviews and approves the procedure and/or image.
Students must be directly supervised until competency is achieved.
 Describe how the direct supervision requirement is enforced and monitored in the clinical
education setting.
 Provide documentation that the program’s direct supervision requirement is made known
to students, clinical preceptors, and clinical staff.
197
4.5
Assures that magnetic resonance procedures are performed under the indirect
supervision of a
qualified magnetic resonance technologist after a student achieves
competency.
Explanation:
Indirect supervision promotes patient safety and proper educational practices. The JRCERT
defines indirect supervision as that supervision provided by a qualified magnetic resonance
technologist immediately available to assist students regardless of the level of student
achievement. “Immediately available” is interpreted as the physical presence of a qualified
magnetic resonance technologist adjacent to the room or location where a magnetic resonance
procedure is being performed. This availability applies to all areas where magnetic resonance
equipment is in use on patients.
 Describe how the indirect supervision requirement is enforced and monitored in the
 Provide documentation that the program’s indirect supervision requirement is made
known to students, clinical preceptors, and clinical staff.
198
4.6
Explanation:
Appropriate sponsoring institutional policies and procedures assure that students are protected.
These policies must, at a minimum, address emergency preparedness, harassment, communicable
diseases, and substance abuse. Policies and procedures must meet federal and/or state
requirements as applicable. Enrolled students must be informed of polices and procedures.
Provide program policies that safeguard the health and safety of students.
199
4.7
Assures that students are oriented to clinical education setting policies and
procedures in
Explanation:
Appropriate orientation assures that students are cognizant of clinical policies and procedures.
The policies and procedures must, at a minimum, address the following: hazards (fire, electrical,
chemical), emergency preparedness, medical emergencies, HIPAA, and Standard Precautions.
 Describe the process for orienting students to clinical education settings.
 Provide documentation that students are apprised of policies and procedures specific to
each clinical education setting.
 Review of orientation process
200
Summary for Standard Four
1.
List the major strengths of Standard Four, in order of importance.
2.
List the major concerns of Standard Four, in order of importance.
3.
4.
5.
201
Standard Five
Assessment
Standard Five:
evaluation of
mission.
The program develops and implements a system of planning and
student learning and program effectiveness outcomes in support of its
Objectives:
In support of Standard Five, the program:
Student Learning
5.1
Develops an assessment plan that, at a minimum, measures the program’s student
learning outcomes in relation to the following goals: clinical competence, critical
thinking, professionalism, and communication skills.
Program Effectiveness
5.2
 Five-year average credentialing examination pass rate of not less than 75 percent
at first attempt,
 Five-year average job placement rate of not less than 75 percent within six
months of graduation,
5.3
Makes available to the general public program effectiveness data (credentialing
examination pass
rate, job placement rate, and program completion rate) on an annual basis.
Analysis and Actions
5.4
Analyzes and shares student learning outcome data and program effectiveness data to
foster continuous program improvement.
5.5
202
5.1
Develops an assessment plan that, at a minimum, measures the program’s student
learning
outcomes in relation to the following goals: clinical competence, critical
thinking,
professionalism, and communication skills.
Explanation:
Assessment is the systematic collection, review, and use of information to improve student
learning and educational quality. An assessment plan helps assure continuous improvement and
accountability. Minimally, the plan must include a separate goal in relation to each of the
following: clinical competence, critical thinking, professionalism, and communication skills.
The plan must include student learning outcomes, measurement tools, benchmarks, and identify
timeframes and parties responsible for data collection.
Provide a copy of the program’s current assessment plan.
 Review of assessment plan
 Review of assessment tools
203
5.2
 Five-year average credentialing examination pass rate of not less than 75
percent at first attempt,
 Five-year average job placement rate of not less than 75 percent within six
months of graduation,
Explanation:
Credentialing examination, job placement, and program completion data must be reported annually on
JRCERT Program Effectiveness Data (PED) form. Graduate and employer satisfaction data must be
collected as part of the program’s assessment process.
Credentialing examination pass rate is defined as the number of graduates who pass, on first attempt, the
American Registry of Radiologic Technologists certification examination or equivalent compared with
the number of graduates who take the examination.
Job placement rate is defined as the number of graduates employed in magnetic resonance compared to
the number of graduates actively seeking employment in magnetic resonance.
Program completion rate is calculated by dividing the number of students who complete the program
within a cohort by the number who enrolled in the cohort initially and subsequently (for example, transfer
students or re-admits). Students who leave or do not graduate on time for any reason, such as medical
leave, personal choice, or course failure, are considered as not completing the program with the original
cohort.
PCR =
# of graduates in the cohort
_________________________________________________________________
# of students initially enrolled in cohort + # of transfer students or re-admits
Graduate and employer satisfaction may be measured through a variety of methods. The methods and
timeframes for collection of the graduate and employer satisfaction data are the prerogative of the
program.


Provide a copy of the program’s current PED form.
Provide outcome data in relation to graduate and employer satisfaction.
 Review of PED form

Interviews with faculty
204
5.3
Makes available to the general public the program effectiveness data (credentialing
examination pass rate, job placement rate, and program completion rate) on an
annual basis.
Explanation:
Program accountability is enhanced by making its effectiveness data available to the program’s
communities of interest and the general public. The JRCERT will post five-year average
credentialing examination pass rate, five-year average job placement rate, and annual program
completion rate at www.jrcert.org. The program must publish the JRCERT URL
(www.jrcert.org) to allow the public access to this data.
Provide samples of publications that document the availability of program effectiveness data via
the JRCERT URL address.
 Review of Web site
205
5.4
Analyzes and shares student learning outcome data and program effectiveness data
to foster
Explanation:
Analysis of student learning outcome data and program effectiveness data allows the program to
identify strengths and areas for improvement to bring about systematic program improvement.
This analysis also provides a means of accountability to communities of interest. It is the
program’s prerogative to determine its communities of interest.
The analysis must be reviewed with the program’s communities of interest. One method to
accomplish this would be the development of an assessment committee. The composition of the
assessment committee may be the program’s advisory committee or a separate committee that
focuses on the assessment process. The committee should be used to provide feedback on
student achievement and assist the program with strategies for improving its effectiveness. This
review should occur at least annually and must be formally documented.
 Describe how the program analyzes student learning outcome data and program
effectiveness data to identify areas for program improvement.
 Describe how the program shares its student learning outcome data and program
effectiveness data with its communities of interest.
 Describe examples of changes that have resulted from the analysis of student learning
outcome data and program effectiveness data and discuss how these changes have led to
program improvement.
 Provide a copy of the program’s actual student learning outcome data since the last
accreditation award. This data may be documented on previous assessment plans or on a
separate document.
 Provide documentation that student learning outcome data and program effectiveness
data has been shared with communities of interest.
 Review of student learning outcome data and program effectiveness data to support
the assessment plan
 Review of representative samples of measurement tools used for data collection
 Review of aggregate data
206
5.5
Periodically evaluates its assessment plan to assure continuous program
improvement.
Explanation:
Identifying and implementing needed improvements in the assessment plan leads to
programmatic improvement and renewal. As part of the assessment cycle, the program should
review its assessment plan to assure that assessment measures are adequate and that the
assessment process is effective in measuring student learning outcomes. At a minimum, this
evaluation must occur at least every two years and be documented in meeting minutes.
 Describe how this evaluation has occurred.
 Provide documentation that the plan is evaluated at least once every two years.
 Review of assessment committee meeting minutes, if applicable
207
Summary for Standard Five
1.
List the major strengths of Standard Five, in order of importance.
2.
List the major concerns of Standard Five, in order of importance.
3.
4.
5.
208
Standard Six
Institutional/Programmatic Data
Standard Six:
STANDARDS to
The program complies with JRCERT policies, procedures, and
achieve and maintain specialized accreditation.
Objectives:
In support of Standard Six, the program:
Sponsoring Institution
6.1
Personnel
6.2
Documents that all faculty and staff possess academic and professional qualifications
appropriate for
their assignments.
Clinical Education Settings
6.3
6.4
Documents that clinical education settings are in compliance with applicable state and/or
Program Sponsorship, Substantive Changes, and Notification of Program Officials
6.5
209
6.1
Explanation:
The goal of accreditation is to ensure that the education provided by institutions meets acceptable
levels of quality. The sponsoring institution must be accredited by:
 an agency recognized by the United States Department of Education (USDE) and/or
Council for Higher Education Accreditation (CHEA),
 The Joint Commission (TJC), or
 equivalent standards.
Provide documentation of current institutional accreditation for the sponsoring institution. This
may be a copy of the award letter, certificate, or printout of the institutional accreditor’s Web
page.
210
6.2
Documents that all faculty and staff possess academic and professional
qualifications
appropriate for their assignments.

Program Director:
Holds, at a minimum, a masters degree,
and
Is proficient in curriculum design, program administration, evaluation, instruction,
academic advising,
Documents three years clinical experience in the professional discipline,
Documents two years of experience as an instructor in a JRCERT-accredited
program, and
Holds American Registry of Radiologic Technologists current registration in
magnetic resonance or equivalent; if the program director does not meet this
qualification,
an educational coordinator is required.

Educational Coordinator:
Is proficient in curriculum development, supervision, instruction, evaluation, and
academic advising,
Documents a minimum of one year of experience as an instructor in a JRCERTaccredited program, and
magnetic resonance or equivalent.

Full-time Didactic Program Faculty:
Is qualified to teach the subject,
Is knowledgeable of course development, instruction, evaluation, and academic
advising,
211
212

Part-time Didactic Program Faculty
Holds academic and/or professional credentials appropriate to the subject content
area taught and
Is knowledgeable of course development, instruction, evaluation, and academic
advising,

Clinical Preceptor(s):
Is proficient in supervision, instruction, and evaluation,

Clinical Staff:
Explanation:
Appropriate knowledge, proficiency, and certification (if appropriate) provide a foundation that
promotes a sound educational environment.
Faculty and staff must possess academic and professional qualification(s) appropriate for their
assignment. Clinical preceptors and clinical staff supervising students’ performance in the
clinical component of the program must document ARRT registration or equivalent in magnetic
resonance or other appropriate credentials. Appropriate credentials, other than ARRT
registration or equivalent, may be used for qualified health care practitioners supervising
students in specialty areas (e.g., registered nurse supervising students performing patient care
skills and drug administration, phlebotomist supervising students performing venipuncture, etc.).
 For all program officials not previously identified on the program’s database , submit a
request for recognition of program officials including a current curriculum vitae and
documentation of current registration by the American Registry of Radiologic
Technologists* or equivalent.
 For all currently recognized program officials [program director, educational coordinator
(if applicable), full-time didactic faculty, and all clinical preceptors], submit a current
registration by the American Registry of Radiologic Technologists* or equivalent.
*These may be copies of current registration cards or “ARRT Identification” page available at
www.arrt.org.
213
6.3
Explanation:
Formalizing relations between the program and the clinical education setting helps assure the
quality of clinical education by delineating appropriate responsibilities of the program and the
clinical education setting. An appropriate termination clause assures that students will have an
opportunity to complete the clinical education component. The JRCERT defines an affiliation
agreement as a formal written understanding between an institution sponsoring the program and
an independent clinical education setting.
An affiliation agreement must identify the responsibilities of all parties and, specifically, must
address student supervision, student liability, and provide adequate notice of termination of the
agreement. An affiliation agreement is not needed for clinical education settings owned by the
sponsoring institution; however, a memorandum of understanding between the clinical education
setting and the sponsoring institution is recommended. At a minimum, the memorandum should
address responsibilities of both parties and student supervision.
Provide copies of current, signed affiliation agreements with each clinical education setting.
214
6.4
Documents that clinical education settings are in compliance with applicable state
and/or
Explanation:
Compliance with applicable laws promotes a safe environment for students and others. Records
of compliance must be maintained for each clinical education setting. Clinical education settings
may be recognized by The Joint Commission (TJC) or an equivalent agency, or may hold a stateissued license.
Provide letters, certificates, or printouts of Web pages demonstrating the current recognition status
of each clinical education setting.
215
6.5
Explanation:
Programs must comply with JRCERT policies and procedures to maintain accreditation.
JRCERT accreditation requires that the sponsoring institution has primary responsibility for the
educational program and grants the terminal award.
Sponsoring institutions may include educational programs established in vocational/technical
schools, colleges, universities, hospitals, or military facilities. The JRCERT also recognizes a
consortium as an appropriate sponsor of an educational program. A consortium is two or more
academic or clinical institutions that have formally agreed to sponsor the development and
continuation of an educational program. The consortium must be structured to recognize and
perform the responsibilities and functions of a sponsoring institution.
The JRCERT does not recognize branch campuses. The JRCERT requires that each program
location have a separate accreditation award.
Additionally, the JRCERT will not recognize a healthcare system as the program sponsor. A
healthcare system consists of multiple institutions operating under a common governing body or
parent corporation. A specific facility within the healthcare system must be identified as the
sponsor.
The JRCERT requires programs to maintain a current and accurate database. Updates should be
reflected within thirty (30) days of effective change date. Additionally, the JRCERT requires
notification of substantive changes within thirty (30) days of implementation.
 Report any database changes.
 Report any substantive change not previously submitted.
216
Summary for Standard Six
1.
List the major strengths of Standard Six, in order of importance.
2.
List the major concerns of Standard Six, in order of importance.
3.
4.
5.
217
Awarding, Maintaining, and Administering Accreditation
A.
Program/Sponsoring Institution Responsibilities
1.
Applying for Accreditation
The accreditation review process conducted by the Joint Review Committee on
Education in Radiologic Technology (JRCERT) can be initiated only at the written
request of the chief executive officer or an officially designated representative of the
sponsoring institution.
This process is initiated by submitting an application and self-study report, prepared
according to JRCERT guidelines, to:
2.
Administrative Requirements for Maintaining Accreditation
a. Submitting the self-study report or a required progress report within a reasonable
period of time, as determined by the JRCERT.
b. Agreeing to a reasonable site visit date before the end of the period for which
accreditation was awarded.
c. Informing the JRCERT, within a reasonable period of time, of changes in the
institutional or program officials, program director, educational coordinator, fulltime didactic faculty, and clinical preceptor(s).
d. Paying JRCERT fees within a reasonable period of time.
e. Returning, by the established deadline, a completed Annual Report.
f. Returning, by the established deadline, any other information requested by the
JRCERT.
Programs are required to comply with these and other administrative requirements for
maintaining accreditation. Additional information on policies and procedures is available
at www.jrcert.org.
Program failure to meet administrative requirements for maintaining accreditation will
lead to being placed on Administrative Probationary Accreditation and result in
Withdrawal of Accreditation.
218
B.
JRCERT Responsibilities
1.
Administering the Accreditation Review Process
The JRCERT reviews educational programs to assess compliance with the Standards for
an Accredited Educational Program in Magnetic Resonance.
The accreditation process includes a site visit.
Before the JRCERT takes accreditation action, the program being reviewed must respond
to the report of findings.
The JRCERT is responsible for recognition of clinical education settings.
2.
Accreditation Actions
JRCERT accreditation actions for Probation may be reconsidered following the
established procedure.
JRCERT accreditation actions for Accreditation Withheld or Accreditation Withdrawn
may be appealed following the established procedure. Procedures for appeal are
available at www.jrcert.org.
All other JRCERT accreditation actions are final.
A program or sponsoring institution may, at any time prior to the final accreditation
action, withdraw its request for initial or continuing accreditation.
Educators may wish to contact the following organizations for additional information and materials:
accreditation:
(312) 704-5300
www.jrcert.org
curriculum:
American Society of Radiologic Technologists
15000 Central Avenue, S.E.
Albuquerque, NM 87123-3909
(505) 298-4500
www.asrt.org
certification:
American Registry of Radiologic Technologists
1255 Northland Drive
St. Paul, MN 55120-1155
219
(651) 687-0048
www.arrt.org
Subject to the condition that proper attribution is given and this copyright notice is
included on such copies, JRCERT authorizes individuals to make up to one
hundred (100) copies of this work for non-commercial, educational purposes. For
permission to reproduce additional copies of this work, please write to:
JRCERT
20 North Wacker Drive
Suite 2850
(312) 704-5300
(312) 704-5304 (fax)
[email protected] (e-mail)
www.jrcert.org
220
2013-2014 Clinical Policies
221
M.D. Anderson Cancer Center
Diagnostic Imaging
Clinical Notebook
Table of Contents
Clinical Policies ................................................................................................................................. 224
3.01
Clinical Supervision .................................................................................................. 225
3.02
Clinical Attendance Policy ......................................................................................... 226
3.03
Documenting Clinical Attendance ............................................................................. 229
3.04
Clinical Rotation Assignments ................................................................................... 230
3.05
Clinical Competency Grading and Remediation ........................................................ 231
3.05a Radiography Simulations .......................................................................................... 233
3.06
Radiation Monitoring ................................................................................................. 235
3.07
Pregnant Radiation Workers/Students ...................................................................... 239
3.08
Clinical Dress and Personal Appearance .................................................................. 242
3.09
Emergency Medical Care .......................................................................................... 244
3.10
Patient Related Incidents .......................................................................................... 245
3.11
Student Employment While Attending Clinical Education .......................................... 246
3.12
Demonstrating Clinical Competency ......................................................................... 247
3.14
Electronic Devices .................................................................................................... 249
3.15
Internet Usage .......................................................................................................... 250
3.16
Clinical Merits ........................................................................................................... 251
3.17
Clinical Demerits ....................................................................................................... 252
3.18
Clinical Probation ...................................................................................................... 254
3.19
Clinical Suspension .................................................................................................. 255
3.20
Energized Lab Policy ................................................................................................. 256
Appendix A
Program Forms – Student Copies ......................................................................................... 258
Letter of Understanding ......................................................................................................... 259
Acknowledgement of Pregnancy Policy ................................................................................. 262
Voluntary Declaration of Pregnancy ...................................................................................... 263
Procedure for Completion ...................................................................................................... 264
Diagnostic Imaging Completion Request ............................................................................... 265
Confirmation of Receipt and Understanding of Program Policies ........................................... 266
Appendix B
Clinical Forms – Radiography Emphasis ............................................................................... 267
Appendix C
Clinical Forms – Computed Tomography Emphasis .............................................................. 302
Appendix D
Clinical Forms – Magnetic Resonance Imaging Emphasis ..................................................... 312
222
Clinical Policies
223
Diagnostic Imaging
Clinical Supervision
To ensure patient safety and the best possible care of our patients, clinical supervision is
required for all diagnostic imaging students.
Students are required to work under DIRECT SUPERVISION until they have successfully
demonstrated competency. After demonstrating competency of a specific examination, the
student may perform the examination under INDIRECT SUPERVISION.
All students must be directly supervised the first semester of their clinical experience.
Please note that a repeat of ANY unsatisfactory images requires that a certified
technologist DIRECTLY SUPERVISE the student.
The Diagnostic Imaging Program follows the JRCERT definitions for supervision. All clinical
supervisors and clinical instructors and preceptors are aware of this policy and agree to assure
compliance.
JRCERT Definitions:
 Direct Supervision: Student supervision by a qualified practitioner who reviews
the procedure in relation to the student’s achievement, evaluates the condition of
the patient in relation to the student’s knowledge, is present during the
procedure, and reviews and approves the procedure.
Repeat Exams - A qualified radiographer must be present during student
performance of a repeat of any unsatisfactory radiograph. Direct supervision is
mandatory.
 Indirect Supervision: For radiography, that supervision provided by a qualified
practitioner immediately available to assist students regardless of the level of
student achievement. Immediately available is interpreted as the physical
presence of a qualified practitioner adjacent to the room or location where the
radiographic procedure is being performed. This availability applies to all areas
where ionizing radiation is in use.
 Qualified Practitioner: A radiographer possessing ARRT certification or
equivalent, and active registration in the pertinent discipline and practicing in the
profession.
Failure to comply with the supervision or repeat policy is a violation of supervision
requirements. The first offense will result in a written reprimand; additional incidents will
result in suspension and dismissal from the program of study.
224
Diagnostic Imaging
Clinical Attendance Policy
.
To ensure that adequate time is being spent in clinic to complete assignments and
competencies, students are required to attend clinical as assigned. If hours are missed,
they must be made up as assigned by the program faculty.
The University of Texas M.D. Anderson Cancer Center, School of Health ProfessionsDiagnostic Imaging Program is competency based.
1. The Clinical Faculty will assign students to a clinical affiliate and schedule all
rotations within M. D. Anderson Cancer Center, its satellites, and other clinical
education sites.
2. Clinical rotation schedules will reflect equal and equitable experience for all
students enrolled in the program.
3. The clinical and didactic schedule will never exceed 40 hours per week during
the academic semester.
4. Students are required to adhere to the clinical schedule that will be posted in
Trajecsys. At the arrival shift time, students are expected to be at their assigned
clinical area ready to participate in the clinical activities. No student schedule
change requests will be accepted once the schedule is published.
5. Students may not complete more than 10 hours of clinical education in a 24-hour
period.
6. Evening, nights and weekend clinical assignments are required to ensure that all
students complete the necessary competency requirements.
7. Students are required to take a 30-minute meal break during their assigned
clinical shift. Students are required to clock in and out for meal breaks at all
clinical sites.
8. Please refer to the clinical syllabus regarding PTOs.
9. Please refer to the clinical syllabus regarding absences.
10. Please refer to the clinical syllabus regarding missed clinical time.
11. Students are required to attend scheduled tours and meetings.
DEFINITIONS
Tardy:
When a student reports to his/her clinical rotation 10 minutes after the
scheduled start time, or returns late from a scheduled break or school
function. Demerits will be given for the second occurrence and beyond.
Absence:
Time off from scheduled clinical rotations. Please refer to the clinical
syllabus regarding absences.
No call/
No Show
Failure to follow the notification procedure and report to a clinical
rotation. NC/NS are severe attendance infractions. One occurrence of
225
(NC/NS):
NC/NS will immediately result in clinical probation and 5 demerits per
occurrence.
Leave
Without
Permission
(LWP):
Leaving clinical assignment without permission from program officials,
including Clinical Instructors/Preceptors, Clinical Supervisors, and Clinical
Faculty and/or Program Director will result in demerits.
Pattern:
A series of incidents (tardiness, unexcused absences, NC/NS, or LWP)
documented over a period of months. Examples:
 Frequent absences adjacent to institutional holidays.
 A pattern of frequently reporting tardy to a clinical assignment.
Make-up
Time:
Clinical time assigned by the Clinical Faculty and/or Program Director
to account for time missed due to excused or unexcused absences from
clinical assignment. Please refer to the clinical syllabus regarding makeup time.
All Diagnostic Imaging Program Students
1. In the event of an absence or tardy, the student will notify a Clinical Instructor/Preceptor
or Clinical Supervisor directly, by phone prior to the beginning of his or her shift. Leaving
a message is not acceptable.
2. The student will notify the Clinical Faculty via e-mail prior to the beginning of the
assigned shift. Failure to call prior to the shift will result in demerits.
Failure to contact the clinical site AND Clinical Faculty prior to the beginning of the shift
is considered NC/NS and will carry all penalties of NC/NS, including demerits.
226
Diagnostic Imaging
Documenting Clinical Attendance
To ensure the safety of the students as well as patients, students must strictly follow
clinical hour rules as outlined and document when they are in clinical assignment.
Clinical attendance documentation is necessary to obtain credit for hours
performed.
Students are responsible for documenting clinical participation through the specified
time-keeping system. In the event the time-keeping system is not available or nonfunctioning, students are required to document their clinical attendance with the Clinical
Instructor/Preceptor using the clinical timesheet form. Deviations from the required
attendance recording procedure will not be accepted as clinical participation and will be
considered a clinical absence. Students who are documenting clinical attendance using
the clinical timesheet form must submit timesheets to the Clinical Faculty on the first
clinic day of each week.
Clinical attendance will be verified by the Clinical Faculty on a weekly basis.
Students will clock in and out as they enter and leave the clinical setting using approved
systems.
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Diagnostic Imaging
Clinical Rotation Assignments
To assure each student receives an equal and valid educational experience. Clinical
rotations allow equal opportunity for each student to complete clinical competencies and
the requirements for their clinical education.
All students are responsible for completing all requirements and competencies as
outlined in the clinical syllabi. Clinical rotations will be arranged by the Clinical Faculty
and must be strictly adhered to. Students will receive a rotation schedule outlining each
phase of clinical education at the beginning of each semester. It is the student’s
responsibility to know and report to the clinical area to which he or she is assigned.
Students must have a reliable form of transportation that will enable them to travel to all
of the clinical affiliates. The costs of travel, lodging, parking, meals and other expenses
are the student’s responsibility. The program does not provide transportation to clinical
affiliates.
If a student wishes to request additional time or adjustments to the clinical rotation
schedule he or she must provide a written rationale and allow a *reasonable time
frame for the request to be considered. The Clinical Faculty makes every effort to assist
the students in the rotation schedule. However, student preferences are not
guaranteed.
Students will report on time to their assigned clinical area/site. Students who report to
the incorrect clinical site will be considered absent/tardy.
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Diagnostic Imaging
Program Policy # 3.05
Clinical Competency Grading &
Remediation
To have all on-line and/or written competency forms completed by an appropriate
clinical evaluator to document clinical competency.
Demonstrating competency is the primary objective of the clinical experience. The
process should be followed closely to ensure the student’s success. A clinical
competency score of less than 75% is considered failure and must be repeated. The
diagnostic imaging curricula require the student to successfully pass all didactic and
simulation exams prior to proving competency in the clinical setting.
Students must declare that they will challenge an examination for competency prior to
beginning of the procedure. Once the student declares to challenge the competency, he
or she is required to complete it. Declaration of the competency attempt can only be
revoked by the Clinical Faculty.
All clinical competencies must be completed successfully to complete the Diagnostic
Imaging Program.
If the student fails a competency on his or her first attempt, the student must notify the
Clinical Faculty of the competency failure and the Clinical Instructor/Preceptor will
complete the Competency Failure Notification form. The student will not reattempt
competency until approved by the Clinical Faculty. The Clinical Faculty and student will
develop a detailed analysis of the procedure protocol and the skills to successfully pass
the competency.
In the event the student does not report a failed competency, and attempts to repeat the
competency, the competency will be voided and the student will receive demerits. Upon
229
notification of failure of the second attempt, the student must pass remediation activities
provided by Clinical Faculty and/or Program Director.
Failing a competency on a third attempt will result in the student being placed on
clinical probation.
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Diagnostic Imaging
Program Policy # 3.05a
Radiography Simulations
To have students demonstrate competency from the ARRT content specification
projections prior to proving competency in the clinical setting.
Demonstrating competency is the primary objective of the clinical experience.
process should be followed closely to ensure the student’s success.
The
A simulation competency score of less than 80% is considered failure and must be
repeated.
All clinical competencies must be completed successfully to complete the Diagnostic
Imaging Program.
The entire body of the Diagnostic Imaging Program Radiography students.
Simulations:
Following the didactic lectures, the student will be required to pass simulations of the
procedures covered during the semester. The ARRT content specifications and lab
schedule will be provided.
The student MUST pass simulation with a grade of 80% or above before attempting
competency in the clinical setting.
In the event the student fails the simulation, remediation will be provided and the
student will be required to re-test on the failed projection. Both scores will be averaged
for the simulation grade.
The simulation grade will be included in the Anatomy and Procedure courses.
Simulation Finals:
At the end of each semester, the student will be required to pass a comprehensive final
simulation. The procedures (3-8 projections) will be taken from the ARRT content
specifications. The student must pass the simulations to continue to the next semester.
231
In the event the student fails the final simulation, remediation will be provided and the
student will be required to re-test on the failed projection and additional projections at
the discretion of the Program Faculty.
In the event the student fails the second attempt, the student will be placed on clinical
probation and with an additional opportunity to remediate on the failed projection and
additional projections at the discretion of the Program Faculty.
Continuous failures of final simulations each semester will result in dismissal from the
program.
The FINAL simulation grade will be included in the final clinical grade.
232
Diagnostic Imaging
Radiation Monitoring
State laws require that all radiation workers be monitored for radiation exposure in the clinical setting.
The program will provide the student with a radiation badge. This badge must be worn at all times while
in the clinic and care must be taken not to damage the badge.
All standard radiation safety practices must be strictly adhered to for the safety of
personnel and patients. A cumulative exposure record is available to the student from
the radiation officer and/or the program director.
In restricted areas, controls must be such that no student over 18 years of age will receive
in any one calendar year, an occupational radiation effective dose equivalent in excess of
the following:
Effective Dose Equivalent
Whole body (external deepa dose equivalent to
5000 mrem
the whole bodyb plus the committedc organ dose
(50 mSv)d
equivalents resulting from internal uptakes of
radionuclides, taking into account applicable
weighting factors as per ; subsection 289.202 (f)
of 25 TAC 289.
Lens of eye (external dose equivalent to the
15000 mrem
lensa of the eye)
(150 mSV)d
a
Extremity (external shallow dose equivalent
50000 mrem
to an extremityb - averaged over a 1 cm2 area)
(500 mSv)d
a
Sin (external shallow dose equivalent
50000 mrem
to the skin of whole body - averaged over a
(500 mSv)d1
2
cm area)
Total Organ Dose Equivalent, TODE,
50000 mrem (max.)
committedc dose equivalent to any organ or
(500 mSv)d
tissue, other than the lens of the eye, plus the
whole body external deep dose equivalent)
a
External deep dose equivalent is measured (or calculated) for a tissue depth of 1.0
cm (1000 mg/cm2); eye dose equivalent at a tissue depth of 0.3 cm (300 mg/cm2)
and shallow dose equivalent at a tissue depth of 0.007 cm (7 mg/cm2).
b
External whole body doses means doses to the trunk (including male gonads);
arms above the elbow; or legs above the knee: Extremity means the hands; arms
at or below the elbow; feet; or legs at or below the knees).
c
Committed dose equivalent (HT,50) to an organ (or tissue) means the dose
equivalent to that organ or tissue of reference (T) that will be received from an
233
intake of radioactive material by an individual during the 50-year period following
the intake.
d
SI units in parentheses.
Minimum Exposure Limits for Exposure Report Period
Exposure Area
Level I
Level II
Level III
Level IV
Total Effective
200 mrem
410 mrem
1250 mrem
5000
mrem
Dose Equivalent*
(2 mSv)**
(4.1 mSv)
(12.5 mSv)
(50 mSv)
Extremity:
2000 mrem 4000 mrem 12500 mrem
50000
mrem
Shallow dose to
(20 mSv)
(40 mSv)
(125 mSv) (500 mSv)
hands, forearms,
lower legs, feet or ankles.
Skin of Whole
2000 mrem
4000 mrem
12500 mrem
50000 mrem
Body: Shallow dose to
(20 mSv)
(40 mSv)
(125 mSv)
(500
mSv)
major portion of skin.
Lens of Eye
600 mrem
1250 mrem
3750 mrem 15000
mrem
(6 mSv)
(12.5 mSv)
(37.5 mSv)
(150 mSv)
Total Organ Dose
2000 mrem 4000 mrem
12500 mrem
50000mrem
***
Equivalent
(20 mSv)
(40 mSv)
(125 mSv)
(500
mSv)
*
TEDE is the deep dose equivalent (from external, whole body exposure) plus the
committed effective dose equivalent from internal radionuclide uptakes during the
monitoring period. An external exposure to the head, trunk, gonads,arms above the
elbow or legs above the knee is considered to constitute a whole body exposure.
**
SI units are shown in parentheses.
***
TODE is the maximum dose equivalent to any organ or tissue not listed above. The
TODE is calculated by adding the deep dose equivalent external) and committed dose
equivalent to that organ or tissue.
Radiation badge self-service dosimetry reports can be obtained at:
http://inside.mdanderson.org/departments/facilities/emergency-safety/radiationsafety.html.
Each student is issued a Luxel OSL (optically stimulated luminescent) dosimeter. The
student is required to wear the radiation safety monitoring badges during clinical hours
and during energized laboratory experiences. Dosimeters are exchanged every quarter
by the clinical faculty.
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Dosimeters must not be exposed to excessive heat or moisture. Dosimeters must be
worn in the proper position (outside the protective lead apron, on the collar).
Results of the radiation monitoring will be available quarterly upon receipt of the report.
Students will be given a copy of their quarterly readings; they will sign and acknowledge
this data was made available to them. It is the responsibility of the students to track
their own radiation exposure.
In addition to the established state laws for effective dose equivalents and maximum
permissible dose limits and actions taken by the RSO and institution, the Diagnostic
Imaging Program wants to establish that for students in their clinical education
experience, the administrative dose equivalent limit is 1,000 mrem/yr or 1rem/yr.
Therefore, investigational action levels set by the Diagnostic Imaging Program at the
University of Texas, MD Anderson Cancer Center, and School of Health Professions
are as follows:
A student who receives more than 150 mrem or 1.5 mSv per calendar quarter will
be counseled on safe radiation protection practices for the patient, self, and
others during imaging exposures.
Additionally, students who receive radiation badge exposure above maximum
permissible dose limits established by NRC will be removed from the clinical setting and
the following actions will occur:
a. Level I - The student and his/her Program Director and Clinical
Coordinator are interviewed, by a Radiation Safety Officer (RSO) to
determine the reason for the exposure, any specific procedural or other
problems during the monitoring period which might account for the
exposure and a note is added to the student’s exposure report and
individual exposure file.
b. Level II - The Clinical Coordinator must complete and return an
exposure investigation form that is entered into the student’s individual
exposure file. The student , Program Director and Clinical Coordinator
are interviewed by a RSO to determine the reason for the exposure and
any specific procedural or other problem that might account for the
exposure. Methods are discussed and recommended for avoiding future
such exposures.
c. Level III - In addition to Level II actions, the RSO (or designee) interviews
the student to obtain a detailed account of the person's activities during
the monitoring period.
d. Level IV - In addition to Level III actions, a report is sent to the TAC
giving details of the exposure and procedures instituted to avoid
repeated exposures at this level. A copy is entered into the students
individual exposure file. A report is also sent to the person involved and
their Program Director and Clinical Coordinator are given the same
information as above. A Texas Bureau of Radiation Control (TBRC)
inspector will probably investigate the exposure and interview the
persons involved. Repeated exposures at this level without reasons
acceptable to the RSO and the U. T. M. D. Anderson, Radiation Safety
Committee will require the person to be removed from the Diagnostic
Imaging Program.
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I have read this policy and understand my rights to monitoring.
Signed: ___________________________________
Date________________
236
Diagnostic Imaging
Pregnant Radiation Workers/Students
To inform the enrolled female student of the program pregnancy policy, and assure the
student the policy is consistent with applicable federal regulations and state laws and
does not discriminate.
Exposure to ionizing radiation may pose a risk to the developing fetus. The Diagnostic
Imaging Program assures the safety of students through the implementation of
published policies and procedures that are in compliance with Nuclear Regulatory
Commission (NRC) regulations and state laws and monitors student’s radiation
exposure data. However, a female student must inform program official of pregnancy
status so that appropriate radiation safety practices can be implemented to help assure
that radiation exposure to the student and fetus are kept as low as reasonable
achievable (ALARA). Monitoring of the fetus is not automatic and can only occur
through voluntary disclosure. The pregnancy policy of the DI Program contains three
vital elements to guide the female student and the procedures taken by program
officials.
1. Students providing written notice of voluntary declaration.
2. Program official and student discussion for option for continuance in the
program without modification or leave of absence.
3. Student option for written withdrawal of declaration of pregnancy.
Entire Diagnostic Imaging Program student body
Upon admittance into the program the female student must read and sign an
Acknowledgment of the Pregnancy Policy. Included in the student clinical policy manual
is also a copy of the Voluntary Declaration of Pregnancy Form. In the event the female
student becomes pregnant and chooses to voluntarily inform the program of her
pregnancy status the following steps must occur.
1. Submit in writing, a declaration of pregnancy with the expected due date, to the
Program Director (PD), Clinical Faculty (CF) and Radiation Safety Officer (RSO).
Additionally, complete the declaration of pregnancy form in the clinic handbook.
(Written notification is voluntary, but disclosure is mandatory to begin monitoring
the fetus).
2. The student will meet with the RSO and PD who will advise the student about the
possible health risks involved as a result of occupational exposure during
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pregnancy. The student will discuss the options of continuance in the
program. It is recommended the student inform her health provider the nature of
her clinical experiences before this discussion. The student must have a clear
understanding of radiation safety and radiation biology before making the
decision to continue.
3. If the student chooses to continue without modifications, the following will
occur:
a. Notify all appropriate radiology department personnel of expectant status
of the student in order to ensure proper clinical education experiences
while maintaining standards of radiation safety.
b. Students to review and sign statement of understanding of the following
documents
1. NCRP Report No. 54
2. NCRP Report No. 128
c. Student will complete the form for a second OSL fetal radiation monitoring
device. This device will be worn at waist level at all times and
underneath the protective lead apron during fluoroscopy. The fetal
OSL will be exchanged monthly.
4. The student will review the current clinical rotation schedule with the CC to
ensure compliance with the recommended Effective Dose Equivalent to the
fetus from occupational exposure to the expectant mother does not exceed 0.5
rem during the remaining gestational period.
5. The MRI student must ensure she follows currently accepted safety practices
which states, the pregnant technologists may enter the system room to position
patients, but should not remain in the system room during scanner operation.
a. If the student and the CF make revision to the current rotation schedule
the student must complete all procedures missed and make up all clinical
time missed during the gestation period.
b. If pregnancy occurs during the 1st – 5th semester of the program and the
student continues in the program, the student must make up the time and
complete the required competencies before the radiography program
completion. The student will be given a grade of I (Incomplete) until all
competencies and clinical time are made-up. The student will be allowed
to sit for the American Registry of Radiologic Technologist (ARRT)
Radiography exam and continue to the final year of the program.
c. If pregnancy occurs during the 6th semester of the program and the
student continues in the program, the student must make up the clinical
time and complete the required competencies before the radiography
program completion. The student will be given a grade of I (Incomplete)
until all competencies and clinical time are made-up. The student will
be not able to sit for the ARRT Radiography exam until all
requirements are met.
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6. If the student request modifications that the program cannot
accommodate, the student may take a leave of absence. The student must
withdraw and reapply the following year.
7. The student has the option for written withdrawal of declaration of pregnancy
at any time, and once pregnancy has ended, the student must inform program
officials and the RSO in writing to withdraw declaration of pregnancy. The
fetal monitoring badge must be returned.
8. All forms related to the student’s voluntary declaration of pregnancy are kept in
the secured student files.
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Diagnostic Imaging
Clinical Dress and Personal
Appearance
Students are to abide by the program requirements related to personal appearance, in
order to present a positive, well groomed, and professional appearance; to be easily
identified by patients and co-workers; and to maintain safety related to attire for
themselves and their patients.
The Program expects each student to present a professional, businesslike image to our
patients and to the public while in the workplace. All students are expected to meet the
requirements for safety in the conditions they work under and to apply common sense
and good taste regarding personal appearance. Students are also expected to follow
entity guidelines regarding uniforms and other specifics of personal appearance and
grooming.
General Appearance:
1. Clinical scrubs must be clean, properly fitted and appropriate to the work
situation.
2. Only black or white long sleeve tops can be worn underneath scrub top.
3. Tattoos should not be visible in the clinical setting.
4. Wearing of tight-fitting, suggestive or see-through attire is prohibited.
Footwear:
1. Clean, comfortable and closed-toe shoes that are ALL white of ALL black are
required. Shoelaces should match accordingly.
2. Hosiery or socks must be worn by students who provide patient care.
Grooming:
1. Good personal hygiene is an essential element of appearance. Students are
expected to be clean and to practice good hygiene habits.
2. Nails must be clean, well-groomed, and of a length appropriate to the work
situation.
3. Artificial nails and nail jewelry is prohibited based upon health and safety
guidelines related to patient contact (infection control).
Hair:
1. Hair must be clean, combed, neatly trimmed or arranged.
2. Hair must be kept in a manner that does not hang/dangle/fall on a patient while
performing an exam.
3. Colored hair must appear professional and in good taste.
4. When required, students shall adhere to departmental guidelines regarding hair
covering. Sideburns, mustaches, and beards must be neatly trimmed. Students
whose work requires protective or other equipment on the face may be required
to remove facial hair, depending upon the type of work and equipment.
Accessories:
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1. Jewelry may be worn in moderation.
2. One set of small stud earrings worn in earlobes only, a wristwatch, and one ring
on either hand. All other jewelry is considered excessive for the clinical setting
and therefore prohibited (ie. large dangling/hoop earrings, any ear jewelry
besides small studs).
3. Jewelry on other parts of the face is prohibited.
Cosmetics:
1. Cosmetics must be used in good taste and moderation.
2. Heavy makeup and eye shadow is not acceptable.
Fragrances:
1. Strong smelling colognes and perfumes are prohibited.
2. Colognes, perfumes, and any other scents should be used sparingly, if at all.
Please note that colognes, perfumes, and other scents may be especially
offensive to very sick patients.
3. An effective antiperspirant/deodorant is a MUST.
Appropriate Clinical Attire
First year students must wear the appropriate program uniform which is Caribbean blue
colored scrubs with the UT MD Anderson SHP Logo. A white lab coat with the UT MD
Anderson SHP Logo is required to wear outside the clinical setting.
Second and third year students must wear the appropriate program uniform which is
burgundy colored scrubs with the UT MD Anderson SHP Logo. A white lab coat with
the UT MD Anderson SHP Logo is required to wear outside the clinical setting.
Clean, comfortable and closed-toe shoes that are all white or all black are required.
Shoelaces should match accordingly.
Students in areas where ionizing radiation is used must wear assigned radiation
monitors. By law any student attending clinical education without their radiation
monitoring device will be immediately sent to retrieve it. Time missed from clinical
education must be made up.
Radiography students must carry at least one set of personalized lead markers.
Students must carry a notepad at all times during clinical.
Students are to abide by the policy statement above pertaining to professional
appearance and dress. Students in violation of the dress and personal appearance
policy will receive demerits, which may impact their clinical grade.
241
Diagnostic Imaging
Emergency Medical Care
In the case of a medical emergency, students may go to The University of Texas M.D.
Anderson Cancer Center emergency center or the emergency center of the clinical
affiliate for care. The student is responsible for any expenses incurred.
The University of Texas M.D. Anderson Cancer Center and its affiliates will provide
emergency medical care for enrolled students during program hours at the student's
expense. Students are required to carry their own health insurance coverage to defray
the cost of any medical service rendered. The University of Texas System offers
medical insurance policies to eligible students. The program/institution and/or its
affiliates are not responsible for any costs incurred by the student.
In the event of an emergency, students may take themselves to the emergency center
to be cared for. The Student badge must be presented upon check in. Students are
encouraged, when prudent, to use the UT Student Health Center.
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Diagnostic Imaging
Patient Related Incidents
For the protection of our patients and our staff, any unprofessional behavior is not
tolerated in the clinic.
Any incident, that would warrant an incident report for staff would be, considered an
incident for students with the following inclusion. Failing to report an incident warranting
a report constitutes a major infraction.
a.
Remarks deemed unprofessional by Clinical Instructors/Preceptors
b.
Any complaint lodged by a patient concerning student’s conduct in the
presence of patients
Students will stay in the assigned area until the clinical instructor completes an incident
report. The Clinical Supervisor, Clinical Faculty, Program Faculty and Program Director
will be made aware of the incident.
The student will give an oral report to the Clinical Supervisor and Program Clinical
Faculty, and if necessary to the Attending Physician as well.
The Program Director will decide, based on the incident report and the student’s oral
report, whether or not there was an infraction of rules and if any disciplinary action is to
be taken.
If a patient related-incident occurs as a result of infraction of program rules, the student
will be placed on probation. Another patient related incident during the student’s tenure
in the program will be grounds for dismissal. Serious incidents may warrant immediate
dismissal as determined by the Program Director and Dean.
243
Diagnostic Imaging
Student Employment While Attending
Clinical Education
We recognize the need for students to work while attending school. Due to the nature
of the limited working business hours of the clinical sites, the faculty and staff will only
make accommodations within guidelines of the program.
If you are employed, or gain employment at The University of Texas M. D. Anderson
Cancer Center or one of its affiliates, during your academic preparation you must
maintain separate schedules of hours for work and clinical education. Your employment
must be arranged outside of the clinical schedule. Employment MUST not interfere
with regular academic and clinical responsibilities.
Outside activities and
employment will not be considered valid excuses for poor clinical performance or lack of
attendance within the program. The employment must be non-compulsory, paid and
subject to all employee regulations.
Students have the opportunity to gain employment at The University of Texas M.D.
Anderson Cancer Center and its affiliates while enrolled in school, however, they must
maintain separate schedules from work and clinical assignments. It is the students’
responsibility to maintain and balance their schedules.
Any exam that is performed while working as a paid employee at The University
of Texas M. D. Anderson Cancer Center or one of its affiliates will not be
considered for clinical competency.
244
Diagnostic Imaging
Demonstrating Clinical Competency
To ensure students are ready to enter the workplace as an entry-level radiographer or
CT or MRI technologist, they must prove competent in the clinical setting.
The Program Director, Education Coordinator, Clinical Faculty and Clinical
Instructors/Preceptors will evaluate the student clinical competencies and assignments.
Group or committee review may be used when deemed appropriate by the Clinical
Faculty, Education Coordinator or Program Director.
Specific requirements for each rotation will vary according to the department in which
the student is assigned. Students will be assigned to work with an ARRT Certified
Registered Technologist or other professional depending on the area rotation.
During clinical education, the student is expected to participate in all aspects of patient
care (ie., clean and stock room and all duties as assigned). The included Clinical
Competencies (see appendices) have been established to assist the student in
obtaining competency in Clinical Practice.
The student is expected to continue strengthening his or her skills and technical
understanding of the imaging equipment, further developing manual skills in patient
contact, positioning and machine manipulation, teamwork and attention to clinical data.
The student will also be expected to continue to learn professional skills and behaviors.
Students will be active in clinical education and obtain a variety of experiences. The
student will prove competency through clinical evaluations of their skills as well as
documented clinical competencies on specific imaging procedures as outlined by the
ARRT and the program’s requirements. The following process has been established to
assure successful completion of the required clinical competencies.
Observe and assist in the care of patients and performance of diagnostic imaging
procedures.
2. Document all attempts at demonstrating clinical competency.
3. Complete clinical competencies
4. Review the competency by evaluating images with the Clinical
Instructor/Preceptor, and notify the Education Coordinator and/or Clinical Faculty
1.
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of exam completion. This process should be completed within five (5) days of
performing the exam.
5. Ensure all required signatures are on the competency forms. The program will
not grant competency if the required signatures are not present.
Always remember that the patient’s safety and comfort is your primary goal as
well as obtaining the highest possible standards in Diagnostic Imaging.
Do not attempt any imaging procedures you do not feel comfortable performing.
You must always work under the direct or indirect supervision of an ARRT
Registered Technologist.
Continued Competency
All students are required to first demonstrate competency in performing a procedure
and then demonstrate continued competency on the procedure. To demonstrate
continued competency, starting Semester 2, the student may be challenged on any
competency previously completed. If you are unable to satisfactorily complete and
pass the competency, it will be REVOKED. When a competency is revoked, the
student must prove competency on the procedure again with direct supervision.
Any student who has more than one competency REVOKED in any one
semester will be placed on clinical probation.
Final Competencies
All radiography students must complete final competency requirements to be eligible to
complete the radiography curricula and take the ARRT certification exam. The
student will be provided the required final competency list at the completion of the
programmatic competency requirement.
246
Diagnostic Imaging
Electronic Devices
For the safety and consideration of all patients and other students, pagers, mobile
phones, laptop computers, and other electronic devices are not permitted in clinical
setting.
All electronic devices including mobile phones are PROHIBITED in the clinical setting.
Mobile phone usage is considered hazardous in many areas of the clinical/hospital
setting. Additionally, the use of mobile phones and accessories may violate HIPPA
regulations.
Students may keep mobile phones in backpacks or lockers. The phones may be used
ONLY during breaks.
Students who need to be available by phone for their children or family members may
provide the telephone number of the program office, during normal business hours at
713-792-3455, option 3. The Administrative Assistant will take a message and notify
the program faculty. The program faculty will contact the student in the clinical
area/site. Family may contact the Clinical Faculty on evening and weekend rotations for
emergency situations.
Students who carry a mobile phone or other electronic devices on their person in the
clinical setting will be in violation of this policy, and will subject to demerits.
247
Diagnostic Imaging
Internet Usage
The purpose of this policy is to provide rules and guidelines regarding the appropriate use of the
institution’s equipment, network, and Internet access.
Student use of school and clinical sites computers, networks, and Internet services is a
privilege, not a right. Students are not to use computers at clinical sites for personal use. This
includes “surfing” the Internet for non-clinical information, checking personal emails, or instant
messaging. Students shall only use the Internet and computers of the clinical sites for clinic or
school related activities. The use of the clinical sites computers and Internet services must be
preapproved by the clinical supervisor.
Students who violate the policy and/or rules by misusing the clinical sites computers or Internet,
including checking email, or using them for non-business or non-school related purposes may
have their computer privileges revoked and may also be subject to further disciplinary action.
248
Diagnostic Imaging
Clinical Merits
To provide numerical documentation of clinical performance that exceeds the stated
expectations and requirements.
Merits will be issued for:
ACCOMPLISHMENT
Perfect attendance (No absences or tardies within
a semester.)
Written thanks or praise from patients, clinical staff
and/or physicians.
Exceptional clinical performance
Participation in the program activities
NO. OF
MERITS
1
1
1
2
One merit equals one hour of compensating time off from clinical assignment. One week
advance notice MUST be given to use merits.
Merits are assigned by Program Faculty and are used in exchange for compensating time off
from clinical assignment. One merit equals one hour of compensating time. Merits cannot be
carried from one semester to the next. Merits DO NOT off-set demerits or makeup time.
249
Diagnostic Imaging
Clinical Demerits
To provide numerical documentation of unsatisfactory clinical performance in which will affect
the student’s clinical grade.
Demerit(s) will be issued for:
INFRACTIONS
Not following the notification
procedure when tardy to or
absent from clinic
Not submitting the required
number of clinical evaluations
All absences after the two (2)
absences per semester allowed
in the Clinical Attendance Policy
Leaving clinic or assigned clinical
area without permission (LWP)
Failure to complete the required
number or competencies and/or
final competencies
Failure to turn in written
assignments
1. Repeat list
2. Performance Objective
Checklist
3. Image Critique(pre/post)
Violation of dress code.
NO. OF
DEMERIT
S
2
1
INFRACTIONS
Using another person’s lead
markers
NO. OF
DEMERIT
S
2
Being unprepared for clinical
assignments
Mislabeling images
2
Failure to finish a procedure
after starting it
Inconsistent performance in
the clinical setting
2
10
All missed punches after two
(2) excused (ie., lunch
breaks)
2
2
Passing a bad image without
Clinical
Instructor’s/Preceptor’s
approval
Not entering the appropriate
data in the computer system
Failure to attend or
participate in scheduled tours
and/or meetings
Not having lead markers in
radiographic areas
Not having radiation monitor
in areas where ionizing
radiation is being used
Sleeping or the appearance
of being asleep in the clinic
2
5
2
2
(for each
missing comp)
Violation of electronic devices
policy
Violation of Internet usage policy
5
All tardies after two (1) excused
2
Not following professional
standards of ethics
2
Not following professional code
of conduct
2
5
2
2
2
5
2
2
5
**This is only a partial list; other infractions may result in the issuance of demerits at the discretion of instructors.
One demerit equals one point deduction from the final clinical grade. If continued violation of the
policies and procedures persists, the number of demerits issued will double, e.g. 1 demerit goes
250
to 2 demerits; next offence goes to 4 demerits. Students are expected to maintain a consistent
professional attitude and behavior.
Demerits are assigned by Program Faculty. The number of demerits given will depend upon the
severity and frequency of the infraction. One demerit equals one point deducted from the final
clinical grade.
251
Diagnostic Imaging
Clinical Probation
To notify students who demonstrate a consistent lack of performance in the clinical
requirements of the program and/or are performing below average (grade “C”) that they
are failing to progress clinically. Continued performance without progress will result in
clinical suspension and/or dismissal from the program.
When a student demonstrates a consistent lack of performance in the clinical
requirements of the program and is performing below average (grade “C”) the student is
placed on clinical probation. A student can also be placed on clinical probation for
severe infraction of program policy, or the continuation of an unprofessional attitude or
behavior that has required previous counseling by the Program Faculty.
If a student is placed on clinical probation, he or she will have a time frame designated
for him or her to demonstrate that their weakness in clinical performance can be
overcome. At the time of assigning the probationary status, the student will be advised
of the problem and be offered suggestions and methods to improve his or her clinical
performance. If the student does not demonstrate improvement he or she will be
suspended from clinic.
Probation will result in a one-letter grade drop in clinical grade. It can also result in the
student being removed from the program for failure to meet or abide by the published
program policies and requirements. The student will be allowed due process.
Students who fail to progress clinically and are earning a below average (grade “C”) will
be placed on clinical probation. The student will formulate a plan of action based on the
suggestions and methods for improvement provided in the counseling from the Program
Faulty. Students who fail to meet the stated goals in their plan of action will be
suspended. A student can also be placed on clinical probation for severe infraction of
program policy, or the continuation of an unprofessional attitude or behavior that has
required previous counseling by the Program Faculty.
252
Diagnostic Imaging
Clinical Suspension
To protect patients, staff, faculty and fellow students a student can be placed on clinical
suspension for severe infraction of program policy, or the continuation of an
unprofessional attitude or behavior that has required previous counseling by the
Program Faculty.
The program may take such immediate disciplinary action as is appropriate under the
circumstances when it reasonably appears to the program from the circumstances that
the continuing presence of the student poses a potential danger to persons or property
or a potential threat for disrupting any activity in the clinic.
When placed on clinical suspension, the student will be advised and counseled on his
or her clinical performance. In the event the student does not demonstrate
improvement he or she may be dismissed from the program.
Any student may be summoned by request of the Program Director for a meeting for
purposes of the investigation and/or to discuss the allegations. The request shall specify
the meeting location, date and time.
Clinical suspension will result in a one-letter grade drop in the clinical grade. It may also
result in dismissal from the program for failure to meet or abide by the program policies
and clinical requirements. The student will be allowed due process.
253
Diagnostic Imaging
Energized Radiographic Lab
The purpose of this policy is to assure compliance with JRCERT standard 4.3 and state
requirements to provide a safe environment for DI students prior to utilization of the
energized Radiographic Lab.
An overview of Radiation Safety is provided in RT 4101 and DI 2331. All students have
instructions in radiation safety prior to using the lab.
JRCERT standards 4.3 Assures that students employ proper radiation safety
practices.
The program must also assure radiation safety in energized laboratories. Student
utilization of energized laboratories must be under the supervision of a qualified
radiographer who is readily available. If a qualified radiographer is not readily available
to provide supervision, the radiation exposure mechanism must be disabled.
The DI energized lab is located in B3-4583. The unit meets all state and federal
regulations. The unit is utilized to obtain objectives in courses as stated in the curricula.
Students are allowed to utilize the lab to practice and prepare for simulation and clinical
competencies and synthesize actual practice with didactic material. All students must
abide by the lab policy.
1. Laboratory use is restricted to educational assignments and only those students
enrolled in the School of Health Professions Diagnostic Imaging Program
2. UNDER NO CIRCUMSTANCES shall students be allowed to operate ionizing
equipment without the guidance of a faculty member. A faculty member must be
immediately available before exposures are made.
3. General safety rules (use of electrical equipment, hazardous materials precautions,
etc.) must be followed when utilizing the laboratory.
4. The door entering the laboratory must be closed during a radiographic exposure.
254
5. All persons must be physically located in the control area before and during a
radiographic exposure.
6. All students must wear radiation-monitoring devices during all labs requiring an
exposure.
7. Only phantoms or non-living objects may be used as subjects when actually
performing an experiment or practice examination. Exposure to fellow student or
non-living subjects in the lab or for lab experiments will result in immediate
dismissal from the program.
8. Phantoms can be checked out for practice during downtime in the clinic environment.
The students must check out the equipment from the course instructor and return them
the same day.
9. Students are responsible for the proper use of the processor.
a. Power will be turned on and after use.
b. Feed tray is wipe clean before and after use
c. darkroom is cleaned, organized and free of dust
10. The laboratory must be kept neat and clean. Students are responsible for
maintaining the laboratory when performing experiments or practice procedures.
a. IR shall be refilled and returned to the appropriate storage device
b. The film bin shall be kept full and organized.
c. Safelights and overhead lights shall be turned off after all lab sessions.
d. The radiographic tube will be powered off and placed on top of pillow
e. After use, the table and upright Bucky will be cleaned with antiseptic solution.
11. Any equipment failure or inadequate supply of chemicals or films must be
immediately reported to a faculty member.
Failure to follow this policy may result in the dismissal of the student from the
program.
255
Program Forms
Appendix A
256
Letter of Understanding
The following agreement is intended to acquaint the Diagnostic Imaging Program
student with the requirements and guidelines bearing on his/her program at The
University of Texas M. D. Anderson Cancer Center, School of Health Professions
(SHP).
I understand that during my education at UT M. D. Anderson, patient safety is the first
priority of all students, faculty, and staff. Signing this document is verification that I have
read and understand the Program Policies to include but not limited to:
1. During my clinical education, I understand I must be directly or indirectly
supervised 100% of the time during clinical assignment. All repeat examination
require direct supervision.
2. Three year track students: The program is nine semesters in length and
continues throughout the summer semesters.
3. I have reviewed and understand the governing regulations of the SHP printed in
the SHP Catalog and the SHP Student Handbook.
4. I have reviewed and understand the governing regulations of the Diagnostic
Imaging Program as printed in the Diagnostic Imaging Program Policies Manual.
5. I understand that I am responsible to adhere to all applicable provisions
concerning conduct, general departmental and grooming standards promulgated
by the Program and its clinical affiliate facilities.
6. I acknowledge that as part of my professional education, attendance is required
and missing clinical experiences and didactic classes will affect my grade and
can be grounds for dismissal from the program.
7. I acknowledge that as part of my professional education, I am required to
demonstrate continued competency in the academic and clinical setting. Failure
to maintain competency may result in dismissal from the program. If I have or
am diagnosed with a physical, mental or learning disability prior to starting or
during the program, it is my responsibility to notify the Program Director in writing
so that reasonable accommodations can be made.
8. I will purchase the required uniform including lab coats, scrubs and any
protective materials the clinical education center requires. The upkeep of these
items is my responsibility.
9. I will purchase the required textbooks and course materials.
10. I will attend clinical education as scheduled and I will strictly adhere to the clinical
rotation and time schedule. I understand assignments are made to clinical
affiliates to gain additional experience. Clinical assignments include rotations to the
MD Anderson Cancer Center Main Center and associated clinics, Methodist Hospital
(TMH), Herman Memorial - TMC, UTMB Galveston, TIRR Memorial Hermann, St.
Lukes – TMC, Texas Children’s Hospital-TMC, Texas Children’s Hospital-Cypress,
Texas Children’s Hospital-Sugarland and Michael E. DeBakey VA Medical Center and
affiliate satellite centers.
11. I understand clinical assignments are 3 days per week and students are scheduled for
days, evening, nights and weekends rotations. Day rotations are 08:00-4:30 pm. Evening
257
rotations are 3:00 pm – 8:30 pm, nights 8:00 pm – 6:30 am and weekend rotation are 7:00
am – 5:30 pm.
12. I understand rotations will require travel up to 60 miles from the Houston Medical
Center. All costs associated with the rotations are the student’s responsibility.
13. I understand during clinical rotation a 30 minute lunch break is mandatory.
14. I understand that any major breach of policy will be grounds for immediate
dismissal from the program. A major breach of policy includes, but is not limited
to: Injuring a patient, performing clinical activities without appropriate
supervision, not reporting patient related incidents, unprofessional conduct that
causes a patient to question the integrity of their care, unprofessional conduct
related to patients, faculty and staff, falsification or destruction of any student or
patient related (academic or clinical) records, mislabeling images with approved
lead letter markers.
15. Students have the opportunity to grieve any disciplinary actions.
16. I must document my clinical experience using the program-approved method.
Additionally, I understand that documenting my clinical attendance with any
unauthorized electronic means is not permitted.
17. I will clock in and out of clinical education assignment only on computers
identified at my clinical education center deemed acceptable by the program.
Documenting clinical attendance for another student and/or purposely
documenting clinical attendance inaccurately is considered falsifying
academic/clinical records and may result in immediate dismissal from the
program.
18. I understand that due to the compromised immunity of patients, if I become ill,
including having a temperature of greater than 99.0 degrees Fahrenheit, nausea,
vomiting and/diarrhea or a known contagious illness, I will not attend clinical or
didactic education. Do not report to clinic if you are unsure about the nature of
your illness, contact program officials immediately to discuss attendance. My
absences from clinical education must be made up during the semester break
following the absence. Make-up time must be approved by clinical faculty. All
clinical education must be completed in a minimum of a four-hour block of time.
19. I understand I am expected to fully participate in all didactic and professional
growth opportunities offered at UTMDACC School of Health Professions,
regardless of grading criteria.
20. I will wear my assigned radiation monitor badge at all times during clinical
education.
21. I acknowledge I must earn a 75% or higher grade in each course in order to
progress to the following semester.
22. I understand I will not be released from the program until I achieve 80% or
higher on the Capstone comprehensive exam. I will not be released to sit for the
ARRT examination in Radiography.
23. I will not be released to sit for the ARRT examination in Radiography, Computed
Tomography, or Magnetic Resonance Imaging until all programs didactic and
clinical requirements are completed.
24. I understand health care coverage is required, and it is my responsibility to
maintain it. I understand that medical insurance may be purchased through The
University of Texas Health Sciences Center.
258
25. I will abide by the guidelines of HIPPA and maintain patient confidentiality. I
understand that sources of patient information that contain more than one way of
patient identification should not leave hospital. (ie. patient requisitions or patient
identification stickers).
26. I understand that I must maintain my CPR credentials.
27. I understand that I am required to complete all satellite clinical requirements
before rotation. This may ID badges, Health and Safety paperwork and
immunization.
28. I understand that each satellite facility have their own requirements and may
require immunization annually. Flu shots are mandatory.
I understand any substantial breach of regulations, any serious departure from
professional bearing or any prominent deficit in my academic achievement, motivation
or attitude may constitute grounds for my expulsion from the program.
Signed: _________________________________
Date: ___________
Witness: ________________________________
Date: __________
259
Acknowledgement of Pregnancy Policy
The program does not discriminate based on pregnancy status. However, since
exposure to ionizing radiation may pose a risk to the developing fetus, there are three
options available to the student per the pregnancy policy.
1. Students providing written notice of voluntary declaration.
2. Program official and student discussion for option for continuance in the
program without modification or leave of absence.
3. Student option for written withdrawal of declaration of pregnancy.
The policy states the student submit in writing, a declaration of pregnancy with the
expected due date, to the Program Director and the Radiation Safety Officer.
The student will be issued a fetal badge to monitor exposure to the fetus during
pregnancy.
The Radiation Safety Officer will then provide counsel concerning the rules, regulations
and rights of the student as an occupationally exposed health care worker, inform her
health care provider of the nature of student clinical experiences and of the potential risk
that may exist for exposure to ionizing radiation.
Review her clinical rotation schedule with the Program Director, the Educational
Coordinator, the Clinical Coordinator/Faculty and the Radiation Safety Officer. The
student retains the right to continue in her preset schedule, just as she retains the right
to not declare herself pregnant.
If the student chooses to revise her clinical rotation schedule and this revision causes
her to miss a required clinical rotation, this clinical rotation must be completed prior to
graduation.
I have read this policy and understand my rights to declare pregnancy status.
Signed: ___________________________________
Date________________
Witness: __________________________________
Date ________________
260
Voluntary Declaration of Pregnancy
I am pregnant and I wish to continue my clinical and didactic education. I agree this will be in
the same capacity and with the same assignments I have had until this date, providing an
appraisal of the radiation exposure entailed, based on all available data including monitoring
records, leads to the reasonable conclusion that such exposure will not be expected to result in
a fetal dose during my pregnancy which exceeds 0.5 rem. I will meticulously follow established
radiation protection techniques to minimize the radiation exposure to my fetus. I do not expect
to receive exemption from any regular assignments during my pregnancy.
Signature: _________________________________________
Date: ________
Endorsement 1
I recommend the clinical education status of _________________________ be continued under
the terms set forth above concerning exposure of pregnant students to ionizing radiation. I
believe this individual’s continued education will not result in a fetal exposure exceeding 0.5 rem
and shall supervise work assignments and pay particular attention to monitoring records in order
to minimize the possibility this dose will be exceeded.
Signature: __________________________________________
Clinical Coordinator/Preceptor
Date: ______________
Endorsement 2
I have reviewed this application and recommend (approval) (disapproval) of this student’s
application of continued clinical and didactic education during pregnancy.
Conditions: _______________________________________________________________
________________________________________________________________________
________________________________________________________________________
Signature: ________________________________________
Date: ________________
Hospital Radiation Safety Officer
Signature:________________________________________
Date: ________________
Program Faculty
261
UTMDACC School of Health Professions
PROCEDURE FOR COMPLETION
Upon satisfactory completion of the program’s required competencies, a student will submit the
following checklist for program completion:
_____ 1. Complete all required courses in the UTMDACC Diagnostic Imaging Program’s
Radiography, CT or MRI emphasis. Grades must be verified before completion is
granted.
_____ 2. Complete Final Competency Evaluation (Radiography) with 20 hours per week
clinical experience until complete.
_____3. Complete and submit the “Diagnostic Imaging Completion Request” form by obtaining
the required signatures and submitting with this form to the Program Director. The
Completion Request form must have attached to it the following:
1. Master Clinical Competency Form
2. Final Competency Forms
3. Current Radiation Exposure Report (does not apply to MRI
emphasis)
_____4. Clinical hours will be verified by the Clinical Coordinator/Faculty or Education
Coordinator and a final copy of total hours will be kept in your permanent file.
After satisfactorily completing the above steps, you have successfully completed the University
Texas, M. D. Anderson Cancer Center, School of Health Professions, Diagnostic Imaging
Program’s Requirements. CONGRATULATIONS!
262
DIAGNOSTIC IMAGING COMPLETION REQUEST
DATE:
________________________________________
TO:
UTMDACC School of Health Professions, Diagnostic Imaging Program, Program Director
FROM:
________________________________________________________________________
Student’s Name
Student’s Signature
SUBJECT: Request To Be Released from the Radiography, Computed Tomography (CT), or Magnetic
Resonance Imaging (MRI), Education/Management Curriculum (circle one)
This is my formal request to complete and be released from the UTMDACC School of Health Professions,
Diagnostic Imaging Program’s Radiography, CT or MRI Emphasis.
I will have completed all course requirements to the level of competence in both didactic and clinical
education in my chosen professional emphasis.
I certify the clinical education competency of this student and recommend the student’s request be
honored.
__________________________________________________________________________________
Clinical Coordinator/Faculty or Education Coordinator
Date
I certify the didactic education of this student and recommend the student’s request be honored.
__________________________________________________________________________________
Education Coordinator
Date
REQUEST GRANTED:
___________________________________________________________________________________
Diagnostic Imaging Program Director
Date
The ARRT Clinical Competency Requirements must be attached to this form as well as all other required
documentation listed in the policy entitled “Procedure for Completion” when submitting the request for
release. This is the student’s responsibility. Students will not be released from the program without the
required documentation.
263
264
Confirmation of Receipt and Understanding of Program Policies
My signature and initials below is an acknowledgment that I have read and understand the policies of the
Diagnostic Imaging Program contained within the 2011-2012 Diagnostic Imaging Program Policies
Manual.
___________________________________________________________________________________
Student Name (please print)
_______________________________________________________
Student Signature
Policy
__________________
Date
Initials
Clinical Supervision…………...………..________
Statement of Policy Change ………….________
Clinical Attendance Policy….………….________
Professional Liability……………….......________
Documenting Clinical Attendance….....________
Reporting Illness………………………..________
Clinical Rotation Assignments………...________
Medical Library Usage…………………________
Clinical Competency Grading and
Personal Phone Calls……………….…________
Remediation...…………………………..________
Program Communication……………...________
Radiation Monitoring…………………...________
Professional Conduct and Behavior….________
Pregnant Radiation Workers/Students.________
Blogging and Social Networking……..________
Clinical Dress and Personal
Statement of Criminal Conduct
Representation on the SHP…………..________
Appearance…….……………………….________
Emergency Medical Care…...…………________
Student Congress…………………… ________
Patient Related Incidents………………________
Lambda Nu/Honors Recognition……..________
Student Employment While Attending
Release for Registry Eligibility……..….________
Clinical Education………………………._______
Release of Student Information…..…..________
Demonstrating Clinical Competency…._______
Due Process…………...………………..________
Clinical Competency Evaluation
Dismissal………….……………………..________
Criteria…........................................._______
Grading Standards………………….….________
Electronic Devices…………………….._______
Technical Standards…………….……..________
Internet Usage………………………._______
Make-up Exams and Quizzes…………________
Clinical Merits………………………….._______
Testing…………………………………...________
Course Syllabi………….……………….________
Programmatic Standards of
Accreditation…………………………….________
Clinical Demerits………………………._______
Clinical Probation………………………_______
Clinical Suspension……………………_______
Professional Society Membership…….________
Student Compact ………………………________
JRCERT Standards ……………………________
Clinical Policy
Initials
265
Clinical Forms
Radiography Emphasis
Appendix B
266
UNIVERSITY OF TEXAS, MD ANDERSON CANCER CENTER
SCHOOL OF HEALTH PROFESSIONS
DIAGNOSTIC IMAGING PROGRAM
Clinical Competencies Requirement
All students in the DI Radiography Program are required to complete the following numbers of competencies
per semester. Students are allowed go over the required number of competencies per semester. However,
students will not be allowed to begin clinical final competencies until the end of the 5th semester. At the
completion of Semester 5, the student must have 36 Mandatory and 15 Electives competencies. Final
competencies will not begin until all programmatic requirements are met.
To successfully complete the program during Semester 6 students are required to retest and perform the
number of Mandatory and Elective competencies as designated by the ARRT, these exams do not require
image evaluation. However, the DI faculty will review images to ensure they meet evaluation criteria.
Fall (1st semester) – Competencies requirement
SEMESTER
1
MANDATORY
0
ELECTIVE
0
TOTAL
0
ELECTIVE
2
TOTAL
10
Spring (2nd semester) - Competencies requirement
SEMESTER
2
MANDATORY
8
Summer (3rd semester) - Competencies requirement
SEMESTER
3
MANDATORY
8
ELECTIVE
3
TOTAL
11
ELECTIVE
5
TOTAL
15
Fall (4th semester) - Competencies requirement
SEMESTER
4
MANDATORY
10
At the completion of the 5th semester the student must have accumulated thirty- five (36) mandatory and
fifteen (15) elective competencies for programmatic completion.
SEMESTER
1
2
3
4
MANDATORY
0
8
8
10
ELECTIVE
0
2
3
5
TOTAL
0
10
11
15
267
5
10
36
5
15
15
51
Summer (6th semester) – Final Clinical Competencies Requirement.
Successful completion of the DI Radiography educational curriculum requires that all students must
demonstrate competency in the clinical activities identified by the ARRT rules and regulations.
Demonstration of clinical competency means the students were observed performing the procedures
independently, consistently, and effectively. The student must demonstrate competency in the areas listed
below. Procedures should be performed on patients, however, simulations are allowed if patients are not
available (see ARRT requirements for simulations).





Six (6) mandatory general patient care activities
Thirty-one (31) mandatory imaging procedures.
Fifteen (15) elective imaging procedures to be selected from a list of 35 procedures.
One (1) elective imaging procedure from the head section
Two (2) elective imaging procedures from the fluoroscopy studies section, one of which must be
either an Upper GI or a Barium Enema.
268
MASTER LOG OF CLINICAL COMPETENCIES
This form is to remain in the clinical manual at all times. This is a permanent record of your
competencies. It is recommended that you make a back-up copy of this form at the end of
each semester in the event your clinical manual becomes lost or damaged.
Student’s Name: ______________________________________________________
Program Start Date: ____________________________________________________
The following competencies must be completed as indicated. All competencies in this
section are MANDATORY and must be completed by the end of the SECOND
clinical semester.
Orientation and Patient Care
Date
Verified by:
Program
Completed
Technologist’s
Faculty
initials
Use Only
CPR Certification
Certification
(Must be complete prior to starting clinical
Date
education. CPR certification must remain
current for entire clinical experience. A copy of
your CPR card will be place in your clinical file).
Recertification
Date
The following competencies must be completed the FIRST clinical semester.
Standard Precautions/OSHA
requirements
Facility Orientation
(M.D. Anderson Cancer Center)
Department Orientation
Diagnostic Imaging
Emergency Preparedness:
(Fire alarms, crash carts, O2, etc.)
Image Processor Orientation/Darkroom
Radiation Safety and Protection
Patient Transfer and Physical Handling
HIPAA and Joint Commission
The following Patient Care Skill competencies must be completed by the end of the
SECOND clinical semester
Patient History
269
Vital Signs (Blood Pressure, Pulse,
Respiration, Temperature).
Oxygen Administration
Care of medical equipment (oxygen
tanks, IV tubing, IVAC)
Sterile and aseptic technique
Venipunture
Exam preps and explanations, discharge
orders, patient education
MASTER LOG OF CLINICIAL COMPETENCIES
Competencies in this section are to be completed by the 5th semester of clinical education. Final
competencies cannot be started until primary competencies are complete.
Students must demonstrate and maintain competency in ALL MANDATORY procedures. All
MANDATORY procedures must be demonstrated on patients.
Students must demonstrate and maintain competency in a minimum of 15 ELECTIVE procedures.
Elective procedures may be demonstrated on patients, phantoms, or simulations.
IDENTIFY THE TYPE OF PATIENT USING THE NUMBERS BELOW: (More than one number may
apply)
1. Ambulatory
4. Geriatric
7. In-patient
2. Out-patient
5. Trauma
8. Wheelchair/Stretcher
3. Portable/Mobile
6. Pediatric
9. Simulated (mocked)
Competency
THORAX
Chest: PA & LAT
Mandatory(M)
Elective (E)
Date
Completed
Type of
Patient
MR #
Verified by:
Technologist
Comments/Score
Program
Faculty
M
Chest: Pedi
(age 6 or younger)
M
Chest: wheelchair or stretcher
M
Ribs
M
Chest: Decubitus
E
Chest: Apical lordotic
E
270
Chest: Oblique views
E
Sternoclavicular
joints
E
Sternum
E
Upper Airway
E
(soft-tissue neck)
Other thorax procedures not listed:
E
Competency
Mandatory(M)
Elective (E)
UPPER EXTREMITIES
Finger
Thumb
Hand
Wrist
M
M
M
M
Forearm
M
Elbow: Routine
M
Humerus
M
Shoulder:
M
Date
Completed
Type of
Patient
MR #
Verified by:
Technologist
Comments/Score
Program
Faculty
Non-trauma
(internal/external rotation)
Shoulder:
M
Trauma
Routine: AP & “Y”, transthoracic, or axial
view
Shoulder:
M
MDA Scapular “Y”(lat scapular)
Trauma Upper Extremity (non-shoulder)
M
271
Scaphoid View
E
Carpal Bone Series
E
Carpal Tunnel View
E
Elbow: Special Views
E
Pediatric Upper Extremity
E
Bone age study
E
Scapula
E
Clavicle
E
AC joints
E
Other Upper Extremities not listed:
E
E
Competency
Mandatory(M)
Elective (E)
Date
Completed
Type of Patient
MR #
Verified by:
Technologist
Comments/Score
Program
Faculty
LOWER EXTREMITIES
Foot
M
Ankle
M
Tibia-Fibula
M
Knee
M
Knee (trauma)
M
Femur
M
Lower Extremity
(trauma)
Toes
M
Calcaneus
E
Foot: Special
Views or upright
E
E
272
Competency
Mandatory(M)
Elective (E)
Date
Completed
Type of Patient
MR #
Verified by:
Technologist
Comments/Score
Program
Faculty
SPINE AND PELVIS
Ankle Special
Views
Knee Special
Views
Patella
E
Pediatric Lower
Extremity
E
E
E
MDACC Bone Surveys:
Limited F/U -
7
Limited(long
bones only) - 10
Limited F/U with
long bones - 17
Complete - 23
E
E
E
E
Other Lower Extremities not listed:
E
E
273
Cervical 2-3 views
M
Cervical: crosstable
lateral(trauma)
Thoracic
E
M
Lumbar 2-3 views
M
Pelvis
M
Hip: non trauma
M
Hip: cross-table
lateral(trauma)
Cervical: Special
views
M
E
(flexion/extension, pillar,
Judd, Fuchs)
Lumbar: 2-3
views with
obliques
Lumbar: Special
views
E
E
(flexion/extension,
upright)
Sacrum
E
Coccyx
E
Sacroiliac joints
E
Scoliosis series
E
E
Other spine or pelvis procedures not listed:
E
E
274
Competency
Mandatory(M)
Elective (E)
Date
Completed
Type of Patient
MR #
Verified by:
Technologist
Comments/Score
Program
Faculty
CRANIUM
Note: During the 4th semester, students will have the option to obtain
ELECTIVE skull competencies during their labs.
E
Skull series (MUST
include AP/PA and
lateral views)
Paranasal sinus
E
series (MUST include
Waters and Caldwell
views)
Cranium/Facial Townes
Cranium/Facial/Sinus SMV
Nasal Bones
Orbits Foreign Body
Series
Orbit Rhese view
E
E
E
E
E
Zygomatic arches
E
Mandible (Panorex
E
acceptable)
TMJ
E
E
Pediatric Cranium or
Sinuses
Other cranial, facial procedures not listed:
275
E
E
Competency
Mandatory(M)
Elective (E)
Date
Completed
Type of
Patient
MR #
Verified by:
Technologist
Comments/
Score
Program
Faculty
ABDOMEN
Abdomen: Supine
M
KUB
Abdomen:
M
Decubitus or
Upright
Pediatric Abdomen
E
(age 18 or younger)
Abdomen: CrossE
table
GI TRACT AND FLUOROSCOPIC PROCEDURES
UGI:Single or
E
Double Contrast
Colon: Single or
E
Double Contrast
Esophagus
E
Small Bowel Series
E
Modified Ba
Swallow: Phonetic
studies
Hysterosalpinogra
m
Arthrogram
Myelogram
Discogram
E
Facet injection
E
ERCP
Lumbar Puncture
URINARY SYSTEM
Intravenous
Urography
E
E
E
E
E
E
E
276
Competency
Mandatory(M)
or
Elective(E)
Cystogram
E
Cystourethrogram
E
Date
Completed
Type of
Patient
MR #
Verified by:
Technologist
Comments/
Score
Program
Faculty
Other procedures not listed:
E
E
E
277
MOBILE RADIOGRAPHY
Chest
M
Abdomen
M
Orthopedic
M
Trauma
M
Pediatric study
E
SURGICAL PROCEDURES
C-arm procedure
M
in surgery
Orthopedic
M
surgical procedure
Operative
Cholangiogram
E
Retrograde
Urography
E
Port-a-cath
E
Bracytheraphy
E
Pain management
E
Other surgical procedures not listed:
E
E
E
E
278
Summary of Grade
Completed by the Diagnostic Imaging Clinical Faculty
_____________ Semester Year ___________
% of
Grade
Competencies
Grade
30
# of Competencies
Clinical Performance
Evaluation
10
Assignments
20
Possible
Actual
Calculations
Points
Earned
10
1. Image Critiques
2. Case Study
3. Lab Final
Work Ethics
30
1. Attendance
Grade
- Demerits
=
Faculty: Please verify the following:
1.
2.
3.
4.
5.
6.
Final Grade
The average score of the competencies grade and completed.
Student’s evaluation has been completed and signed.
Productivity Report
Image critiques/Case studies
Lab final/simulations
Total clinical hours completed.
279
___________________________________
____________________
280
THE UNIVERSITY OF TEXAS M.D. ANDERSON CANCER CENTER
CLINICAL COMPETENCY EVALUATION FORM
MANDATORY
STUDENT: __________________________________________
EXAM:
PA & LATERAL CHEST – ADULT (18 years +)
PREREQUISITE EXAMS: Exams performed by the student under DIRECT supervision
DATE
PT. MRN
DATE
TECH INITIALS
PT. MRN
TECH INITIALS
6.
7.
8.
9.
10.
1.
2.
3.
4.
5.
COMPETENCY EVALUATION: The competency evaluation form is used to evaluate the student’s performance of procedures. The
evaluator will mark each area according to the scale on the back. If the evaluation is terminated because of a score of “0” on the
form, the form must be signed and turned in to the Clinical Coordinator with the reason for termination indicated. The form will be
placed in the student’s clinical notebook after being reviewed by the Clinical Coordinator.
COMPETENCEY EXAM INFORMATION:
DATE:
PATIENT MRN:
PATIENT HISTORY:
REASON FOR EXAM:
NOTES TO RADIOLOGIST:
MINIMUM PERTINENT ANATOMY:
PA Projection
1. Apices
2. Bases
3. Costophrenic angles
4. Trachea
5. Carina
6. Bronchus
7. Lung markings
8. Number of lobes in each lung
9. Heart
10.
11.
12.
13.
14.
15.
16.
17.
18.
Hilum
Mediastinum
Diaphragm
Air in stomach
Aortic knob
Scapula
SC joints
Clavicle
No. of ribs visible
Lateral Projection
1. Heart
2. Sternum
3. Diaphragm
4. Spine
5. Costophrenic Angles
6. Apices
281
PERFORMANCE POINT SCALE: To be completed by the Clinical Instructor who DIRECTLY observed the student perform the
procedure
0 = Unacceptable performance (any zero voids the
2 = Meets expectations, satisfactory performance
competency)
1 = Below expectations, improvement required
3 = Exceeds expectations, outstanding
performance
1.
Performance Evaluation Criteria
Verified request/orders before proceeding. Proper use
of computer system (Stentor/PACS, RIS, ClinicStation)
0
1
2
3
Comments
0
1
2
3
Comments
2.
3.
Prepared the physical facilities and themselves
Demonstrated professionalism/provided appropriate
patient care
4. Complied with universal precautions
5. Operated the equipment correctly and with confidence
6. Positioned patient/part correctly
7. Centered and/or angled the CR to patient and image
correctly
8. Set the appropriate exposure factors? (kVp, mAs, AEC,
SID…)
9. Applied principles of radiation protection
(shielding, collimation, asked if pregnant)
10. Demonstrated critical thinking problem solving
appropriately
11. Performed the correct projections
12. RT/LT markers present and placed correctly
13. Performed exam in a reasonable amount of
time and in an organized manner
14. Properly dismissed patient and completed exam
Image Evaluation
15. Identified if the appropriate structures were
visible
16. Identified anatomical structures? (See
pertinent anatomy where applicable)
17. Evaluated images with respect to positioning
criteria
18. Evaluated centering & alignment
19. Evaluated exposure factors
20. Identified artifacts
Calculating the score



All 2’s = 80
For each 3 add 1 point.
For each 1 subtract 1 point
SCORE
_______________________________________________________
Program Faculty or Clinical Instructor Signature
___________________________
Date
282
UTMDACC SCHOOL OF HEALTH PROFESSIONS
CLINICAL PERFORMANCE EVALUATION
Student Name: _____________________________________
Date: _________________
Clinical Area/Location: ______________________________
Semester/Year: _________
Rotation Dates: ____________________________________
1
The student demonstrates initiative and is helpful in clinical (Initiative).
2
The student maintains an excellent attitude and disposition; establishes and
maintains cooperative and productive relations with clinical staff (Attitude).
The student consistently completes procedures independently; remains in work
area and is available for further assignments (Dependable).
3
4
The student is tactful and diplomatic; promotes teamwork and cooperation;
acceptance of supervision (Teamwork)
5
The student works efficiently and demonstrates a sense of responsibility for
their work (Efficiency).
6
The student establishes good rapport with patients; considerate and responsive
to their needs; respective of the patient’s rights and preserves patient dignity.
(Relationship with Patients)
Needs
Below
Average
Average
Above
Average
Evaluation Criteria
283
Improvementt
Directions for Clinical Instructor: Please indicate your level of agreement with each of the statements
regarding the student’s clinical performance. Please comment on strengths and on areas that need
improvement. Comments are beneficial to the student. Please complete clinical performance evaluation in
Trajecsys.
7
The student demonstrates sound judgment and decisions are based on clear
thought processes
(Professional Judgment)
8
The student demonstrates some understanding of human diversity; attempts to
communicate effectively with patients and demonstrates respect (Human
Diversity)
The student maintains excellent attendance record; always present and on time
or calls when an emergency arises (Attendance & Punctuality)
9
10
The student is well groomed and consistently presents a professional image
(Professional Appearance)
11
The student adheres to the affiliate’s policies and procedures; follows
procedure protocols and documents any deviations
( Organizational Responsibility)
12
The student applies acquired skills commensurate with their level of training
and relevant to the clinical area
(Comprehension of Exam)
13
The student consistently demonstrates sensitivity to the concerns of patients
and coworkers (Core Value of Caring).
The student consistently holds self and others accountable for actions;
communicates openly and honestly
(Core Value of Integrity)
The student consistently helps identify and solve problems; seeks personal
growth and enable others to do so.
(Core Value of Discovery)
The student abides by rules of safety governing body mechanics, infection
control, etc (Follows Direction).
The student is proficient in digital imaging techniques. (patient entry, image
processing, image manipulation, viewing ,etc. (N/A if does not apply to area)
The student demonstrates confidence (Progress).
14
15
16
17
18
Comments:
_______________________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________
284
Evaluator’s Signature: _________________________
Date: ___________________
Student’s Signature: __________________________
Date: __________________
285
UT-MDACC
th
Pre-Image Critique Form -4 semester
Student must bring this completed pre-critique form to the critique. (Failure to do so will result in a 10 point deduction on the
critique.)
Student Name
Circle the category exam you are performing for this critique session and answer questions regarding that exam only. You must
complete all the routine projections that are associated with the exam.
Three (3) additional points are available for Pre-Critique form if they are completed properly. Full points are only
awarded if the questions are applicable and relevant for the exam discussed.
CHEST
ABDOMEN
UPPER EXTREMITY
LOWER EXTREMITY
What technical factors would you use on the average adult patient?
Projection
SID
kVp
mAs
Projection
SID
kVp
mAs
Projection
SID
kVp
mAs
Projection
SID
kVp
mAs
Projection
SID
kVp
mAs
Projection
SID
kVp
mAs
Each student will be prepared to ask two questions in each of the following categories on the above exams? Write your questions
and your answers in the space provided or attach a separate paper.
Anatomy or Pathology:
Ques. 1
Ques. 1
Ans. 1
Ans. 1
Ques. 2
Ques. 2
Ans. 2
Ans. 2
Screens, Films, Grids or Processing:
Positioning or Centering
Ques. 1
Ans. 1
Ques. 2
Ques. 1
Ans. 1
Ques. 2
Ans. 2
Ans. 2
Contrast or Density:
Ques. 1
Ans. 1
Ques. 2
Ans. 2
Quality Control
Ques. 1
Ans. 1
Ques. 2
Ans. 2
Detail or Distortion:
Pre-critique form was completed prior to critique - No/Yes
Faculty verification
286
Pre-critique form points ________________
Image Critique Form
Student
Date
Exam(s)
PERFORMANCE POINT SCALE:
0 = Unacceptable performance
3 = Exceeds expectations, outstanding performance
contrast.
0
IMAGE EVLAUATION
Anatomy, Physiology &
Pathology
Identifies anatomy of part
shown.
b. Understands related
anatomy.
c. Identifies anatomical
anomalies or pathologic
processes on film.
d. Identifies anomalies or
pathologic processes
common to the part.
Positioning & Centering
1
2
3
n. States the controlling and
contributing factors of
density.
Detail & Distortion
a.
o.
p.
q.
Screens, Film,
Processing & Grids
r.
e.
f.
g.
h.
i.
Identifies bony landmarks
used in positioning &
centering.
Evaluates positioning.
States corrective measures
in cases of improper
positioning.
Answers positioning
questions on related
anatomy and exams.
Evaluates image for proper
centering.
Exposure factors,
Contrast & Density
j. Evaluates image for correct
kVp and mAs.
k. Evaluates SID and its effect
on density.
l. Identifies scale of contrast
on film.
m. States the controlling and
Understands factors that
affect detail.
Understands focal spot and
its effect on the image.
Identifies any distortion
and states the cause.
s.
t.
u.
Identifies screen speed for
both digital and plain film.
Understands factors
relating to screen speed.
Understands film
construction and latent
image formation.
Understands factors
relating to film processing:
plain film and digital
Understands factors
relating to grids.
Artifacts & Quality Control
v.
w.
Identifies artifacts and
causative factors.
Identifies Q. C. procedures
affecting film quality.
x. Other pertinent topics
(digital imaging, etc.)
CRITIQUE SCORE
PRE – CRITIQUE FORM
287



FINAL SCORE
For each 1 subtract ½ point.
For each 0 subtract 1 point.
3 additional points available for Pre-Critique form


All 2’s = 85
For each 3 add ½ point.
EVALUATOR’S SIGNATURE
DATE
COMMENTS
UT-MDACC
th
Pre-Image Critique Form – 5 semester
critique.)
Student Name
PELVIS
HIP
SHOULDER GIRDLE
SPINE INCLUDING SI JOINTS
Projection
SID
kVp
mAs
Projection
SID
kVp
mAs
Projection
SID
kVp
mAs
Projection
SID
kVp
mAs
Projection
SID
kVp
mAs
Projection
SID
kVp
mAs
Ques. 1
Ques. 1
Ans. 1
Ans. 1
Ques. 2
Ques. 2
Ans. 2
Ans. 2
Ques. 1
Ans. 1
Ques. 2
Ques. 1
Ans. 1
Ques. 2
Ans. 2
Ans. 2
288
Quality Control
Ques. 1
Ques. 1
Ans. 1
Ans. 1
Ques. 2
Ques. 2
Ans. 2
Ans. 2
Image Critique Form
Student
Date
Exam(s)
t.
0
IMAGE EVLAUATION
Pathology
b.
shown.
n. Understands related
anatomy.
o. Identifies anatomical
processes on film.
p. Identifies anomalies or
common to the part.
q.
r.
s.
Identifies bony landmarks
centering.
Evaluates positioning.
States corrective measures
positioning.
1
2
3
u.
Answers positioning
anatomy and exams.
Evaluates image for proper
centering.
Exposure factors,
Contrast & Density
v. Evaluates image for correct
kVp and mAs.
w. Evaluates SID and its effect
on density.
x. Identifies scale of contrast
on film.
y. States the controlling and
contrast.
n. States the controlling and
density.
Detail & Distortion
x.
y.
Understands factors that
affect detail.
Understands focal spot and
289
z.
Identifies any distortion
ff.
Identifies Q. C. procedures
Screens, Film,
Processing & Grids
aa. Identifies screen speed for
Understands factors
bb. Understands film
image formation.
cc. Understands factors
dd. Understands factors
relating to grids.
CRITIQUE SCORE
FINAL SCORE





All 2’s = 85
ee. Identifies artifacts and
causative factors.
DATE
COMMENTS
UT-MDACC
th
Pre-Image Critique Form – 6 semester
critique.)
Student Name
CRANIUM
GASTROINTESTINAL STUDIES
GENITOURINARY STUDIES
Projection
SID
kVp
mAs
Projection
SID
kVp
mAs
Projection
SID
kVp
mAs
Projection
SID
kVp
mAs
Projection
SID
kVp
mAs
Projection
SID
kVp
mAs
290
Ques. 1
Ques. 1
Ans. 1
Ans. 1
Ques. 2
Ques. 2
Ans. 2
Ans. 2
Ques. 1
Ques. 1
Ans. 1
Ans. 1
Ques. 2
Ques. 2
Ans. 2
Ans. 2
Quality Control
Ques. 1
Ques. 1
Ans. 1
Ans. 1
Ques. 2
Ques. 2
Ans. 2
Ans. 2
Image Critique Form
Student
Date
Exam(s)
0
IMAGE EVLAUATION
Pathology
c.
shown.
z. Understands related
anatomy.
aa. Identifies anatomical
processes on film.
1
2
3
bb. Identifies anomalies or
common to the part.
cc. Identifies bony landmarks
centering.
dd. Evaluates positioning.
ee. States corrective measures
positioning.
291
ff.
Answers positioning
anatomy and exams.
gg. Evaluates image for proper
centering.
hh.
ii.
jj.
kk.
n.
kk. Understands film
image formation.
ll. Understands factors
mm. Understands factors
relating to grids.
Exposure factors,
Contrast & Density
Evaluates image for correct
kVp and mAs.
Evaluates SID and its effect
on density.
Identifies scale of contrast
on film.
States the controlling and
contrast.
States the controlling and
density.
nn. Identifies artifacts and
causative factors.
oo. Identifies Q. C. procedures
CRITIQUE SCORE
Detail & Distortion
FINAL SCORE
gg. Understands factors that
affect detail.
hh. Understands focal spot and
ii. Identifies any distortion





Screens, Film,
Processing & Grids
jj.
All 2’s = 85
Identifies screen speed for
Understands factors
DATE
COMMENTS
UTMDACC
STUDENT REPEAT LIST
Student Name:
Semester:
_____________________
Students should list all repeats that they are responsible for. Turning in blank repeat sheets at the end of the semester will
result in a 10-point deduction on your clinical notebook grade.
MRN
Projection Repeated
Reason for Repeat
(Dark, light, positioning,
etc…)
Tech’s Initials
(Must be signed by the
tech in the room during
the repeat.)
292
PERFORMANCE OBJECTIVE CHECKLIST
CLINICAL EDUCATION II
CLINICAL INSTRUCTOR INFORMATION SHEET
STUDENT: ___________________________________
CLINICAL SITE: __________________
Directions: The student should use the first half of the rotation to become familiar with the department and
procedures by going over these categories with a technologist. Do not check them off at this time. Once the
student is ready, the technologist should observe them actually performing the tasks. The student should also be
able to identify the personnel of the clinical site by name. Each area can be done with a different technologist.
The checklist is then submitted to the Clinical Coordinator via a faculty member or the student. Only check off
293
the items that are done at your site. Not all areas may be applicable to your site. The student can finish
those in another rotation.
Yes No Computed Radiography
  Knows the correct cassette orientation for
imaging
  Can retrieve patient information from work
list
  Can select anatomical part from menu
  Can scan imaging plate
  Can insert IP into image reader
  Can remove IP from image reader
  Can erase a cassette
  Can identify patient information on image
  Can collimate the image
  Can insert markers if not visible on image
  Can toggle between screens
  Can discard an unwanted image
  Can send images to Stentor
Technologist Signature
Yes No Digital Radiography
  Can correctly select patient and exam
  Can correctly select multiple exams and
correct exams for correct accession numbers
  Can correctly navigate drop tab and toggle
between multiple exams
  Can identify/select correct film size
  Can properly select AEC or FIXED technique
  Can change given FIXED technique for proper
patient size
  Can verify grid status for each exam
  Can remove grid (both wall & bucky) for
extremity exposures
  Can select proper receptor for exam (wall, bucky,
table top, or cassette)
  Can auto-position tube as well as manually
position tube
  Can discard an unwanted image
  Can insert correct markers if not visible on image
  Can crop image
Yes No Digital Radiography
  Can check tube warm up status
  Can identify images that have been sent
  Can troubleshoot when given a red light
  Can correctly close out exam
  Properly disposes of waste and dirty
linens
  Can manipulate the x-ray tube
  Can anipulates the x-ray table
  Sets kVp, ma, time, mAs, focal spot,
AEC as directed
Yes No Mobile Radiography (Where applicable)
  Can guide/drives the portable machine
  Can manipulate the tube
Yes No Patient Preparation
  Assists patient with proper attire
  Uses proper immobilization technique
Yes No Patient Transportation
  Appropriately transfers patients to &
from wheelchairs
  Appropriately transfers patients to &
from stretchers
  Uses appropriate body mechanics
Yes No Contrast Media
  Identifies common contrast media
  Prepares common contrast media
Yes No Other
  Identifies administrative manager of the clinical
site
  Identifies department head/ chief radiologist of
the clinical site
  Knows their way around the department
  Keeps patient information confidential
  Practices appropriate hand hygiene
Yes No Radiographic Room
______294
UTMDACC
DIAGNOTIC IMAGING PROGRAM
Clinical Orientation Checklist
Name:
_______
Clinical Site:
_______
295
Date:
_______
On the first day of each clinical rotation, use this checklist to become familiar with the staff, facility, and patient flow.
I.
II.
MEMORIZE THE EMERGENY PHONE NUMBER
(You will be quizzed on this at some point.)
LOCATE THE CRASH CART or AED (You will be quizzed on this at some point.)
III.
Introduce yourself to these individuals:
a.
Clinical Instructors
b.
Staff Radiographers
c.
Supervisors and Managers
d.
Radiologists
e.
Ancillary Personnel (Control, Reception, File, Transport)
IV.
Locate the:
a.
Radiographic/Fluoro Rooms
b.
Processing Area
c.
Supply Room
d.
Storage area for wheelchairs, stretchers, oxygen tanks, IV poles, etc.
e.
File Room
f.
Lounge/Lockers
g.
Restrooms (Employee/Patient)
h.
Control Area
i.
Reading Room
j.
Reception Area
k.
Cafeteria/Vending
V.
Orient yourself to the location and/or use of:
a.
Clinical Site Notebook
b.
Competency Records
c.
Linen Cart
d.
Computer System
e. ____Safety Equipment (Fire Alarms, Extinguishers, BP cuffs and stethoscopes, etc.)
VI.
Identify each of the following related to Patient Care:
a. ____Patient Check in/ Waiting Room
b.
Method(s) for Patient identification prior to procedures (name, DOB, armband)
c.
Patient Dressing Rooms
d.
Patient’s Computer work/Paperwork/paper flow (beginning and completing exams)
EQUIPMENT IDENTIFICATION AND OPERATION
296
Sophomore Students
Can the student locate, demonstrate how to use and/or explain the function of the:
Radiographic Tube: (20 pts.)




Tube Housing (Can they find it and tell you that it decreases radiation exposure and protects from
electric shock.)
Collimator Housing (Can they find it and tell you that restricts the beam?)
Collimator Controls (Can they find it, show you how to collimate and explain the PBL?)
Tube Travel Control and Locks (Can they manipulate the tube in all directions and
detent it?)
Radiographic Table (20 pts.)




Bucky Apparatus (Can the put a film in it correctly and tell you why it oscillates?)
Table Travel Controls (Can they manipulate the table in all directions?)
Foot Stand (Can they put it on, remove it and check for safety?)
Tomo Selections (Can they select the angle and the slice and correspond it to the time on the generator?)
Generator Control (50 pts.)











mA Meter (Can they show it to you if your machine has one?)
mA Selector (Can they show it to you and tell you that it is quantity of electrons?)
Time Selector (Can they show it to you and explain sec vs. msec?)
mAs Selector (Can they set a mAs and tell you that it is a combo of mA X’s time?)
kVp Selector (Can they set a kVp and tell you that it is the quality of the beam?)

Fluoro Voltage Indicator (Can they show it to you?)
Automatic Exposure Controls (Can they turn it on, set the correct cells and tell you that it automatically
terminates the exposure when enough density has reached the film, therefore it controls mAs?)
Focal Spot Selection (Can they tell you there is large and small and that small is for detail?)
Image Receptor Selection (Can the find the correct selectors for bucky, table top, upright bucky etc?)
Timer Reset (Can they reset the timer during fluoro and tell you that it rings every 5 minutes?)
On/Off Switch (Can they turn the equipment on and off at the generator?)
Miscellaneous Procedures (10 pts.)


Tube Warm-up (Can they tell you the proper warm up technique of several exposures and what is done
to lengthen tube life?)
Main Power Supply (Can they turn the equipment off at the main power supply and tell you that it is
done in the event of fires, tornados, etc?)
297
UTMDACC
Expectation List
Clinical Education Setting –
The following expectations are required of all students rotating through our clinical site.
Students will read and sign that they understand the expectations of the department.
1. Be punctual.
2. Follow program policies.
3. Follow clinical site policies.
4. Be respectful to others.
5. Have a good attitude and show enthusiasm.
6. Accept and reflect on constructive feedback.
7. Be ready to learn/work.
8. Actively participate in all exams.
9. Be a team player.
10. Stock and clean the rooms.
11. Respond to exam opportunities.
12. Check exam protocol and order.
13. Be able to do procedures under direct supervision as appropriate to the
student’s level.
14. Be able to do procedures under indirect supervision as appropriate to the
student’s level, as determined by competency and patient condition.
15. Communicate to parents/patients at the appropriate level.
16. Provide appropriate radiation protection for patients, family and staff,
including collimation, shielding, and correct exposure factors.
17. Be able to set technique during competency and after.
18. Utilize down time effectively
19. Familiarize yourself with the equipment.
20. Take personal responsibility.
Student’s Name (print)
298
Date
After reading and signing, please submit the form to the Clinical Instructor or Supervisor at
the facility.
Summary of Grade
Completed by the Diagnostic Imaging Clinical Faculty
_____________ Semester Year ___________
% of
Grade
Competencies
Grade
30
# of Competencies
Clinical Performance
Evaluation
10
Assignments
20
Possible
Actual
Calculations
Points
Earned
10
1. Image Critiques
2. Case Study
3. Lab Final
Work Ethics
30
1. Attendance
Grade
- Demerits
=
Faculty: Please verify the following:
Final Grade
299
7.
8.
9.
10.
11.
12.
The average score of the competencies grade and completed.
Student’s evaluation has been completed and signed.
Productivity Report
Image critiques/Case studies
Lab final/simulations
Total clinical hours completed.
___________________________________
Faculty Signature
____________________
Date
UTMDACC School of Health Professions
Procedure for Radiography Completion
Name: _________________________________________________________________
Upon satisfactory completion of the final competencies, please complete the following checklist and
obtain signatures from appropriate faculty. Attached all required documents to this page and give to
program faculty.
Required:
Faculty
Complete?

Verified by
Faculty initials
Complete all required courses in the DI Program’s
Undie
curriculum with a “C” or higher. Grades must be
verified before completion is granted.
(All students MUST complete Medical Law.)
Final and Total Clinical Hours verified (24 hrs. per
week until comps are complete).
 Copy the completed MASTER LOG clinical
competency form.
 Place the original in your clinical binder
 Remove patient’s medical record numbers
from your copy, and then recopy.
 Keep a copy of the MASTER LOG
competency form for your records.
 Copy the completed FINAL COMPETENCY
(ARRT) form.
 Place the original in your clinical binder
 Turn in your binder to the clinical
coordinator.
 Remove patient’s medical record numbers
from your copy and then recopy.
Clinical
Faculty
Clinical
Faculty
Clinical
Faculty
300

Keep
a
copy
of
your
FINAL
COMPETENCIES without the MRN for at
least 4 years in the event you are audited by
the ARRT.
Get a copy of your most current Radiation
Exposure report.
Bass
Radiation badge self-service dosimetry reports can
be obtained at:
http://inside.mdanderon.org/departments/facilities/emergencysafety/radiation-safety.html.
Final and complete Performance Evaluation.
Clinical
Faculty
I have completed all course requirements to the level of competence in both didactic and clinical
education.
Date
My signature verifies that the clinical education competency of this student is complete and the required
paperwork has been received and placed in the student’s permanent file.
Clinical Coordinator
Date
My signature verifies that the didactic education of this student is complete as required.
Education Coordinator
Date
My signature verifies that this student has satisfactorily completed the radiology curriculum and is
hereby released from the radiography portion of the Diagnostic Imaging Program.
Program Director
Date
301
Clinical Forms
Computed
Tomography(CT)/
Interventional
Radiography (IR)
Emphasis
Appendix C
302
PROCEDURE
SIM
CHEST
Routine Chest
HRCT
Vascular Chest
Chest Trauma
Airway (trachea, bronchus)
Heart e.g., card. scoring, angio
ABDOMEN
Routine Abdomen
Liver (Multi-phase)
Kidneys (Multi-phase)
Pancreas (Multi-phase)
Adrenals
Enterography study
Renal stone (Without IV
contrast)
Abdominal Trauma
Vascular abdomen (CTA)
CT intravenous urogram/IVP
Appendicitis study
Routine Pelvis
Bladder
Pelvic Trauma
Vascular pelvis (CTA)
Colorectal studies (Rectal
contrast)
COMPUTED TOMOGRAPHY
MD ANDERSON CANCER CENTER MASTER COMPETENCY CHECKLIST
DATE
VERIFIED
PROCEDURE
SIM DATE VERIFIED
Trauma head
Vascular head (CTA)
Soft tissue neck
Larynx and vocal cords
Vascular neck (CTA)
SPINE/MUSCULOSKELETAL
Lumbar
Cervical
Thoracic Spine
Spinal trauma
Upper extremity
Lower extremity
Pelvid girdle; hips
Musculoskeletal trauma
Vascular extremity (CTA)
SPECIAL PROCEDURES
Biopsies
Drainage
Aspirations
CT arthrography
Diskography
Myelography
Colonography or virtual colonography
Brain perfusion
Radiation therapy planning
Transplant studies
QUALITY ASURANCE
Calibration checks
CT number and Standard
Deviation (water phantom)
Contrast resolution
Linearity
Spatial resolution
IMAGE DISPLAY AND POST
PROCESSING
3D Rendering (MIP, SSD, VR)
Geometric or distance measurements
Region of interest measurement (ROI)
Retrospectrive reconstruction
Multiplanar reconstruction (MPR)
PATIENT CARE
CPR
Vital Signs
Sterile and Aseptic Technique
Venipuncture
Transfer of patient
Care of Medical Equipment/02
HEAD AND NECK
303
Routine head
Sinuses
Facials (Orbits, Mandible)
Temporal bones/IAC’s
304
M.D. Anderson Cancer Center
CLINICAL COMPETENCY EVALUATION FORM (Sample form)
Computed Tomography Track
STUDENT __________________________________________
EXAM _Abdomen
– Liver (Multi-phase)
PREREQUISITE EXAMS: Exams performed by the student under direct supervision.
Date
Month/Day/Year
Time of Exam
Patient last name only
Technologist initials
1.
2.
3.
4.
5.
COMPETENCY EVALUATION: The Competency Evaluation Form is used to evaluate the student’s performance of procedures. The
evaluator will mark each area according to the scale on the back. If the evaluation is terminated because of a score of “0” on the form,
the form must be signed and turned in with the reason for termination indicated. The form is placed in the student’s clinical notebook
after being reviewed by the Computed Tomography Education Coordinator. All competencies must be properly identified with the
patient’s name and must be signed by the supervising technologist.
COMPETENCY EXAM INFORMATION:
DATE
TIME OF EXAM
PATIENT LAST NAME
PATIENT ID NUMBER
______________
_______________
________________________________
_____________________
MINIMUM PERTINENT ANATOMY:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Aorta
Inferior Vena Cava
Liver
Gallbladder
Pancreas
Spleen
Adrenal Glands
Urinary system
a. Kidneys
b. Ureters
Stomach
10.
11.
12.
13.
14.
Small Intestine
Large Intestine (colon)
Musculature
Lumbar Vertebra
Ribs
e. Terminal
16. Abdominal Cavity
a. Peritoneum
b. Retroperitoneum
15. Branches of the Aorta
a. Celiac
b. Superior Mesenteric
c. Inferior Mesenteric
d. Lateral Visceral
305
306
0 = Unacceptable performance (Any zero voids the comp)
EVALUATION CATEGORY
COMPETENCY
PERFORMANCE EVALUATION
0
1
2
3
0
1
2
3
DID THE STUDENT…
PATIENT CARE
a.
b.
c.
d.
e.
f.
g.
Identify the patient properly?
Introduce him / herself properly?
Act professionally and provide appropriate patient care?
Educate the patient with regards to the specific CT exam?
Screen the patient’s medical record / chart for information
necessary for the performance of the procedure (consent form, lab
values, etc.)?
Obtain patient history, including allergies, contraindications, etc.?
Escort / Transport the patient to the examination room?
PROCEDURE PERFORMANCE
a. Evaluate and understand the requisition? Did they complete the
required paper / computer work?
b. Prepare the physical facilities and themselves (application of
universal precautions and the use of PPE, prepare contrast media
for exam)?
c. Operate the equipment correctly?
d. Position the patient for the procedure?
e.
Identify and use proper protocol for exam?
f.
Select and use proper window width and level settings appropriate
for examination.
Perform the procedure properly?
g.
h.
i.
Apply radiation protection measures?
(Shielding, asks female patients about pregnancy status)
Transmit images for image display, filming or archiving?
j.
Dismiss the patient with proper post procedure instructions?
IMAGE EVALUATION
a.
Identify if the appropriate structures were visible?
b.
Identify anatomical structures? (See pertinent anatomy)
c.
Evaluate images with respect to positioning criteria?
d.
Evaluate centering and alignment?
e.
Identify artifacts?
0
1
2
3
SCORE
DATE
EVALUATOR’S SIGNATURES
307
Comments:
______________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
308
Student Name: _____________________________________
Date: ______________________
Clinical Area/Location: ______________________________
Semester/Year: ______________
Rotation Dates: ____________________________________
Directions for Clinical Instructor: Please indicate your level of agreement with each of the statements regarding
the student’s clinical performance. Please comment on strengths and on areas that need improvement.
Comments are beneficial to the student. Please sign, date, and return the form to the Education Coordinator.
1
The student demonstrates initiative and is helpful in clinical (Initiative).
2
The student consistently completes procedures independently; remains in
work area and is available for further assignments (Dependable).
3
4
5
6
The student establishes good rapport with patients; considerate and
responsive to their needs; respective of the patient’s rights and preserves
patient dignity.
Average
Below
Average
Evaluation Criteria
Above
Average
=
=
=
=
Superior
Performance
Superior Performance
Above Average Performance
Average Performance
Below Average Performance
Points Distribution
Consistently exceeds requirements
100
Frequently exceeds requirements
85
Meets requirement consistently
75
Needs improvement
65
100
85
75
65
309
7
thought processes
(Professional Judgment)
8
The student demonstrates some understanding of human diversity; attempts
to communicate effectively with patients and demonstrates respect (Human
Diversity)
The student maintains excellent attendance record; always present and on
time or calls when an emergency arises (Attendance & Punctuality)
9
10
11
12
(Comprehension of Exam)
13
and coworkers (Core Value of Caring).
(Core Value of Discovery)
control, etc (Follows Direction).
processing, image manipulation, viewing ,etc. (N/A if does not apply to
area)
14
15
16
17
18
Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__
310
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
____
Date: ___________________
Date: __________________
311
Clinical Forms
Magnetic Resonance
Imaging Emphasis
Appendix D
312
UT MD ANDERSON CANCER CENTER DIAGNOSTIC IMAGING PROGRAM
MAGNETIC RESONANCE IMAGING EMPHASIS MASTER COMPETENCY CHECKLIST
RE
DAT
RE
DAT
PROCEDURE
Q
E
VERIFIED
PROCEDURE
Q
E
HEAD AND NECK
Brain without and with contrast
M
Internal auditory canal
M
*Orbit
E
Pituitary
M
MRA brain
M
*Soft tissue neck
E
MRA Carotid
M
Face
M
SPINE
Cervical
Thoracic
Lumbar
*Sacrum/coccyx
Whole spine
*Brachial plexus
M
M
M
E
E
E
SPECIAL IMAGING PROCEDURES
*MRV
E
Image post-processing
M
*Extremity MRA
E
*Spectroscopy
E
fMRI
E
Bone Survey
E
QUALITY CONTROL
Signal to noise
M
Center frequency
M
Transmitter gain or attenuation
M
Geometric accuracy
M
Equipment inspection (e.g. coils,
cables, door seals)
M
Monitor cryogen levels
M
Room Temperature
M
CPR
THORAX
*Chest
*Breast
*thoracic MRA
E
E
E
Abdomen
MRCP
Abdominal MRA
Male pelvis
Female pelvis
ABDOMEN AND PELVIS
M
M
E
M
M
*Elbow
Hand/wrist
*Finger/Thumb
Hip
*Bony pelvis
*SI Joints
Ankle/hind foot
Shoulder
*Scapula
*Sternum/SC joint
Fore foot
*Humerus
MUSCULOSKELETAL
E
M
E
M
E
E
M
M
E
E
M
E
VERIFIED
PATIENT CARE
M
Vital signs
Sterile and Aseptic Technique
Standard (Universal) Precautions
Transfer of Patient
Care of Medical Equip/O2
Venipuncture
M
M
M
M
M
M
MRI SAFETY
Screening patients, personnel, &
non-personnel
M
Identify MRI safety zones
M
Static field
M
Radiofrequency field
M
Time-varying gradient magnetic
fields
M
Communication & monitoring
M
Contrast media safety
M
Other MRI safety considerations
(e.g. cryogen safety, fire)
M
313
*Forearm
*Femur
*Lower leg
Knee
*Temporomandibular joint
*MR athrography
E
E
E
M
E
E
All Mandatory Competencies must be completed.
*A minimum of 9 * competencies must be obtained to graduate.
Pt. Care, Quality Control, and MRI Safety Competencies do not apply to
course Clinical Competency Progress Scores.
iMRI Facility – EMPLOYEE SCREENING FORM
Date:
/_
/_
Name:
Age:
Month/ day / year
(Print)
Last Name
Department/Unit#:
Employee ID # :
-
First Name
Middle
Telephone (work):
-
-_
Pager or cell:
-
This screening form is necessary to determine whether you are qualified to work in The University of Texas M.
D. Anderson Cancer Center Interventional MRI (iMRI) Facility. It is important that you complete this form
accurately. Individuals who have any kind of metal devices in their body (pacemaker, artificial heart valve,
surgical clips, metal fragments, etc.) are potentially in a particularly high-risk group because such individuals
are at risk for injury when working in a high magnetic field environment.
1. Have you had a prior surgery or operation (e.g., arthroscopy, endoscopy, etc.) of any kind
If yes, please indicate date and type of surgery: Date _/
/
Type of surgery
□ Yes □ No
2. Have you had an injury to the eye involving a metal object (e.g., metallic slivers, foreign body)?
If yes, please describe:
□ Yes □ No
3. Have you ever been injured by any metallic object or foreign body (e.g., bullet, shrapnel, etc.)
If yes, please describe:
□ Yes □ No
Warning: Certain implants, devices, or objects may be hazardous to you or others in the MR
environment. Do NOT enter the scan room if you have questions or concerns regarding an implant,
device, or object.
IMPORTANT INSTRUCTIONS FOR WORKING IN THE iMRI Suite
ENVIRONMENT:
Remove all metallic objects before entering the MR environment, including hearing aids, beepers, cell phones,
keys, hair pins, barrettes, watches, safety pins, paper clips, money clips, credit cards (or any card with a
magnetic strip), coins, pens, pocket knifes, nail clippers, steel-toed shoes/boots, tools, etc.. Loose metallic
objects are prohibited, as are any other metal devices not specifically labeled and approved for use in the iMRI
Facility.
Please indicate if you have any of the following:
Heart pacemaker or defibrillator: □ Yes □ No
Neuro- or bio-stimulator:
□ Yes □ No
Hearing aids:
Internal electrodes / wires:
□ Yes □ No
□ Yes □ No
314
Cochlear implants:
Cerebral aneurysm clips:
Intravascular coils/filters/stents:
Any metal in your eyes:
Any type of ocular implant:
Heart valve:
Surgical clips or staples:
Implanted pump:
Joint replacements:
Limb prosthesis:
Body piercing:
□ Yes
□ Yes
□ Yes
□ Yes
□ Yes
□ Yes
□ Yes
□ Yes
□ Yes
□ Yes
□ Yes
□ No
□ No
□ No
□ No
□ No
□ No
□ No
□ No
□ No
□ No
□ No
Implants held by magnets:
Bullet fragments/shrapnel:
Existing catheters / ports:
Eyelid spring:
Tissue expander:
Penile implant:
Intrauterine contraceptive device:
Rods/screws/plates:
Any other implanted device:
(if yes, please describe):
□ Yes
□ Yes
□ Yes
□ Yes
□ Yes
□ Yes
□ Yes
□ Yes
□ Yes
□ No
□ No
□ No
□ No
□ No
□ No
□ No
□ No
□ No
I attest that the above information is correct to the best my knowledge. I have read and understand the entire
content of this form and I have had an opportunity to ask questions regarding the information on this form.
Furthermore, I understand that I must report to the Department of Employee Health & Well-Being any trauma,
procedure, or surgery in which a ferromagnetic metallic object or device may have been introduced into my
body before I re-enter the iMRI Facility.
Signature of Person Completing Form:
Date:
/
/_
Print Name/ Signature
Form Reviewed By:
Date:
/
/
Print Name/ Signature
This form contains confidential health information and therefore should be sent directly
to: Employee Health & Well-being, Unit 631, Fax: 713-745-3352.
315
University of Texas MD Anderson Cancer Center
Diagnostic Imaging Program-MRI Emphasis
Clinical Orientation Checklist
Name: _________________________________________________________________
Clinical Site: ____________________________________________________________
Date: _______________________
On the first day of each clinical rotation, use this checklist to become familiar with the staff, facility, and patient flow.
I. __________ Memorize the Emergency Phone Number
(You will be quizzed on this at some point)
II. __________ Locate the Crash Cart (You will be quizzed on this at some point)
III. Introduce yourself to these individuals:
a.
b.
c.
d.
e.
_____ Clinical Instructors
_____ Staff Radiographers
_____ Supervisors and Managers
_____ Radiologists
_____ Ancillary Personnel (Control, Reception, File, Transport)
IV. Locate the:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
_____ MR Suites
_____ Processing Area (if applicable)
_____ Supply Room
_____ Storage area for wheelchairs, stretchers, oxygen tanks, IV poles, etc.
_____ File Room
_____ Lounge area / Lockers
_____ Restrooms (Employee / Patient)
_____ Control Area
_____ Reading Room
_____ Reception Area
_____ Cafeteria / Vending Area
_____ Smoking Areas
V. Orient yourself to the location and/or use of:
a.
_____ Student Sign-In Sheets/Computer
b.
_____ Clinical Site Polices and Procedures Manual
c.
_____ Computer Terminals with access to Trajecsys Reporting System
d.
_____ Linen Cart
e.
_____ HIS/RIS Computer Systems
f.
_____ Safety Equipment (Fire Alarms, Extinguishers, BP Cuffs and stethoscopes, etc.)
VI. Identify each of the following related to Patient Care
a.
_____ Patient Check in / Waiting Room
b.
_____ Method(s) for Patient identification prior to procedures (name, DOB, armband)
316
c.
_____ Patient Dressing Rooms
d.
_____ Patient’s Paperwork / paper flow (beginning and completing exams)
UNIVERSITY OF TEXAS MD ANDERSON CANCER CENTER
DIAGNOSTIC IMAGING PROGRAM MRI EMPHASIS
INSTRUMENTATION AND EQUIPMENT CHECKLIST
Circle one or write N/A
Yes No Control Room
  Performs scanner start-up
  Performs scanner shut-down
  Selects protocols
  Selects imaging parameters
  Adjusts window level/width
  Operates microphone/speaker controls
  Operates audiovisual systems for patient
comfort
  Archives studies to back-up storage media
  Retrieves studies from back-up storage
media
  Burns CD's/Films studies for
patients/physicians
  Transfers images to PACS
  Tracks studies in RIS
  Locates emergency quench button
  Demonstrates proper use of monitoring
equipment (cardiac/respiratory/peripheral
gating)
  Prepares contrast media for manual injection
  Prepares contrast media for power injection
  Demonstrates proper body mechanics when
transferring patients from/to stretchers
  Demonstrates proper body mechanics when
transferring patients from/to wheelchairs
  Handles accessory medical equipment
appropriately (e.g. IV lines & pumps, oxygen
delivery devices)
Inspects equipment: (coil cables/door seals etc.)
Date
Reading
Yes No System Room
  Stocks supplies and linens
  Properly disposes of waste and dirty
linens
  Selects appropriate imaging coil
  Prepares scan table with linens and
immobilization devices
  Demonstrates proper use of table movement
controls
  Demonstrates proper use of monitoring
equipment (EKG leads, electrodes, prep
gel, pulse oximeter, blood pressure cuff)
Yes No Equipment Room
  Identifies gradient panel
  Identifies RF Panel
  Identifies chiller/coldhead
  Operates temperature/humidity controls
  Reads cryogen levels
Comments
317
Clinical Site: _________________________________________________________________________
Technologist’s printed name: _____________________________________________________________
Student Signature
Date
Division of Diagnostic Imaging – Nursing
Employee Name: __________________________________ Title: _________________________
Employee ID#: ____________________________________ Assigned Area: _________________
Contrast Media Administration – Competency Checklist
Criteria
1. Verify order for administration for contrast media
and/or type of procedure
2. Verify that physician is within the immediate
vicinity and readily available.
3. Preparation of contrast media:
 Gather all equipment
 Wash hands
 Check for expiration date, impurities, etc.
 Fill syringe with contrast utilizing sterile
technique and appropriate process.
4. Explains procedures to patients/significant others.
5. Assess patient for:
 Allergies
 Previous reaction to gadolinium/iodine
contrast/other medication
 Check BUN and creatinine if applicable
**Not
*Met
Met
Comments
318
 Check if patient is pregnant
6. Verify that prophylaxis protocol for patient with
known allergy to gadolinium/iodine has been
administered as applicable.
7. Verify that the correct contrast media and dosage is to be
given to the right patient.
8. Injection of contrast media:
a) Existing Saline Lock:
 Dons non-sterile gloves
 Clean the rubber port of the intravenous (IV)
tubing/saline lock with an alcohol swab and
insert needed or attaches syringe to one-way
valve.
 Aspirates for blood return.
 Inject contrast media at appropriate or prescribed
rate.
 Follows contrast with minimum of 5cc to 10cc
normal saline solution.
b) Central Venous Catheter:
 Manual injection only
9. Monitor site for possible infiltration: swelling, pain
and/or redness along puncture site(s).
10. Monitor for possible contrast media reaction: hives,
itching, shortness of breath/difficulty breathing, etc.
11. Document.
* Met
Indicates that the student has met the criteria
**Not Met
Corrective action necessary with time frame for completion to be
Determined by Manager/Designee.
______________________________________
Evaluators Signature, Title, and Date
_________________________________________
Student Signature, Title, and Date
319
DIAGNOSTIC IMAGING PROGRAM-MRI EMPHASIS
CLINICAL COMPETENCY EVALUATION FORM
STUDENT __________________________________________
Date
Month/Date/Year
Facility
EXAM ___________________________
Time
Technologist initials
1.
2.
3.
4.
5.
6.
7.
8.
320
9.
COMPETENCY EVALUATION: The Competency Evaluation Form is used to evaluate the student’s performance of procedures. The
evaluator will mark each area according to the scale on the back. If the evaluation is terminated because of a score of “0” on the form,
the form must be signed and turned in with the reason for termination indicated. The form is placed in the student’s clinical notebook
after being reviewed by the MR Education Coordinator. All competencies must be properly identified with the patient’s name and
must be signed by the supervising technologist.
COMPETENCY EXAM INFORMATION:
DATE
__________________
FACILITY
________________________________
TIME
_____________________
321
0 = Unacceptable performance (Any zero voids the comp)
performance
performance
2 = Meets expectations, satisfactory
3 = Exceeds expectations, outstanding
1ST
EVALUATION CATEGORY
PERFORMANCE EVALUATION
COMPETENCY
0
1
2
3
0
1
2
3
0
1
2
3
DID THE STUDENT…
PATIENT CARE
a.
Identify the patient properly?
b.
Act professionally and provide appropriate patient care?
c.
Educate the patient with regards to the specific MR exam?
d.
Screen the patient’s medical record / chart for information necessary for
the performance of the procedure (consent form, lab values, etc.)?
Obtain patient history, including allergies, contraindications, etc.?
e.
PROCEDURE PERFORMANCE
a.
c.
Evaluate and understand the requisition? Did they complete the required
paper / computer work?
Prepare the physical facilities and themselves (application of universal
precautions and the use of PPE, prepare contrast media for exam)?
Operate the equipment correctly?
d.
Position the patient for the procedure?
e.
Identify and use proper protocol for exam?
f.
Select and use proper window width and level settings appropriate for
examination.
Perform the procedure properly?
b.
g.
h.
i.
Apply appropriate MR safety measures?
(Screen pt., ask female patients about pregnancy status)
Transmit images for image display, filming or archiving?
j.
Dismiss the patient with proper post procedure instructions?
IMAGE EVALUATION
a. Identify if the appropriate structures were visible?
b.
Identify anatomical structures? (See pertinent anatomy)
c.
Evaluate images with respect to imaging plane?
d.
Evaluate FOV centering and slice alignment?
e.
Identify artifacts?
SCORE
DATE
EVALUATOR’S SIGNATURES
Comments:
______________________________________________________________________________
322
______________________________________________________________________________
__________
______________________________________________________________________________
__________
1
The student demonstrates initiative and is helpful in clinical (initiative).
2
The student consistently completes procedures independently; remains in
work area and is available for further assignments (Dependable).
3
4
5
6
The student establishes good rapport with patients; considerate and
responsive to their needs; respective of the patient’s rights and preserves
patient dignity.
Superior
Performance
Above
Average
Average
Below
Student Name: _____________________________________ Date: ______________________
Clinical Area/Location: ___________________________ Semester/Year: _________________
Evaluation Dates: ____________________________________
Directions for Clinical Preceptor: Please indicate your level of agreement with each of the
statements regarding the student’s clinical performance. Please comment on strengths and on
areas that need improvement. Comments are beneficial to the student. Please sign, date, and
return the form to the Clinical Coordinator.
Points Distribution
Superior Performance
=
Consistently exceeds requirements
100
Above Average Performance
=
Frequently exceeds requirements
85
Average Performance
=
Meets requirement consistently
75
Below Average Performance
=
Needs improvement
65
Evaluation Criteria
100
85
75
65
323
7
thought processes
(professional judgment)
8
The student demonstrates some understanding of human diversity; attempts
to communicate effectively with patients and demonstrates respect (Human
Diversity
The student maintains excellent attendance record; always present and on
time or calls when an emergency arises (Attendance & Punctuality)
9
10
11
12
(Comprehension of exam)
13
and coworkers (Core value of Caring).
(Core value of Discovery)
control, etc (follows direction).
processing, image manipulation, viewing ,etc. (N/A if does not apply to
area)
14
15
16
17
18
Comments:
______________________________________________________________________________
_______
______________________________________________________________________________
_______
Date: ___________________
Date: ___________________
324
DIAGNOSTIC IMAGING PROGRAM MRI EMPHASIS
CLINICAL GRADE REPORT
STUDENT: __________________________________________
TERM: _______________
1. Clinical Preceptors Evaluations (average)
_____ • 0.20 = _____
2. Assignments (average)
_____ • 0.20 = _____
3. Competency Progress Score (table 1)
_____ • 0.30 = _____
4. Competency Scores (average)
_____ • 0.30 = _____
5. Sum of lines 1 - 4
_____
6. Demerit/Absences/Tardies (subtract)
_____
7. Score ( Line 5 +/- line 6)
_____
8. GRADE (apply table 2 to line 7)
_____
TABLE 1:
SEMESTER
TARGET
A+ (100)
A- (90)
B (80)
C (75)
F (0)
FALL
8
8
7
6
5
<5
SPRING
21
21
20
19
18
<18
SUMMER
32
32
31
30
29
<29
325
TABLE 2:
SCORE
90-100
80-89
75-79
70-74
0-69
GRADE
A
B
C
D
F
326

Student Handbook School of Health Professions Diagnostic Imaging Program

Transcription

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