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Objective: The objective of this study was to quantify the organizational commitment of sonographers and determine factors influencing their connection or bond with their employer. Materials and Methods: One thousand nationally credentialed sonographers and vascular technologists in the mid-Atlantic region were surveyed using a systematic sampling model. Measurement tools included the Affective, Continuance, and Normative Commitment Scales. Descriptive and inferential statistics based on stepwise regression were used to define organizational commitment levels and the impact of sociodemographic characteristics on organizational commitment. Results: Of the 1000 surveys mailed, 110 usable surveys were returned (11% response rate). Affective, continuance, and normative commitment scores were 4.30, 4.62, and 3.46 out of 7, respectively. Results showed living in Pennsylvania, years at current organization, being a registered cardiac sonographer, and being unmarried had a statistically significant impact upon the variance in sonographers' organizational commitment scores. Conclusion: Sonographers indicated feeling little obligation to remain with the employer but may do so because of the perceived costs of leaving. As a result, sonographers' performance, work behavior, and attendance may be affected negatively. Factors such as locale, marital status, work tenure, and registration as a cardiac sonographer impact sonographers' organizational commitment. [ABSTRACT FROM AUTHOR]

A sample of 985 radiography educators in the United States was asked to participate in a study about online usage before and during the COVID-19 pandemic. There were 144 (14.6%) valid responses. Prior to the pandemic, very few radiography courses were primarily taught online, and the most common use of online resources was as a repository for student materials. During the pandemic, the most common technologies used were the institution's learning management system (LMS) to distribute and collect materials, LMS for testing students, and video conferencing software. There was a significant increase in the likelihood faculty would teach online after the COVID-19 experiences. [ABSTRACT FROM AUTHOR]