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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 survey at Armstrong Atlantic State University (South Carolina) obtained responses from 167 students and 24 faculty in an allied-health occupations interdisciplinary core curriculum. Both groups agreed the courses had a positive impact on students. Faculty enjoyed interdisciplinary teaching despite increased workload and had opportunities for increased collaboration among disciplines. (SK)

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]

Generations come and generations go, but the earth remains forever. Ecclesiastes 1:4 The teaching profession continues to provide challenges and opportunities. One such challenge is responding to the ever-changing student [...]

Savvy educators know how to use traditional psychological approaches to motivate students in the classroom and in the clinical education setting. One such approach is humanistic psychology,[1] which incorporates aspects [...]

Since the 1970s, researchers have shown an interest in classifying students' learning styles and investigating the role they play in learning. Educators have long known that students have different ways [...]

This special report describes the results of an ASRT-commissioned opinion survey of radiologic science program directors to gauge the estimated impact of managed care on radiologic science education. Specific topics explored include the effect of managed care on clinical education, student applications, finances and education. Comparisons were made by institution (hospital, associate and baccalaureate degree) and by discipline. Although the opinions of program directors suggest that managed care has impacted radiologic science education, it cannot be isolated as the causative factor. Also, programs do not appear to be meeting the educational desires of managers for new graduates, as described in several other studies., Publication of this article is a joint collaboration between the ASRT and the Association of Educators in Radiological Sciences Inc. Managed care is designed to make the best use of [...]

Critical-thinking skills are essential for graduates of health care programs entering the rapidly changing professional environment. Teaching approaches that rely on lectures alone address only the lower levels of cognitive [...]

To survive in today's rapidly changing health care industry, new graduates need decision-making, problem-solving and critical-thinking skills. Subject knowledge and technical skills are no longer enough. To provide students with [...]

There appears to be a shift in the emphasis by the Joint Review Committee on Education in Radiologic Technology (JRCERT) toward aggregating, reporting and using learning outcomes in radiography and [...]

Providing self-care instructions to patients before they are discharged from the hospital can help speed recovery, improve compliance with treatment regimens and prevent complications. In today's hospital environment, however, patients [...]

In simple terms, active learning means involving students in the learning process. Students take a larger responsibility for their own learning, and the instructor's role becomes one of facilitator. Although [...]

No matter what the profession, information about changes in its practice has historically been disseminated through journal articles or professional conferences. Both of these forums were and still are used [...]

The past few columns have focused on a number of new techniques that educators can use to improve classroom teaching. Simply using the latest techniques, however, does not assure excellent [...]

Today's health care practitioner must be able to analyze situations, make decisions quickly and develop problem-solving strategies. Critical-thinking skills form the foundation for each of these crucial abilities. The traditional [...]

Traditionally, 90% of education has been a process of information transfer, with information transferred from the teacher's head into learners' heads.[1] This means that teachers have to talk all the [...]

Technology has had a major impact on the nature of society and education. However, when a new technology is introduced, many people misunderstand its purpose and potential and are reluctant [...]

With the emphasis on advanced professional skills development and the baccalaureate degree as the 'professional' level degree, more and more practitioners are returning to the classroom. Unfortunately, not everyone who [...]

The American Registry of Radiologic Technologists (ARRT) now requires documentation of 'competency' in multiple radiographic examinations before students may sit for the Registry exam. A problem with this system is [...]

The baby boomer generation is increasing the classroom population in this country with adult learners, and this trend will continue well into the 21st century. Adults will change jobs, be [...]

Have you noticed that the world is changing faster now than it used to? Doesn't it seem that every time you turn around, there is one more new thing to [...]

Competency-based education in radiologic technology is discussed. Topics include standards of the Joint Review Committee on Education in Radiologic Technology, the competency model of the American Registry of Radiologic Technologists, the definition of competency, and different approaches to competency evaluation.

Beginning a teaching career is very difficult for a number of reasons. First, the educator must be a consummate technologist with well-developed patient and technical skills. Second, the educator must [...]

Experienced instructors in health professions programs can use distance learning to reach students who might not be able to avail themselves of a traditional on-campus education. An innovative system incorporating [...]

In recent years there has been a major transition away from the traditional lecture-only environment in many disciplines. Many forces are driving this change, including availability of instructional technology, increased [...]

Most college faculty are in continual pursuit of developing the ideal classroom environment where students are motivated to learn and can develop an interest in life-long learning. Successful students develop [...]