Positioning competencies for radiography graduates.

This article describes the results of a survey of radiography program directors on positioning competencies for entry-level radiographers. The survey asked program directors to classify projections as essential, important, rarely needed or for reference only. The objective of the study was to rank radiographic projections from most to least important in clinical practice. The data are provided for use by educators and employers in determining which projections are essential entry-level competencies.

The cost-effectiveness of clinical education.

Debate has continued for years regarding the cost-effectiveness of educating radiography students in a clinical environment. This article reviews the existing literature and examines the results of a recent survey to identify the advantages and disadvantages of educating radiography students in a health care facility's radiology department. Results of the study indicate that the benefits associated with educating radiography students in a clinical setting far outweigh the costs experienced by the health care facility.

Research activities and interests of dietetic educators.

Dietetic educators need to conduct research for academic promotion and tenure, and they are often called upon to provide leadership for research in the profession. A study was conducted to develop a profile of the research productivity, skill needs, and research environment of dietetic educators. Questionnaires were sent to 854 full-time faculty members in coordinated, didactic (Plan IV), technician, and graduate programs in dietetics; responses were received from 354 (41%). More than one-fourth of respondents (26.2%) reported spending no time in research, while 29.2% spent 9 or more hours per week in that activity. Those with doctoral degrees, at the rank of professor, working in major research institutions spent significantly more time in research than did other faculty members. In the previous 5 years, 67.3% had written proposals and served as principal investigator for at least one study, and 58% had received research funding. Half had written research papers, and 65% had written other publications. Only 60.2% had presented research papers, but 74.8% had given other types of presentations. Nearly 75% of educators indicated interest in collaborative studies; more than half reported a need for skills in getting funded, generating statistics, and writing research protocols. Most educators had a personal interest in research, had access to computers, and agreed that research was both rewarded and essential for academic advancement. Only 15.2% agreed that research was financially or administratively supported, and 22.8% said that they were confused about the relative importance of research in relation to teaching and service. These findings provide baseline data for setting goals and making recommendations for further research involvement.

Research skills and the research environment: a needs assessment of allied health faculty.

Allied health faculty are expected to successfully compete with other academic faculty in the research arena, yet many feel unprepared for this role. Most faculty have been trained as clinicians and, thus, bring to academe few skills in research design and methodology. A national study was conducted to assess the research skills and the research milieu of allied health faculty across eleven disciplines. Data are presented from 2,187 survey responses. Unmet needs included skills in obtaining funding, statistical analysis of the data, and publishing research results. Major barriers to research included the undervaluing of research relative to education and service, the lack of financial and administrative support, the absence of professional resources, and the generally low priority given research. Faculty with earned doctorates perceived their research environments more favorably and had fewer gaps in research skills than did faculty with a bachelor's or master's degree.

Research productivity profile of allied health faculty.

Many allied health faculty are expected to obtain graduate degrees and engage in scholarly activity to advance knowledge in their professions and fulfill the research mission of their academic institution. A national study of ten allied health disciplines was conducted to assess the level of allied health research productivity and to determine the relationship between the amount of research and faculty characteristics. Research productivity included the number of major paper presentations and research publications, number of times served as project principle investigator, and the time devoted to research per week. Faculty characteristics were the type of employing institution, and the academic degree, rank, and tenure status of the faculty member. Data from 2,187 survey respondents indicated that faculty who are employed by four-year research universities, possess earned doctorates, hold the rank of professor, and are tenured had significantly higher levels of research productivity.

Paper chase: does academic degree make a difference?

The purpose of this study was to examine the employment related differences between graduates of baccalaureate and associate degree programs in allied health education. Specifically, graduates were compared with respect to the level of professional responsibility, salary, geographic mobility, and job satisfaction. Data regarding a job placement of radiologic technologists from a baccalaureate program are reported.

Establishing two-year college affiliated programs in radiologic technology.

The practical considerations of instituting programs in radiologic technology at the two-year college levels are addressed. The authors attempt to identify a "check-list" of the areas that will be of vital concern to the prospective program director, including some specific exhibits relating to program implementation and operation.

Predicting clinical performance of radiologic technology students.

The lack of scientific studies on predictive criteria for evaluating the clinical potential of students in radiologic technology led to the current study. Students during a ten-year period was subjected to the ACT examinations. These scores were subsequently compared with the students' scores on the examination of The American Registry of Radiologic Technologists, high school grade point average and earned high-school grades in pertinent subjects to see if any predictive factors were evidenced. The result showed correlation of some of these factors with the Registry score of sufficient statistical significance to warrant using them as part of the process for selecting students for radiologic technology programs.