Student Handbook School of Health Professions Diagnostic Imaging Program
School of Health Professions Diagnostic Imaging Program Student Handbook 2013 - 2014 Diagnostic Imaging Program Student Handbook 2013 – 2014 1 The University of Texas MD Anderson Cancer Center Diagnostic Imaging Program 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 3 School of Health Professions 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 5 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. 6 Diagnostic Imaging Program Faculty & Officials Department Phone: 713-792-3455 Department Fax: 713-745-3337 Dean Dr. Shirley Richmond, Ed.D. School of Health Professions Operations Manager Chineme Amadi, MBA School of Health Professions Phone: 713-745-1205 Email: camadi@mdanderson.org 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 Email: lashanda.smith@mdanderson.org 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 Email: dclayton@mdanderson.org Office: YB.5858 Administrative Assistant Sylvia M. Freeman School of Health Professions Phone: 713-792-3455 Email: smfreeman@mdanderson.org Program Director William A. Undie, Ed.D., MBA, RT (R)(T) Assistant Professor, School of Health Professions Phone: 713-792-3455 Email: wundie@mdanderson.org 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 Email: srichards@mdanderson.org Office: YB.5836 Education Coordinator, CT Emphasis Deborah M. Scroggins, MSRS, RT(R)(CT)(CV)(M) Instructor, School of Health Professions Phone: 713-794-4199 Email: dmscroggins@mdanderson.org Office: YB.5839 Education Coordinator, MRI Emphasis Sonja K. Boiteaux, MSRS, RT(R)(MR) Instructor, School of Health Professions Phone: 713-794-4203 Email: sboiteaux@mdanderson.org Office: YB.5837 Diagnostic Medical Sonography Steven Trawick, MBA, MAOM, RT(R) RDMS Instructor, School of Health Professions Phone: 713-792-3455 Email: wststeve@hotmail.com Diagnostic Imaging Program Student Handbook 2013 – 2014 7 Adjunct Faculty Christine B. Capitan, MBA Leadership in Radiologic Sciences School of Health Professions Email: cbcapitan@aol.com Aurelio Matamoros, MD Professor, Diagnostic Radiology Email: amatamor@mdanderson.org Thomas Nishino, PhD Assistant Professor Imaging Physics Phone: 713-792-2745 Pager: 713-606-2734 Email: TNishino@mdanderson.org Veronica Garza, MA Human Resources Consultant Phone: 713-745-7123 Pager: 713-404-4381 Email: vgarza@mdanderson.org Donna Reeve, MS, DABR, DABMP Senior Medical Physicist Imaging Physics Phone: 713-563-2719 Pager: 713-404-3669 Email: dmreeve@mdanderson.org A. Kyle Jones, PhD. Assistant Professor Imaging Physics Phone: 713-563-0552 Pager: 713-404-5023 Email: kyle.jones@mdanderson.org S. Jeff Shepard, MS Senior Medical Physicist Imaging Physics Phone: 713-794-4962 Pager: 713-404-3664 Email: JShepard@mdanderson.org Janet Champagne, MBA Staff Development School of Health Professions Email: Janetchampagne@hotmail.com Ma’lisa Thomas, MBA Management Skills for New Supervisors School of Health Professions Email: malisathomas@yahoo.com Terrell Evans, MBA, BAS, RT (R) (CT) (MR) Manager, Computed Tomography Promotional Strategies to Radiologic Sciences Phone: 713-794-1175 Email: TEvans1@mdanderson.org Tonya Bell Brightmon, MS, RT (R) (CT) Manager, Neuro-Interventional Radiology Current Trends in Healthcare Management Phone: 713-563-7873 Email: tbrightmon@mdanderson.org 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 Email: Rodney.Bass@mdanderson.org Terrell Evans, MBA, BAS, RT (R) (CT) (MR) Manager Computed Tomography Phone: 713-794-1175 Pager: 713-404-2956 Email: tevans1@mdanderson.org Velvet Duncan, RT(R) DI Supervisor Radiography/Fluoroscopy Phone: 713-792-2554 Pager: 713-404-1507 Email: Velvet.Duncan@mdanderson.org Keenan Harris, RT(R) Manager Interventional Radiology Phone: 713-745-4795 Pager: (713) 404-1933 Email: keenan@mdanderson.org Ivory Edwards, AAS, RT(R) DI Supervisor Radiography/Fluoroscopy Phone: 713-792-6204 Pager: 713-404-4337 Email: IEdwards@mdanderson.org Victor Arboleda, RT(R)(CT)(MR) Manager Magnetic Resonance Imaging Phone: 713-745-2081 Pager: 713-404-1077 Email: varboleda@mdanderson.org Jeff Landry, RT(R) DI Supervisor Radiography/Fluoroscopy Phone: 713-792-2554 Pager: 713-404-1650 Email: jlandry@mdanderson.org Michael Wedgeworth, MBA, RT(R)(CT)(MR) Manager Rad/Fluoro Phone: (713) 563-6208 Pager: (713) 606-2822 Email: michael.wedgeworth@mdanderson.org Mark Toatley, BS, RT(R) DI Supervisor Radiography/Fluoroscopy Phone: 713-563-8362 Pager: 713-606-3555 Email: Mark.Toatley@mdanderson.org Carlos Garcia, RT (CT) DI Supervisor Computed Tomography Phone: 713-745-1066 Pager: 713-404-4335 Email: cgarcia@mdanderson.org Diagnostic Imaging Program Student Handbook 2013 – 2014 9 Dan Morrissey, RT (CT) DI Supervisor Computed Tomography Phone: 713-792-6543 Pager: 713-404-7868 Email: dmorriss@mdanderson.org Joy Punzalan, RT (CT) DI Supervisor Computed Tomography Phone: 713-794-1403 Pager: 713-404-9148 Email: jpunzalan@mdanderson.org Mary Cuellar, RT (R) DI Supervisor Magnetic Resonance Imaging Phone: 713-563-7158 Pager: 713-606-2041 Email: mcuellar@mdanderson.org Ruby Roberson, RT (R) DI Supervisor Magnetic Resonance Imaging Phone: 713-792-8282 Pager: 713-404-1110 Email: rroberso@mdanderson.org Donnie Lester, RT (R) DI Supervisor Magnetic Resonance Imaging Phone: 713-792-8282 Pager: 713-404-3860 Email: dlester@mdanderson.org Leejo Puthooran, RT (R)(MR) DI Supervisor Magnetic Resonance Imaging Phone: 713-794-5941 Pager: 713-606-2855 Email: lputhoor@mdanderson.org Jerry Montalvo, RT (CT) DI Supervisor Computed Tomography Phone: 713-563-6614 Pager: 713-404-0134 Email:jerry.montalvo@mdanderson.org Jim Thomas, RT(R)(MR) DI Supervisor Magnetic Resonance Imaging Phone: 713-745-7734 Email: jim.thomas@mdanderson.org Diagnostic Imaging Program Student Handbook 2013 – 2014 10 DI Program Affiliates June Garcia, BS, RT(R)(MR) Manager, MRI Services Department of Radiology St. Luke’s Episcopal Hospital Phone: 832-355-6033 Email: jgarcia5@sleh.com Patrick N. Stewart, RT(R) CT Manager Computed Tomography St. Luke’s Episcopal Hospital Phone: 832-355-3775 Email: pstewart3@sleh.com Natasha Chargois, RT(R)(CT) DTCL MRI Supervisor Michael E. DeBakey VAMC Phone: 713-791-1414 ext. 3838 Pager: 281-262-2344 Email: Natasha.Chargois@va.gov Dennis Carroll, RT(R) Radiology Manager The Methodist Hospital Phone: 713-441-1078 Email: dcarroll@tmhs.org Seferino Romo, RT(R)(MR) MRI Clinical Manager Imaging Services Memorial Hermann Hospital Phone: 713-704-6211 Pager: 713-704-7243/29105 Email: seferino.romo@memorialhermann.org Ramiro Torres, BA, RT(R)(CT) CT & Diagnostic Imaging Manager Imaging Services Memorial Hermann Hospital-TMC Phone: 713-704-1090 Email: Ramiro.Torres@memorialhermann.org Edward J. Eguia, RT(R) CT & Interventional Supervisor Michael E. DeBakey VAMC Phone: 713-791-1414 ext. 4525 Email: Edward.Eguia@va.gov Ponnada A. Narayana, Ph.D. Professor of Radiology The University of Texas Health Science Center at Houston Phone: 713-500-7677 Email: Ponnada.a.narayana@uth.tmc.edu Rocky Velasquez, AHRA, RT(R)(CT)(MR) Assistant Director of Imaging Services St. Joseph Regional Healthcare Center Phone: 979-776-2494 Email: rvelasquez@st-joseph.org Clifton Thomas, RT(R) Radiology Supervisor The Methodist Hospital Phone: 713-441-1078 Email: cthomas3@tmh.tmc.edu Andrea Vinson, MBA, RT(N),CNMT Manager, Nuclear Medicine, PET/CT & MRI The Methodist Hospital Phone: 713-441-4860 Email: avinson@tmhs.org Michael Daza, RT(R) Radiology Supervisor Michael E. DeBakey VAMC Phone: 713-791-1414 ext. 4384 Email: MichaelA.Daza@va.gov Belinda Escamilla, Ed.D., RT(R) Director, Radiology Clinical Operations Department of Radiology UTMB Galveston Phone: 409-772-2433 Email: bescamil@utmb.edu Ava Scott, RT(R) Radiographic Operations Manager Diagnostic Imaging Services Phone: 832-822-5381 Email: amscott@texaschildrens.org Diagnostic Imaging Program Student Handbook 2013 – 2014 11 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) Diagnostic Imaging Program Student Handbook 2013 – 2014 12 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) Diagnostic Imaging Program Student Handbook 2013 – 2014 13 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) Diagnostic Imaging Program Student Handbook 2013 – 2014 14 The University of Texas MD Anderson Cancer Center 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. 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. 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. Diagnostic Imaging Program Student Handbook 2013 – 2014 15 The University of Texas MD Anderson Cancer Center School of Health Professions 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 Diagnostic Imaging Program Student Handbook 2013 – 2014 16 The University of Texas MD Anderson Cancer Center School of Health Professions Diagnostic Imaging Program 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 Diagnostic Imaging Program Student Handbook 2013 – 2014 17 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 Diagnostic Imaging Program Student Handbook 2013 – 2014 18 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 DI 4300 – Research 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 Diagnostic Imaging Program Student Handbook 2013 – 2014 19 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 DI 4395 –Internship 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 Writing and Critical Thinking Caldwell 3 Wed Y2.5810 2 – 5p 16 $60 Lab fee Variable times & Clinical Sites Caldwell/Gibbs DI 4301 – Research Project 1 Summer Semester (May-August) 3 Scroggins Scroggins DI 4300 – Research 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 Diagnostic Imaging Program Student Handbook 2013 – 2014 20 $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 DI 4394 –Internship II Summer Semester (May-August) Lab fee Scroggins DI 4395 –Internship 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 Total Hours for this Academic Year: 30 Diagnostic Imaging Program Student Handbook 2013 – 2014 21 $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 DI 4301 – Research 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 DI 4362 – MRI of the 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 Writing and Critical 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 Diagnostic Imaging Program Student Handbook 2013 – 2014 22 Program in Magnetic Resonance Imaging Academic level: Senior Year (3-year students) 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 DI 4364 – MRI of the 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 DI 4362 – MRI of the 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 Total Hours for this Academic Year: 9 Total Semester Hours 12 30 Diagnostic Imaging Program Student Handbook 2013 – 2014 23 Program in Education Academic level: Senior (Full-time) – Track 2 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 Writing and Critical 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 Hours for this Academic Year: Total Semester Hours 16 Total Semester Hours 13 42 Diagnostic Imaging Program Student Handbook 2013 – 2014 24 Program in Education Academic level: Senior Year (3-year students) 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 Total Hours for this Academic Year: 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 Diagnostic Imaging Program Student Handbook 2013 – 2014 25 Program in Management Academic level: Senior (Full-time) – Track 2 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 Writing and Critical 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 Total Hours for this Academic Year: 42 Diagnostic Imaging Program Student Handbook 2013 – 2014 26 Program in Management Academic level: Senior Year (3-year students) 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 Total Hours for this Academic Year: 30 Diagnostic Imaging Program Student Handbook 2013 – 2014 27 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 Writing and Critical 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 Diagnostic Imaging Program Student Handbook 2013 – 2014 28 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 Diagnostic Imaging Program Student Handbook 2013 – 2014 29 School of Health Professions Diagnostic Imaging Program General Policies Diagnostic Imaging Program Student Handbook 2013 – 2014 30 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 Program Student Handbook 2013 – 2014 31 Diagnostic Imaging Program Policy # DI 1.02 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 entire student body of the Diagnostic Imaging Program. 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 Program Student Handbook 2013 – 2014 32 Diagnostic Imaging Program Policy # DI 1.03 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. The entire student body of the Diagnostic Imaging Program. 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 Program Student Handbook 2013 – 2014 33 Diagnostic Imaging Program Policy # DI 1.04 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. The entire student body of the Diagnostic Imaging Program. 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 Program Student Handbook 2013 – 2014 34 Diagnostic Imaging Program Policy # DI 1.05 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. The entire student body of the Diagnostic Imaging Program. 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 Student Handbook 2013 – 2014 35 Diagnostic Imaging Program Policy # DI 1.06 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 Program Student Handbook 2013 – 2014 36 Diagnostic Imaging Program Policy # DI 1.07 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 Diagnostic Imaging Program Student Handbook 2013 – 2014 37 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 Program Student Handbook 2013 – 2014 38 Diagnostic Imaging Program Policy # DI 1.08 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. All enrolled Diagnostic Imaging Students 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. Diagnostic Imaging Program Student Handbook 2013 – 2014 39 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 Program Student Handbook 2013 – 2014 40 Diagnostic Imaging Program Policy # DI 1.09 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. All enrolled Diagnostic Imaging Students 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 Program Student Handbook 2013 – 2014 41 Diagnostic Imaging Program Policy # DI 1.10 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 Program Student Handbook 2013 – 2014 42 Diagnostic Imaging Program Policy # DI 1.11 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 Program Student Handbook 2013 – 2014 43 Diagnostic Imaging Program Policy # DI 1.12 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 Program Student Handbook 2013 – 2014 44 Diagnostic Imaging Program Policy # DI 1.13 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 Program Student Handbook 2013 – 2014 45 Diagnostic Imaging Program Policy # DI 1.14 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 The entire student body of the Diagnostic Imaging program 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 Program Student Handbook 2013 – 2014 46 Diagnostic Imaging Program Policy # DI 1.15 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 Diagnostic Imaging Program Student Handbook 2013 – 2014 47 School of Health Professions Diagnostic Imaging Program Academic Policies 48 Diagnostic Imaging Program Policy # DI 2.00 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 Program Policy # DI 2.01 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 Program Policy # DI 2.02 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 Program Policy # DI 2.03 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. The entire student body of the Diagnostic Imaging Program 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 Program Policy # DI 2.04 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. The entire student body of the Diagnostic Imaging program 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 Program Policy # DI 2.05 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 entire student body of the Diagnostic Imaging Program 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 Program Policy # DI 2.06 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: mail@jrcert.org The entire student body of the Diagnostic Imaging Program 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 School of Health Professions Diagnostic Imaging Program 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) Texas Society of Radiologic Technologists (TSRT) American Society of Radiologic Technologists (ASRT) MRI Emphasis: (Select One) Section for Magnetic Resonance Technologists (SMRT) Texas Society of Radiologic Technologists (TSRT) American Society of Radiologic Technologists (ASRT) 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 Chicago, IL 60606-3182 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. Diagnostic Imaging Program Student Handbook 2013 – 2014 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. 66 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. Diagnostic Imaging Program Student Handbook 2013 – 2014 67 1.1 Adheres to high ethical standards in relation to students, faculty, and staff. 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 68 1.2 Provides equitable learning opportunities for all students. 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. Required Program Response: Describe how the program assures equitable learning opportunities for all students. Possible Site Visitor Evaluation Methods: Review of published program materials Review of master plan of education Review of course objectives Review of student clinical assignment schedules Interviews with faculty Interviews with clinical instructors Interviews with clinical staff Interviews with students 69 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of published program materials 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 Interviews with faculty Interviews with clinical instructors 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of master plan of education Review of published program materials Review of student schedules Interviews with faculty Interviews with clinical instructor(s) Interviews with clinical staff Interviews with students 72 1.5 Assures the security and confidentiality of student records, instructional materials, and other appropriate program materials. 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. Required Program Response: Describe how the program maintains the security and confidentiality of student records and other program materials. Possible Site Visitor Evaluation Methods: 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 Interviews with faculty Interviews with clinical instructor(s) Interviews with clinical staff Interviews with students Diagnostic Imaging Program Student Handbook 2013 – 2014 73 1.6 Has a grievance procedure that is readily accessible, fair, and equitably applied. 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. Required Program Response: Provide a copy of the grievance procedure. Possible Site Visitor Evaluation Methods: Review of institutional catalog Review of student handbook Review of formal grievance records, if applicable Interviews with faculty Interviews with students Diagnostic Imaging Program Student Handbook 2013 – 2014 74 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. Required Program Response: Describe the procedure for making students aware of the STANDARDS. Describe how students are provided contact information for the JRCERT. Possible Site Visitor Evaluation Methods: Review of program publications Interviews with faculty Interviews with students 75 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. Required Program Response: Provide program publications that reflect program policies, procedures and offerings. Possible Site Visitor Evaluation Methods: Review of published program materials Review of student handbook Interviews with faculty Interviews with students 76 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. Required Program Response: Describe how institutional and/or program policies are made known to students, faculty, and the general public. Provide publications that include these policies. Possible Site Visitor Evaluation Methods: Review of institutional materials Review of published program materials Interviews with faculty Interviews with Admissions personnel Interviews with Registrar Interviews with students 77 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of published program materials Interviews with administrative personnel Interviews with faculty Interviews with students 78 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. Required Program Response: 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). Possible Site Visitor Evaluation Methods: Review of meeting minutes Review of evaluations Review of surveys Interviews with members of various communities of interest 79 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. Required Program Response: Describe how admission practices are non-discriminatory. Provide institutional and/or program admission policies. Possible Site Visitor Evaluation Methods: Review of published program materials Review of student records Interviews with faculty Interviews with Admissions personnel Interviews with students 80 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. Required Program Response: Describe the implementation of institutional and program admission policies. Provide institutional and program admission policies. Possible Site Visitor Evaluation Methods: Review of published program materials Interviews with faculty Interviews with Admissions personnel Interviews with students 81 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. Required Program Response: Describe how non-discriminatory employment practices are assured. Provide copies of employment policies and procedures that assure non-discriminatory practices. Possible Site Visitor Evaluation Methods: Review of employee/faculty handbook Review of employee/faculty application form Review of institutional catalog Interviews with faculty 82 1.15 Has procedures for maintaining the integrity of distance education courses. 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of published program materials Review the process of student identification Review of student records Interviews with faculty Interviews with students 83 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. 84 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. 85 2.1 Has an appropriate organizational structure and sufficient administrative support to achieve the program’s mission. 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of organizational charts of institution and program Review of meeting minutes Review of published program materials Review of master plan of education Interviews with faculty and institutional officials Interviews with clinical instructor(s) 86 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review institutional policies in relation to teaching loads and release time Review of master plan of education Review of position descriptions Review of clinical education settings Interviews with faculty Interviews with clinical instructor(s) Interviews with students 87 2.3 Provides faculty with opportunities for continued professional development. 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. Required Program Response: Describe how continued professional development opportunities are made available to faculty. Possible Site Visitor Evaluation Methods: Review of institutional and program policies Review of program budget or other fiscal appropriations Review of evidence of faculty participation in professional development activities Interviews with administrative personnel Interviews with faculty 88 2.4 Provides clerical support services, as needed, to meet all educational, program, and administrative requirements. Explanation: Clerical support services necessary to assist in meeting educational, program, and administrative requirements of the program must be provided as appropriate. Required Program Response: Describe the availability and use of clerical support services. Possible Site Visitor Evaluation Methods: Review of program’s staffing plan Interviews with administrative personnel Interviews with faculty Interviews with students 89 2.5 Assures JRCERT recognition of all clinical education settings. 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. Required Program Response: Assure all clinical education settings are recognized by the JRCERT. Describe how observation sites, if used, enhance student clinical education. Possible Site Visitor Evaluation Methods: Review of JRCERT database Review of clinical records Interviews with faculty Interviews with clinical instructors Interviews with clinical staff Interviews with students 90 2.6 Provides classrooms, laboratories, and administrative and faculty offices to facilitate the achievement of the program’s mission. 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. Required Program Response: Describe how classrooms, laboratories, and administrative and faculty offices facilitate the achievement of the program’s mission. Possible Site Visitor Evaluation Methods: Tour of the classroom, laboratories, and administrative and faculty offices Interviews with faculty Interviews with students 91 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. Required Program Response: Describe the available learning resources. Describe the procedure for review and maintenance of learning resources. Possible Site Visitor Evaluation Methods: Tour of learning facilities Review of learning resources Review of surveys Review of meeting minutes Interviews with faculty Interviews with students 92 2.8 Provides access to student services in support of student learning. 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. Required Program Response: Describe the students’ access to student services. Provide published program materials that outline accessibility to student services. Possible Site Visitor Evaluation Methods: Review of published program materials Interviews with faculty Interviews with students 93 2.9 Has sufficient ongoing financial resources to support the program’s mission. 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. Required Program Response: Describe the adequacy of financial resources. Provide copies of the program’s budget and/or expenditure records. Possible Site Visitor Evaluation Methods: Review of program budget and/or other fiscal appropriations Interviews with administrative personnel Interviews with faculty 94 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of records Interviews with administrative personnel Interviews with faculty Interviews with students 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. 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. 96 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. 97 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. Required Program Response: Provide a copy of the program’s mission statement. Provide meeting minutes that document periodic reevaluation of the mission statement. Possible Site Visitor Evaluation Methods: Review of published program materials Review of meeting minutes Review of master plan of education Interviews with faculty 98 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). Required Program Response: 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). Possible Site Visitor Evaluation Methods: Review of master plan of education Review of didactic and clinical curriculum sequence Review of analysis of graduate and employer surveys Interviews with faculty Interviews with students Observation of a portion of any course offered via distance delivery Review of part-time, evening and/or weekend curricular track, if applicable 99 100 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. Required Program Response: Describe how the program provides opportunities in developing technologies in the didactic and/or clinical curriculum. Possible Site Visitor Evaluation Methods: Review of master plan of education Interviews with faculty Interviews with students 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. Required Program Response: Describe the relationship between the program length and the terminal award offered. Possible Site Visitor Evaluation Methods: Review of course catalog Review of published program materials Review of class schedules Interviews with faculty Interviews with students 102 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of published program materials Review of class schedules Interviews with faculty Interviews with students 103 3.6 Maintains a master plan of education. 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. Required Program Response: Identify the location of the component parts of the master plan of education. Provide a Table of Contents for the program’s master plan. Possible Site Visitor Evaluation Methods: Review of master plan of education Interview with program director Interviews with faculty 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. Required Program Response: Describe procedures for advisement. Provide sample records of student advisement. Possible Site Visitor Evaluation Methods: Review of students’ records Interviews with faculty Interviews with clinical instructor(s) Interviews with students 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, Participates in the assessment process, Supports the program director to help assure effective program operation, 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 Maintains appropriate expertise and competence through continuing professional 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 Required Program Response: Provide documentation that faculty and clinical staff positions are clearly delineated Possible Site Visitor Evaluation Methods: Review of position descriptions Review of handbooks Interviews with faculty and clinical staff to assure responsibilities are being performed Interviews with students 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of program evaluation materials Review of clinical instructor evaluation Interviews with administrative personnel Interviews with program faculty Interviews with clinical instructor(s) Interviews with students 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. 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. 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of published program materials Review of student records Review of student dosimetry reports Interviews with faculty Interviews with students 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: Written notice of voluntary declaration, Option for student continuance in the program without modification, and Option for written withdrawal of declaration. 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. Required Program Response: Describe how the pregnancy policy is made known to accepted and enrolled female students. Provide a copy of the program’s pregnancy policy. Possible Site Visitor Evaluation Methods: Review of published program materials Review of student records Interviews with faculty Interviews with clinical instructor(s) Interviews with students 115 4.3 Assures that students employ proper radiation safety practices. 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. Required Program Response: Describe how the curriculum sequence and content prepares students for safe radiation practices. Provide the curriculum sequence. Provide policies/procedures regarding radiation safety. Possible Site Visitor Evaluation Methods: Review of program curriculum Review of radiation safety policies/procedures Review of student handbook Review of student records Review of student dosimetry reports Interviews with faculty Interviews with clinical instructor(s) Interviews with clinical staff Interviews with students 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of published program materials Review of student records Review of meeting minutes Interviews with faculty Interviews with clinical instructor(s) Interviews with clinical staff Interviews with students 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of published program materials Review of student records Review of meeting minutes Interviews with faculty Interviews with clinical instructor(s) Interviews with clinical staff Interviews with students 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of published program materials Review of student records Review of meeting minutes Interviews with faculty Interviews with clinical instructor(s) Interviews with clinical staff Interviews with students 119 4.7 Assures sponsoring institution’s policies safeguard the health and safety of students. 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. Required Program Response: Provide program policies that safeguard the health and safety of students. Possible Site Visitor Evaluation Methods: Review of published program materials Review of student records Interviews with faculty Interviews with 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of orientation process Review of student records Interviews with faculty Interviews with clinical instructor(s) Interviews with students 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. 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. 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 continuous program improvement. 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. Required Program Response: Provide a copy of the program’s current assessment plan. Possible Site Visitor Evaluation Methods: Review of assessment plan Review of assessment tools Interviews with faculty 124 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. 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. Required Program Response: Provide a copy of the program’s current PED form. Possible Site Visitor Evaluation Methods: 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. Required Program Response: Provide samples of publications that document the availability of program effectiveness data via the JRCERT URL address. Possible Site Visitor Evaluation Methods: Review of program publications Review of Web site Interviews with faculty Interviews with students 126 5.4 Analyzes and shares student learning outcome data and program effectiveness data to foster continuous program improvement. 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. For additional information regarding assessment, please refer to www.jrcert.org. Required Program Response: 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. Possible Site Visitor Evaluation Methods: 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 Interviews with faculty 127 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. For additional information regarding assessment, please refer to www.jrcert.org. Required Program Response: Describe how this evaluation has occurred. Provide documentation that the plan is evaluated at least once every two years. Possible Site Visitor Evaluation Methods: Review of meeting minutes related to the assessment process Review of assessment committee meeting minutes, if applicable Interviews with faculty 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. 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. 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 Documents the continuing institutional accreditation of the sponsoring institution. 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. Required Program Response: 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. Required Program Response: Provide certificates and/or letters for each energized laboratory documenting compliance with state and/or federal radiation safety laws. 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 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 Didactic Program Faculty: Holds, at a minimum, a baccalaureate degree, 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 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). 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, Documents two years clinical experience in the professional discipline, and Holds American Registry of Radiologic Technologists current registration in radiography or equivalent (i.e., unrestricted state license for the state in which the clinical education setting is located). Clinical Staff: Holds American Registry of Radiologic Technologists current registration in radiography or 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.). Required Program Response: 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 Establishes and maintains affiliation agreements with clinical education settings. 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. Required Program Response: 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 federal radiation safety laws. 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. Required Program Response: Provide letters, certificates, or printouts of Web pages demonstrating the current recognition status of each clinical education setting. 137 6.6 Complies with requirements to achieve and maintain JRCERT accreditation. 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. Required Program Response: 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. 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. 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: Joint Review Committee on Education in Radiologic Technology 20 North Wacker Drive, Suite 2850 Chicago, IL 60606-3182 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: Joint Review Committee on Education in Radiologic Technology 20 North Wacker Drive, Suite 2850 Chicago, IL 60606-3182 (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 Copyright © 2010 by the JRCERT 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 Chicago, IL 60606-3182 (312) 704-5300 (312) 704-5304 (fax) mail@jrcert.org (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 Joint Review Committee on Education in Radiologic Technology 20 N. Wacker Drive, Suite 2850 Chicago, IL 60606-3182 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. Copyright © 2010 by the JRCERT 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 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 Magnetic Resonance 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. 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 Has procedures for maintaining the integrity of distance education courses. 148 1.1 Adheres to high ethical standards in relation to students, faculty, and staff. 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 149 1.2 Provides equitable learning opportunities for all students. 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. Required Program Response: Describe how the program assures equitable learning opportunities for all students. Possible Site Visitor Evaluation Methods: Review of published program materials Review of master plan of education Review of course objectives Review of student clinical assignment schedules Interviews with faculty Interviews with clinical preceptors Interviews with clinical staff Interviews with students 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of published program materials 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 Interviews with faculty Interviews with clinical preceptors 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of master plan of education Review of published program materials Review of student schedules Interviews with faculty Interviews with clinical preceptor(s) Interviews with clinical staff Interviews with students 153 1.5 Assures the security and confidentiality of student records, instructional materials, and other appropriate program materials. 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). Required Program Response: Describe how the program maintains the security and confidentiality of student records and other program materials. Possible Site Visitor Evaluation Methods: 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 Interviews with faculty Interviews with clinical preceptor(s) Interviews with clinical staff Interviews with students 154 1.6 Has a grievance procedure that is readily accessible, fair, and equitably applied. 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. Required Program Response: Provide a copy of the grievance procedure. Possible Site Visitor Evaluation Methods: Review of institutional catalog Review of student handbook Review of formal grievance records, if applicable Interviews with faculty Interviews with students 155 1.7 Assures that students are made aware of the JRCERT Standards for an Accredited 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. Required Program Response: Describe the procedure for making students aware of the STANDARDS. Describe how students are provided contact information for the JRCERT. Possible Site Visitor Evaluation Methods: Review of program publications Interviews with faculty Interviews with students 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. Required Program Response: Provide program publications that reflect program policies, procedures and offerings. Possible Site Visitor Evaluation Methods: Review of published program materials Review of student handbook Interviews with faculty Interviews with students 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. Required Program Response: Describe how institutional and/or program policies are made known to students, faculty, and the general public. Provide publications that include these policies. Possible Site Visitor Evaluation Methods: Review of institutional materials Review of published program materials Interviews with faculty Interviews with Admissions personnel Interviews with Registrar Interviews with students 158 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 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of published program materials Interviews with administrative personnel Interviews with faculty Interviews with students 159 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 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. Required Program Response: 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). Possible Site Visitor Evaluation Methods: Review of meeting minutes Review of evaluations Review of surveys 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. Required Program Response: Describe how admission practices are non-discriminatory. Provide institutional and/or program admission policies. Possible Site Visitor Evaluation Methods: Review of published program materials Review of student records Interviews with faculty Interviews with Admissions personnel Interviews with students 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. Required Program Response: Describe the implementation of institutional and program admission policies. Provide institutional and program admission policies. Possible Site Visitor Evaluation Methods: Review of published program materials Interviews with faculty Interviews with Admissions personnel Interviews with students 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, 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. Required Program Response: Describe how non-discriminatory employment practices are assured. Provide copies of employment policies and procedures that assure non-discriminatory practices. Possible Site Visitor Evaluation Methods: Review of employee/faculty handbook Review of employee/faculty application form Review of institutional catalog Interviews with faculty 163 1.15 Has procedures for maintaining the integrity of distance education courses. 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of published program materials Review the process of student identification Review of student records Interviews with faculty Interviews with students 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. 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. 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 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 learning. 2.8 Provides access to student services in support of student learning. student 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. 166 2.1 Has an appropriate organizational structure and sufficient administrative support to achieve the program’s mission. 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of organizational charts of institution and program Review of meeting minutes Review of published program materials Review of master plan of education Interviews with faculty and institutional officials Interviews with clinical preceptor(s) 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review institutional policies in relation to teaching loads and release time. Review of master plan of education Review of position descriptions Review of clinical education settings Interviews with faculty Interviews with clinical preceptor(s) Interviews with students 168 2.3 Provides faculty with opportunities for continued professional development. 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. Required Program Response: Describe how continued professional development opportunities are made available to faculty. Possible Site Visitor Evaluation Methods: Review of institutional and program policies Review of program budget or other fiscal appropriations Review of evidence of faculty participation in professional development activities Interviews with administrative personnel Interviews with faculty 169 2.4 Provides clerical support services, as needed, to meet all educational, program, and administrative requirements. Explanation: Clerical support services necessary to assist in meeting educational, program, and administrative requirements of the program must be provided as appropriate. Required Program Response: Describe the availability and use of clerical support services. Possible Site Visitor Evaluation Methods: Review of program’s staffing plan Interviews with administrative personnel Interviews with faculty Interviews with students 170 2.5 Assures JRCERT recognition of all clinical education settings. 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. Required Program Response: Assure all clinical education settings are recognized by the JRCERT. Describe how observation sites, if used, enhance student clinical education. Possible Site Visitor Evaluation Methods: Review of JRCERT database Review of clinical records Interviews with faculty Interviews with clinical preceptors Interviews with clinical staff Interviews with students 171 2.6 the Provides classrooms, laboratories, and administrative and faculty offices to facilitate achievement of the program’s mission. 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. Required Program Response: Describe how classrooms, laboratories, and administrative and faculty offices facilitate the achievement of the program’s mission. Possible Site Visitor Evaluation Methods: Tour of the classroom, laboratories, and administrative and faculty offices Interviews with faculty Interviews with students 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. Required Program Response: Describe the available learning resources. Describe the procedure for review and maintenance of learning resources. Possible Site Visitor Evaluation Methods: Tour of learning facilities Review of learning resources Review of surveys Review of meeting minutes Interviews with faculty Interviews with students 173 2.8 Provides access to student services in support of student learning. 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. Required Program Response: Describe the students’ access to student services. Provide published program materials that outline accessibility to student services. Possible Site Visitor Evaluation Methods: Review of published program materials Interviews with faculty Interviews with students 174 2.9 Has sufficient ongoing financial resources to support the program’s mission. 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. Required Program Response: Describe the adequacy of financial resources. Provide copies of the program’s budget and/or expenditure records. Possible Site Visitor Evaluation Methods: Review of program budget and/or other fiscal appropriations Interviews with administrative personnel Interviews with faculty 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of records Interviews with administrative personnel Interviews with faculty Interviews with students 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. 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. 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 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 preceptor performance regularly to assure instructional responsibilities are performed. 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. Required Program Response: Provide a copy of the program’s mission statement. Provide meeting minutes that document periodic reevaluation of the mission statement. Possible Site Visitor Evaluation Methods: Review of published program materials Review of meeting minutes Review of master plan of education Interviews with faculty 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). Required Program Response: 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). Possible Site Visitor Evaluation Methods: Review of master plan of education Review of didactic and clinical curriculum sequence Review of analysis of graduate and employer surveys Interviews with faculty Interviews with students 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. Required Program Response: Describe how the program provides opportunities in developing technologies in the didactic and/or clinical curriculum. Possible Site Visitor Evaluation Methods: Review of master plan of education Interviews with faculty Interviews with students 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. Required Program Response: Describe the relationship between the program length and the terminal award offered. Possible Site Visitor Evaluation Methods: Review of course catalog Review of published program materials Review of class schedules Interviews with faculty Interviews with students 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of published program materials Review of class schedules Interviews with faculty Interviews with students 183 3.6 Maintains a master plan of education. 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. Required Program Response: Identify the location of the component parts of the master plan of education. Provide a Table of Contents for the program’s master plan. Possible Site Visitor Evaluation Methods: Review of master plan of education Interview with program director Interviews with faculty 184 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. Required Program Response: Describe procedures for advisement. Provide sample records of student advisement. Possible Site Visitor Evaluation Methods: Review of students’ records Interviews with faculty Interviews with clinical preceptor(s) Interviews with students 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, 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, Participates in the assessment process, Supports the program director to help assure effective program operation, Cooperates with the program director in periodic review and revision of course materials, and 186 Maintains appropriate expertise and competence through continuing professional 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 Maintains appropriate expertise and competence through continuing professional 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 Required Program Response: Provide documentation that faculty and clinical staff positions are clearly delineated. Possible Site Visitor Evaluation Methods: Review of position descriptions Review of handbooks Interviews with faculty and clinical staff to assure responsibilities are being performed Interviews with students 190 3.9 Evaluates program faculty and clinical preceptor performance regularly to assure instructional responsibilities are performed. 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of program evaluation materials Review of clinical preceptor evaluation Interviews with administrative personnel Interviews with program faculty Interviews with clinical preceptor(s) Interviews with students 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. 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. 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: 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 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 Assures sponsoring institution’s policies safeguard the health and safety of students. 4.7 Assures that students are oriented to clinical education setting policies and procedures in regard to health and safety. 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. Required Program Response: Describe how this information is made available to students and the general public. Provide a copy of published materials. Possible Site Visitor Evaluation Methods: Review of published program materials Interviews with faculty Interviews with students 194 4.2 Has a published pregnancy policy that is 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. 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. Required Program Response: Describe how the pregnancy policy is made known to accepted and enrolled female students. Provide a copy of the program’s pregnancy policy. Possible Site Visitor Evaluation Methods: Review of published program materials Review of student records Interviews with faculty Interviews with clinical preceptor(s) Interviews with students 195 4.3 Assures that students employ proper radiation safety practices. 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. Required Program Response: Describe how the curriculum sequence and content prepares students for safe radiation practices. Provide the curriculum sequence. Provide policies/procedures regarding radiation safety. Possible Site Visitor Evaluation Methods: Review of program curriculum Review of radiation safety policies/procedures Review of student handbook Review of student records Interviews with faculty Interviews with clinical preceptor(s) Interviews with clinical staff Interviews with students 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of published program materials Review of student records Review of meeting minutes Interviews with faculty Interviews with clinical preceptor(s) Interviews with clinical staff Interviews with students 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. Required Program Response: 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 preceptors, and clinical staff. Possible Site Visitor Evaluation Methods: Review of published program materials Review of student records Review of meeting minutes Interviews with faculty Interviews with clinical preceptor(s) Interviews with clinical staff Interviews with students 198 4.6 Assures sponsoring institution’s policies safeguard the health and safety of students. 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. Required Program Response: Provide program policies that safeguard the health and safety of students. Possible Site Visitor Evaluation Methods: Review of published program materials Review of student records Interviews with faculty Interviews with students 199 4.7 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. Required Program Response: 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. Possible Site Visitor Evaluation Methods: Review of orientation process Review of student records Interviews with faculty Interviews with clinical preceptor(s) Interviews with students 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. 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. 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 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 continuous program improvement. 5.5 Periodically evaluates its assessment plan to assure continuous program improvement. 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. For additional information regarding assessment, please refer to www.jrcert.org. Required Program Response: Provide a copy of the program’s current assessment plan. Possible Site Visitor Evaluation Methods: Review of assessment plan Review of assessment tools Interviews with faculty 203 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. 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. Required Program Response: Provide a copy of the program’s current PED form. Provide outcome data in relation to graduate and employer satisfaction. Possible Site Visitor Evaluation Methods: 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. Required Program Response: Provide samples of publications that document the availability of program effectiveness data via the JRCERT URL address. Possible Site Visitor Evaluation Methods: Review of program publications Review of Web site Interviews with faculty Interviews with students 205 5.4 Analyzes and shares student learning outcome data and program effectiveness data to foster continuous program improvement. 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. For additional information regarding assessment, please refer to www.jrcert.org. Required Program Response: 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. Possible Site Visitor Evaluation Methods: 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 Interviews with faculty 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. For additional information regarding assessment, please refer to www.jrcert.org. Required Program Response: Describe how this evaluation has occurred. Provide documentation that the plan is evaluated at least once every two years. Possible Site Visitor Evaluation Methods: Review of meeting minutes related to the assessment process Review of assessment committee meeting minutes, if applicable Interviews with faculty 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. 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. 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 Documents the continuing institutional accreditation of the sponsoring institution. Personnel 6.2 Documents that all faculty and staff possess academic and professional qualifications appropriate for their assignments. Clinical Education Settings 6.3 Establishes and maintains affiliation agreements with clinical education settings. 6.4 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 6.5 Complies with requirements to achieve and maintain JRCERT accreditation. 209 6.1 Documents the continuing institutional accreditation of the sponsoring institution. 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. Required Program Response: 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: 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 JRCERTaccredited program, and Holds American Registry of Radiologic Technologists current registration in magnetic resonance or equivalent. Full-time Didactic Program Faculty: Holds, at a minimum, a baccalaureate degree, 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 Holds American Registry of Radiologic Technologists current registration in magnetic resonance or equivalent. 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, Documents two years clinical experience in the professional discipline, Holds American Registry of Radiologic Technologists current registration in magnetic resonance or equivalent. Clinical Staff: Holds American Registry of Radiologic Technologists current registration in magnetic resonance or equivalent. 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.). Required Program Response: 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 Establishes and maintains affiliation agreements with clinical education settings. 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. Required Program Response: 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 federal radiation safety laws. 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. Required Program Response: Provide letters, certificates, or printouts of Web pages demonstrating the current recognition status of each clinical education setting. 215 6.5 Complies with requirements to achieve and maintain JRCERT accreditation. 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. Required Program Response: 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. 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. 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: Joint Review Committee on Education in Radiologic Technology 20 North Wacker Drive, Suite 2850 Chicago, IL 60606-3182 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: Joint Review Committee on Education in Radiologic Technology 20 North Wacker Drive, Suite 2850 Chicago, IL 60606-3182 (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 Copyright © 2010 by the JRCERT 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 Chicago, IL 60606-3182 (312) 704-5300 (312) 704-5304 (fax) mail@jrcert.org (e-mail) www.jrcert.org 220 School of Health Professions Diagnostic Imaging Program 2013-2014 Clinical Policies 221 The University of Texas 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 School of Health Professions Diagnostic Imaging Program Clinical Policies 223 Diagnostic Imaging Program Policy # DI 3.01 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 entire student body of the Diagnostic Imaging Program 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 Program Policy # DI 3.02 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 Program Policy # DI 3.03 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. The entire student body of the Diagnostic Imaging Program. Students will clock in and out as they enter and leave the clinical setting using approved systems. 227 Diagnostic Imaging Program Policy # DI 3.04 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. The entire body of the Diagnostic Imaging Program Students will report on time to their assigned clinical area/site. Students who report to the incorrect clinical site will be considered absent/tardy. 228 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. The entire body of 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. 230 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 Program Policy # DI 3.06 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. The entire student body of the Diagnostic Imaging Program. 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. 234 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. 235 I have read this policy and understand my rights to monitoring. Signed: ___________________________________ Date________________ 236 Diagnostic Imaging Program Policy # DI 3.07 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 237 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. 238 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. 239 Diagnostic Imaging Program Policy # DI 3.08 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: 240 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. The entire student body of the Diagnostic Imaging Program 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 Program Policy # DI 3.09 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. The entire student body of the Diagnostic Imaging Program 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. 242 Diagnostic Imaging Program Policy # DI 3.10 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 The entire student body of the Diagnostic Imaging Program 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 Program Policy # DI 3.11 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. The entire student body of the Diagnostic Imaging Program 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 Program Policy # DI 3.12 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. The entire student body of the Diagnostic Imaging program 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. 245 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 Program Policy # DI 3.14 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. The entire student body of the Diagnostic Imaging Program 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 Program Policy # DI 3.15 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. The entire student body of the Diagnostic Imaging Program 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 Program Policy # DI 3.16 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. The entire student body of the Diagnostic Imaging Program 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 Program Policy # DI 3.17 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. The entire student body of the Diagnostic Imaging Program 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 Program Policy # DI 3.18 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. The entire student body of the Diagnostic Imaging Program 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 Program Policy # DI 3.19 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. The entire student body of the Diagnostic Imaging 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 Program Policy # DI 3.20 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. The entire student body of the Diagnostic Imaging Program 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 School of Health Professions Diagnostic Imaging Program 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 Diagnostic Imaging Program 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 School of Health Professions Diagnostic Imaging Program 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 DIAGNOSTIC IMAGING PROGRAM 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 DIAGNOSTIC IMAGING PROGRAM 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 SCHOOL OF HEALTH PROFESSIONS DIAGNOSTIC IMAGING PROGRAM 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 1 = Below expectations, improvement required 2 = Meets expectations, satisfactory 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 contributing factors of 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 Calculating the score All 2’s = 85 For each 3 add ½ point. EVALUATOR’S SIGNATURE DATE COMMENTS UT-MDACC SCHOOL OF HEALTH PROFESSIONS DIAGNOSTIC IMAGING PROGRAM th Pre-Image Critique Form – 5 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. PELVIS HIP SHOULDER GIRDLE SPINE INCLUDING SI JOINTS 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: Contrast or Density: Ques. 1 Ques. 1 Ans. 1 Ans. 1 Ques. 2 Ques. 2 Ans. 2 Ans. 2 Detail or Distortion: Positioning or Centering Ques. 1 Ans. 1 Ques. 2 Ques. 1 Ans. 1 Ques. 2 Ans. 2 Ans. 2 288 Screens, Films, Grids or Processing: Quality Control Ques. 1 Ques. 1 Ans. 1 Ans. 1 Ques. 2 Ques. 2 Ans. 2 Ans. 2 Pre-critique form was completed prior to critique - No/Yes Faculty verification Pre-critique form points ________________ Image Critique Form Student Date Exam(s) PERFORMANCE POINT SCALE: 0 = Unacceptable performance 1 = Below expectations, improvement required 2 = Meets expectations, satisfactory performance 3 = Exceeds expectations, outstanding performance t. 0 IMAGE EVLAUATION Anatomy, Physiology & Pathology b. Identifies anatomy of part shown. n. Understands related anatomy. o. Identifies anatomical anomalies or pathologic processes on film. p. Identifies anomalies or pathologic processes common to the part. Positioning & Centering q. r. s. Identifies bony landmarks used in positioning & centering. Evaluates positioning. States corrective measures in cases of improper positioning. 1 2 3 u. Answers positioning questions on related 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 contributing factors of contrast. n. States the controlling and contributing factors of density. Detail & Distortion x. y. Understands factors that affect detail. Understands focal spot and its effect on the image. 289 z. Identifies any distortion and states the cause. ff. Identifies Q. C. procedures affecting film quality. x. Other pertinent topics (digital imaging, etc.) Screens, Film, Processing & Grids aa. Identifies screen speed for both digital and plain film. Understands factors relating to screen speed. bb. Understands film construction and latent image formation. cc. Understands factors relating to film processing: plain film and digital dd. Understands factors relating to grids. CRITIQUE SCORE PRE – CRITIQUE FORM FINAL SCORE Calculating the score Artifacts & Quality Control All 2’s = 85 For each 3 add ½ point. For each 1 subtract ½ point. For each 0 subtract 1 point. 3 additional points available for Pre-Critique form ee. Identifies artifacts and causative factors. EVALUATOR’S SIGNATURE DATE COMMENTS UT-MDACC SCHOOL OF HEALTH PROFESSIONS DIAGNOSTIC IMAGING PROGRAM th Pre-Image Critique Form – 6 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. CRANIUM GASTROINTESTINAL STUDIES GENITOURINARY STUDIES 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 290 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 Ques. 1 Ans. 1 Ans. 1 Ques. 2 Ques. 2 Ans. 2 Ans. 2 Contrast or Density: Quality Control Ques. 1 Ques. 1 Ans. 1 Ans. 1 Ques. 2 Ques. 2 Ans. 2 Ans. 2 Detail or Distortion: Pre-critique form was completed prior to critique - No/Yes Faculty verification Pre-critique form points ________________ Image Critique Form Student Date Exam(s) PERFORMANCE POINT SCALE: 0 = Unacceptable performance 1 = Below expectations, improvement required 0 IMAGE EVLAUATION Anatomy, Physiology & Pathology c. Identifies anatomy of part shown. z. Understands related anatomy. aa. Identifies anatomical anomalies or pathologic processes on film. 1 2 2 = Meets expectations, satisfactory performance 3 = Exceeds expectations, outstanding performance 3 bb. Identifies anomalies or pathologic processes common to the part. Positioning & Centering cc. Identifies bony landmarks used in positioning & centering. dd. Evaluates positioning. ee. States corrective measures in cases of improper positioning. 291 ff. Answers positioning questions on related anatomy and exams. gg. Evaluates image for proper centering. hh. ii. jj. kk. n. kk. Understands film construction and latent image formation. ll. Understands factors relating to film processing: plain film and digital 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 contributing factors of contrast. States the controlling and contributing factors of density. Artifacts & Quality Control nn. Identifies artifacts and causative factors. oo. Identifies Q. C. procedures affecting film quality. x. Other pertinent topics (digital imaging, etc.) CRITIQUE SCORE PRE – CRITIQUE FORM Detail & Distortion FINAL SCORE gg. Understands factors that affect detail. hh. Understands focal spot and its effect on the image. ii. Identifies any distortion and states the cause. Calculating the score Screens, Film, Processing & Grids jj. All 2’s = 85 For each 3 add ½ point. For each 1 subtract ½ point. For each 0 subtract 1 point. 3 additional points available for Pre-Critique form Identifies screen speed for both digital and plain film. Understands factors relating to screen speed. EVALUATOR’S SIGNATURE DATE COMMENTS UTMDACC DIAGNOSTIC IMAGING PROGRAM 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 Technologist Signature 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 Technologist Signature Yes No Mobile Radiography (Where applicable) Can guide/drives the portable machine Can manipulate the tube Technologist Signature Yes No Patient Preparation Assists patient with proper attire Uses proper immobilization technique Technologist Signature Yes No Patient Transportation Appropriately transfers patients to & from wheelchairs Appropriately transfers patients to & from stretchers Uses appropriate body mechanics Technologist Signature Yes No Contrast Media Identifies common contrast media Prepares common contrast media Technologist Signature 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 Technologist Signature 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 Diagnostic Imaging Program 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 Student’s Signature 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 Diagnostic Imaging Program 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. Student’s Signature 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 School of Health Professions Diagnostic Imaging Program 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 The University of Texas M.D. Anderson Cancer Center DIAGNOSTIC IMAGING PROGRAM 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 PERFORMANCE POINT SCALE: 0 = Unacceptable performance (Any zero voids the comp) 1 = Below expectations, improvement required EVALUATION CATEGORY 2 = Meets expectations, satisfactory performance 3 = Exceeds expectations, outstanding performance 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 UTMDACC SCHOOL OF HEALTH PROFESSIONS DIAGNOSTIC IMAGING PROGRAM CLINICAL PERFORMANCE EVALUATION 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 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) 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 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: __________________________________________________________________________________________ __________________________________________________________________________________________ __ 310 __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ ____ Evaluator’s Signature: _________________________ Date: ___________________ Student’s Signature: __________________________ Date: __________________ 311 School of Health Professions Diagnostic Imaging Program 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 Technologist Signature Technologist Signature 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 Technologist Signature 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 UNIVERSITY OF TEXAS MD ANDERSON CANCER CENTER 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 PERFORMANCE POINT SCALE: 0 = Unacceptable performance (Any zero voids the comp) performance 1 = Below expectations, improvement required 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 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) Superior Performance Above Average Average Below UTMDACC SCHOOL OF HEALTH PROFESSIONS DIAGNOSTIC IMAGING PROGRAM CLINICAL PERFORMANCE EVALUATION 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 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: ______________________________________________________________________________ _______ ______________________________________________________________________________ _______ Evaluator’s Signature: _________________________ Student’s Signature: __________________________ Date: ___________________ Date: ___________________ 324 UNIVERSITY OF TEXAS MD ANDERSON CANCER CENTER 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
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