new hybrid online graduate program in medical imaging

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ven though there are 11 accredited radiologic technol-ogy programs,1 as well as 2 relatively new programs

(not yet accredited) in the state of Massachusetts, they arenot meeting current staffing needs. According to Jerry Reidof the American Registry of Radiologic Technologists(ARRT), the current shortage of radiologic technologists(RTs) will continue to grow through 2010, when many RTsare expected to retire from the profession, and there will bean estimated 24,000 vacancies.2

The American Society of Radiologic Technologists(ASRT) conducted a study which provided an enroll-ment snapshot of radiography, radiation therapy, andnuclear medicine programs. From this study, several fac-tors were found to be constraining radiologictechnology program growth. Space (73.2%), qualifiedapplicants (52.2%), faculty availability (51.9%), funding(51.7%), equipment (51.2%), and clinical sites (27%)were the factors cited as limiting the ability of these pro-grams to expand and produce more graduates.3

As of October 2001, the Partners HealthCareSystem, a not-for-profit network of hospitals, physi-cians, and health centers based in Boston, MA,employed approximately 460 full-time equivalent(FTE) RTs. According to Ryan,4 Partners was experi-encing an average 17.5% vacancy rate and 8% turnoverrate while, concurrently, they were anticipating an esti-mated growth of 7.6% in demand for imaging services.

Based on the staffing needs of the Partners systemalone, the need for training additional RTs inMassachusetts was rather obvious. The plan thenbecame one of designing a hybrid medical imaging (MI)program which would be attractive to an underservedstudent population (bachelor prepared career changers)offered in a flexible study format. Minimizing the con-straints to growth cited by the ASRT study would alsobe essential in the development of this new program.

By Kimberly L . Metcalf, EdD, RT(R)(T), Richard Terrass, MEd, RT(R), a n d Mary P. Watkins, DPT, M S

E

• According to the American Registry o f Radiologic Technologists(ARRT), the current shortage of radiologic technologists (RTs) willcontinue to g row and by 2010, when many RTs are expected toretire f rom the profession, there wil l be an estimated 24,000 vacan-cies. In response to the shortage of RTs, The MGH Institute o fHealth Professions has developed a fast-track hybrid online graduateprogram in medical imaging (MI) which is geared toward bachelordegree prepared students who are seeking to make a career change.By targeting bachelor prepared students, the Institute seeks to attractacademically mature students who will make a sustaining contribu-tion to the field of radiologic science.

• The first class of students in this new online program just graduat-ed. Measured results of this first g roup are very encouraging withall results exceeding the goals initially se t for the program. Exceptfor one student who has visa issues precluding employment, all ofthe students from the class have passed their registry exam and areemployed in the field.

• The format of this new online MI program eases constraints ongrowth and viability and it bridges the gap between entry-level andadvanced practice. This hybrid online program is a model thatcould be implemented with healthcare systems nationwide.

E X E C U T I V E

S U M M A R Y

The credit earned from the Quick Credit testaccompanying this article may be applied to theAHRA certified radiology administrator (CRA)

human resource management domain.

New Hybrid Online Graduate Program in Medical Imaging

Graduates its First Class of Students

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Introduction

In response to the growing RT shortage, the MassachusettsGeneral Hospital (MGH) Institute of Health Professions, anindependent graduate school affiliated with MGH, decidedto create a fast-track program in MI. This fast-track programwas designed to minimize the constraints to growth thatwere cited by the ASRT. As a hybrid model MI programwhich would offer an intense program of study for baccalau-reate prepared career changers, this new accelerated 17month program provided the flexibility needed for workingadults living in the Massachusetts area. Courses were taughtasynchronously through online instruction by faculty whoreside in Maine to as far away as Alaska. The laboratory ses-sions were conducted at MGH during the evening hours.Clinical rotations were scheduled at healthcare facilitiesthroughout the region. This approach differed greatly frommost traditional radiologic technology programs that offerclinical training during daytime hours. The flexibility of thisprogram allowed students to continue working while beingenrolled in the program.

Because this program was designed as a partnershipbetween the Institute and Partners Healthcare net-works (with the Institute offering online distanceeducation and the Partner networks providing labora-tory space), use of equipment and clinical placements,space, equipment, and clinical placements were notsignificant issues. Since the Institute was not depend-ent on declining state funding for higher education,and the financial structure of the program would makeit self-supporting within a short period of time, fund-ing was not a significant long-term issue.

Nationally and locally, a majority of RT programsconfer an associate degree or certificate, which hasbeen the traditional entry-level degree. In targetingindividuals with a baccalaureate degree, the Institutesought to attract academically mature students whowould make a sustaining contribution to this advanc-ing field of practice. In a highly complex,inter-disciplinary system such as the current healthcaresetting, individuals with additional skills and creden-tials were highly valued, and would more readily attainmanagerial, research, and education positions. In fact,effective February 2005, positions of leadership at theTech Level III and higher in the MGH radiologydepartment, all require a minimum of a bachelordegree.5 Graduates of this post-baccalaureate MI pro-gram were uniquely positioned for advancement.

According to the ASRT study, 62% of radiographyprogram directors report difficulty recruiting new fac-ulty. Because this new program was designed to be adistance program, the Institute was not limited torecruiting faculty that live in Boston or who would bewilling to relocate to the area.

With web-based and online learning having becomeaccepted ways of delivering higher education,6 the use

of technology has provided an alternate solution forstudents who are very busy and require flexibility.7,8

Literature further supports the use of online asyn-chronous learning as an effective method foreducating individuals that are unable to access highereducation through more traditional avenues.9

Development of the HybridProgram

The process of developing a hybrid MI program at theInstitute began with the appointment of a Program Plan-ning Committee. A consultant was then appointed todevelop the curriculum in line with the new ASRT radiog-raphy curriculum, Joint Review Commission on Educa-tion in Radiologic Technology (JRCERT) standards, and tocomplete the initial draft of the application for accredita-tion.

A focus group was conducted at the 2002 AmericanHealthcare Radiology Administrators (AHRA) andAssociation of Educators in the Radiological Sciences(AERS) conjoint meeting in New Orleans, LA. Thepurpose of this focus group was to present the newhybrid program concept and get feedback from thegroup. It offered a chance to discuss the program andprovided an opportunity to identify questions andissues that might be raised by regulators. Educatorsexpressed quite a bit of initial interest and laterexpressed interest in teaching in the program.

The Sloan Foundation provided funding in 2installments of $45,000 to be used for developingcourses for the new program. A program proposal wascreated and subsequently approved by the ProgramPlanning Committee, the Institute Course andCurriculum Committee, the Long Range PlanningCommittee, the Institute faculty, the Board of Trusteesof the Institute, and the MGH Board of Trustees. TheNew England Association of Schools and Colleges andthe Massachusetts Board of Higher Education werenotified and gave their approval.

Recruitment efforts for a program director involvedadvertising and a national search. Hired in February2004, the new director was very familiar with the pro-gram, having chaired the planning committee since theinception of the program.

Clinical affiliation agreements for clinical educationsettings and instructional laboratories were finalized.The majority of the applicants for the first cohort ofstudents heard about the program through word ofmouth advertising. Students in the first cohort wereaccepted in July 2004 and classes began in September2004. The application for JRCERT accreditation wassubmitted in the spring of 2005 and the site visit tookplace in January 2006. The first cohort of studentscompleted the program in February 2006.


J U LY / A U G U S T 2 0 0 6 R A D I O L O G Y M A N A G E M E N T

Student Selection Strategies

Applicants to the MI program were evaluated on undergrad-uate and graduate transcripts, an essay, evidence of a com-pleted job shadow, a self-assessment, 3 professional refer-ences, and a professional resume. All of these componentswere evaluated by the admissions committee and assignedcorresponding point values. Admission to the MI programwas offered to applicants with the highest total point values.

Prerequisites

In addition to an earned bachelor degree, prerequisites forthe MI Program consisted of the following: 6 credits ofhuman anatomy and physiology, 3 credits of either chem-istry or physics, 3 credits of either college algebra or pre-cal-culus, 1 credit of medical terminology, and demonstration ofcomputer literacy. With the exception of college algebra, allof the prerequisites could be completed through the Insti-tute, either through an online course or on site. Candidatesneeded to be comfortable using e-mail and the Internet.Applicants in the MI program were also told they must havehigh-speed Internet access and a CD-ROM drive.

Merit Awards

Merit Awards were offered to candidates with the highestpoint values from the admissions review. If an applicantbeing offered a Merit Award came from a qualified minoritygroup, there was additional money from a diversity poolavailable. The MI program’s goal for the Merit Awards was tomake the program cost competitive with other alternativeprograms in the area for the top candidates.

Student Orientation

All programs at the Institute required 1½ days of student ori-entation. Because MI students must complete all of theircourses online, they received an additional 4 hours of orien-tation to the courseware.

Online Courseware Orientation

As soon as students accepted an admissions offer to the MIprogram, they were given access to the information systemand the courseware. Students were enrolled in DistanceLearning 101, which functioned as a tutorial on distancelearning using the Institute’s courseware. Students were alsorequired to complete the MI section of Orientation 101 priorto the on site orientation.

On Site Courseware Orientation

The on site courseware orientation for MI students was con-ducted by the learning architect of the information systems(IS) department. During this 4 hour orientation, students

got the opportunity to practice logging-in, accessing discus-sion boards, trying online tests, uploading files, completingassignments, etc. These 4 hours of orientation were added asa result of feedback from the first cohort of students (a min-imum of a 2 hour orientation to online tools is recommend-ed10).

Faculty Recruitment

In the spring of 2003, advertising for term lecturers to teachin the MI program began. The program director also con-tacted several colleagues with whom he had professionalrelationships. As a result of the advertising and the director’sprofessional networking efforts, a total of 6 term lecturersand 1 adjunct faculty member were recruited for the MI pro-gram.

Most of the faculty who applied for considerationwere intrigued by how an online program such as thismight work. It was important that faculty in this pro-gram had either taught online or were very interestedin learning how to teach online. Faculty members wereexcited about being part of an MI program that was sonew and offered something that had never been avail-able before.

Faculty Training

New term lecturers were provided with training through theIS staff at the Institute. Lecturers were also enrolled in theonline Faculty 101 course (geared to faculty) and the Dis-tance Learning 101 course (geared to students). In addition,several teleconferences were conducted with faculty through-out the semester. Members of the IS department worked dili-gently with faculty to guide them through effective set-up oftheir courses and to help them navigate the internal admin-istrative technology.

Faculty Meetings

Didactic Faculty Meetings

The MI program conducted 3 meetings per year for didacticfaculty. These meetings were scheduled after the conclusionof each didactic course semester. Currently, the MI programhas faculty that span 5 time zones (Maine to Alaska), soscheduling of meetings presents a challenge. Some facultymembers have even participated in meetings on their cellphone while traveling.

Clinical Faculty Meetings

The MI program conducted 3 meetings per year for the clin-ical faculty. These meetings were scheduled just prior to eachclinical block. These meetings usually involved discussionfocused on the clinical placement of students.

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New Hybrid Online Graduate P rogram in Medical Imaging Graduates i t s First Class of Students

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Online Didactic Courses

A total of 15 courses comprised the didactic portion of theMI program. Courses were scheduled over 3 academic termsin sets of 5 courses. The average semester is approximately 10weeks, so the material was presented at an accelerated pace.

While the courses do vary, a number of the courseswere organized in 10 units scheduled over a 10 weeksemester. Several instructors put together “DetailedCourse Plans” for their courses, which were essentiallycharts that summarized, by unit, readings, assign-ments, quizzes, exams, and any other necessaryinformation for the course.

Technical Support

The Institute help desk was available to students, staff, andfaculty during business hours, and the courseware was mon-itored during off hours. The Partners system also has an IThelp desk that is available 24 hours per day, 7 days per week,to trouble shoot any technical issues not directly related tothe courseware. The MI director, program manager, andclinical coordinator also had faculty level access to courses toassist students or faculty who had problems.

Clinical Skills

There were a number of clinical skills initially presented tostudents in their online coursework. In the lab sessions fol-lowing each didactic term, these clinical skills were reviewedand reinforced immediately in the lab. Students were giventhe opportunity to demonstrate knowledge of these skillsthrough simulated situations. There are a total of 3 lab ses-sions in the MI program: Lab I (5 evenings/week, 8hours/day for 2.5 weeks), Lab II (5 evenings/week, 6hours/day for 4.5 weeks), and Lab III (4 hours/week for 22weeks).

Lab I

The lab sessions for the MI program were held at the end ofeach didactic term and prior to the start of the followingclinical rotation. The labs were held in actual outpatient andinpatient departments during hours when there were nopatients scheduled. These labs were offered from 3-11 PM forboth lectures and review of clinical skills that were presentedduring the prior didactic semester. The lecture portion of thelab was scheduled from 3-5 PM.A conference room was usedwith a computer and LCD panel available. There were bones,skeletons, and phantoms brought in for use in the labs. Stu-dents learned to identify various anatomy, pathology, andartifacts on films during these sessions. Anatomy and imageanalysis exams were then printed off and radiographicimages were projected onto a screen for student testing.

After the students had a dinner break, the hands-onportion of the lab took place from 5:30-11 PM. During

35



the Lab I session, students practiced positioning andperforming simulated competencies. The first lab blocktook longer because the students had never done any ofthis before—it was their first exposure to the hands-onskills in radiography. The focus of Lab I was on patienttransfer, basic patient care skills, vital signs (both man-ually and with automatic sensors), oxygenadministration, contrast preparation, sterile technique,chest, abdomen, upper extremities, lower extremitiesup to the hip, and portables. Each day the focus was ona particular area of the body.

Lab II

Lab II focused on any competencies that had yet to be com-pleted, as well as age specific care, trauma, portables, andworking with phantoms. These labs were offered from 3-9:30 PM for both lectures and review of clinical skills thatwere presented during the prior didactic semester. At theend of this lab, all of the phantoms were brought in anddivided up into different rooms. The students were pre-sented with a variety of scenarios to manage and thenexpected to present their images and explain why theyapproached cases the way they did.

By the end of Lab II, each student had simulatedevery required and elective competency on the ARRTlist, as well as additional exams that were routinely per-formed at some of the clinical sites. These were thenreinforced in the student’s clinical assignments.

Lab III

In the Lab III session, the labs are referred to as “lab semi-nars.” The students were in a clinical setting 4 days per week,in lab 4 hours per week, and had 4 hours per week free forscheduling job interviews, etc. This final lab session ran for22 weeks.

The focus of these lab seminars was on imagingexperiments (film/screen, CR, and DR), film reviewand analysis, and preparation for the ARRT exam. Inaddition, advanced patient care skills, includingvenipuncture and practice of IV administration withboth butterfly and angiocath needles, were practicedon one of the Institute’s patient simulators.

Students were to complete weekly assignments onan online discussion board. Typically, students wereexpected to take something that happened in the clin-ical setting and apply critical thinking skills to it, andwere to then analyze how it could have been handleddifferently with feedback from fellow students.

Clinical Experience

All students rotated through an academic medical center, acommunity hospital, and at least one outpatient imagingcenter. Students spent at least 3 weeks rotating through

advanced modalities (ie, MRI, nuclear medicine, radiationtherapy, ultrasound, CT, vascular radiology, cardiac catheter-ization, and a rehabilitation hospital).

Clinic I took place 8 hours/day, 5 days/week for 3weeks. It was designed to get students comfortableworking with patients and allow them to begin doingcompetencies in chest, abdomen, and upper and lowerextremities. Clinic II took place 8 hours/day, 5days/week for 8½ weeks. By the time students enteredClinic II, they had the didactic and laboratory experi-ence to prepare them to complete any competency onthe ARRT competency list. Students were also requiredto do retention competencies on 2 of the competenciesthat were completed in Clinic I. Clinical III was struc-tured 9 hours per/day, 4 days/week for 22 weeks. Thefocus of Clinical III was on completing any remainingrequired and elective competencies on the ARRT listand on polishing their clinical skills. Each clinical blockhad an online discussion, as well as an online clinicalfinal exam in which students were presented with anumber of “what if ” scenarios designed to measurecritical thinking skills and decision making.

Program Outcomes for the FirstCohort

There were 11 goals set for the MI program to be measuredupon graduation of the first cohort of students. The resultswere calculated, as per below.

The first goal was that 80% of the graduates wouldbe employed within 6 months of graduation. Uponreview, a total of 91% of graduates were employedwithin 3 months of graduation (Figure 1). One studenthad visa issues that precluded employment in thistimeframe.

The second goal was >90% of the class would passtheir clinical competency exams on the first try. Uponreview, a total of 91% of the class passed their clinicalcompetency exams on the first try (Figure 2).

36


Figure 1. Goal 1: Graduates employedwithin 6 months of graduation.

0 20 40 60 80 100

80%

91%

Goa

lRe

sult



The third goal was that there would be a >85% passrate on the ARRT certification exam, with an averageclass scaled score of >80%. Upon review, there was a100% pass rate on the ARRT certification exam with anaverage class scaled score of 88% (Figure 3). One stu-dent with visa issues has yet to take the ARRT exam.

The fourth goal was that >90% of the class wouldpass their clinical final exams with scores of >80%.Upon review, 91% of the class passed their clinical finalexams with scores >80% (Figure 4).

The fifth goal was that there would be <35% attri-tion from the MI program. Upon review, there was 8%attrition from the program (Figure 5).

The sixth goal was that there would be a >85% passrate for laboratory classes with an average score of>80%. Upon review, there was a 100% pass rate forlaboratory classes with an average score of >94%(Figure 6).

The seventh goal was that >85% of the class wouldachieve >80% on didactic and laboratory courses.

Upon review, 100% of the class achieved >98% ondidactic and laboratory courses (Figure 7).

The eighth goal was that >90% of the class wouldpass their clinical finals with >80% on critical thinkingcase scenarios. Upon review, 91% of students passedtheir clinical finals with >80% on critical thinking casescenarios (Figure 8).

The ninth goal was that >90% of the class wouldaverage >80% on film analysis projects. Upon review,100% of students averaged >80% on the film analysisprojects (Figure 9).

The tenth goal was that >90% of the class wouldaverage >80% on their student portfolio. Upon review,100% of the class averaged >80% on their studentportfolio (Figure 10).

The eleventh goal was that >90% of the classwould average >80% on radiologic pathology casestudies. Upon review, 100% of the class averaged>80% on radiologic pathology case studies (Figure11).

37

Figure 2 . Goal 2: Pass clinical competency exams on first try.

0 20 40 60 80 100

>90%

91%

Goa

lRe

sult

Figure 3 . Goal 3: Pass ARRT e xam.

0 20 40 60 80 100

>85%

100%

Goa

lRe

sult

>80%

88%

Pass Rate Avg. Score

Figure 4 . Goal 4: Pass clinical finalexams.

0 20 40 60 80 100

>90%

91%

Goa

lRe

sult

>80%

>80%


Figure 5 . Goal 5: Student attrition fromprogram.

0 20 40 60 80 100

<35%%

8%

Goa

lRe

sult


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Figure 6 . Goal 6: Pass laboratory classes.

0 20 40 60 80 100

>85%

100%

Goa

lRe

sult

>80%

>94%


Figure 9 . Goal 9: Pass film analys i s projects.

0 20 40 60 80 100

>90%

100%

Goa

lRe

sult

>80%

>80%


Figure 7. Goal 7: Pass didactic and laboratory courses.

0 20 40 60 80 100

>85%

100%

Goa

lRe

sult

>80%

>98%


Figure 10. Goal 10 : Average on studentportfolio.

0 20 40 60 80 100

>90%

100%

Goa

lRe

sult

>80%

>80%


Figure 11. Goal 11 : Average on radiologic pathology case studies.

0 20 40 60 80 100

>90%

100%

Goa

lRe

sult

>80%

>80%


Figure 8 . Goal 8: Pass clinical finals—critical thinking case scenarios.

0 20 40 60 80 100

>90%

91%

Goa

lRe

sult

>80%

>80%




Discussion

While there were a number of outcomes to be measuredfor this MI program, there were 11 that could be measuredimmediately upon student graduation. The outcomes forall 11 goals resulted in exceeding the initial benchmarksset. These results are very encouraging because this pro-gram is a new hybrid model that is the first of its kind inthe country.

The students in the first cohort performed very wellin their online didactic coursework, laboratory studies,and clinical experiences as demonstrated by a classaverage GPA of 3.9 (out of a possible 4.0). Results offinal exams on clinical critical thinking case scenarioswere that 91% of the class passed with an 80% or high-er. Film analysis projects, student portfolios, andradiologic pathology case studies all resulted in 100%of the class averaging above 80%. The clinical compe-tency exams were passed by 91% of the students on thefirst try, which suggests strong clinical preparation.With 91% of the graduates employed within 3 monthsof graduation, this further demonstrates employerconfidence in the ability of these graduates. The abili-ty of these students is further validated by the 100%pass rate on the ARRT exam, with an average classscaled score of 88%.

Overall, the convenience and accessibility of onlinecourses has worked well for the students in the firstcohort of the MI program. There were some technicalchallenges associated with the use of the Internet andthe online courseware. In addition, there were someInternet interruptions where 3 faculty members losttheir Internet connection for extensive periods of timeover the past 2 years. Faculty members in Florida andAlabama lost Internet service multiple times duringhurricane season. A faculty member located in ruralMaine faced several interruptions in Internet serviceover the past 2 years due to high wind, blizzards, andice storms. When faced with interruptions in service,faculty members kept the director and program man-ager updated via cell phone.

During periods of anticipated interruption, thedirector was on the phone extensively with theseinstructors putting together contingency plans and

keeping the students updated. When using distancefaculty, having contingency plans in place in the eventof bad weather and extensive outages is absolutely cru-cial.

During the JRCERT site visit in 2006, the visitorswere impressed by the various levels of technical sup-port available to deal with online issues. Feedback fromstudents indicated that they felt because of the ISresources available, the program was able to respondmore quickly to courseware issues and was better ableto provide rapid 24 hour fixes or workable solutions tomajor issues. The students felt the program was veryresponsive in dealing with courseware problems, suchas downloading of exams, files, etc.

The ASRT study found that 62% of radiographyprogram directors report difficulty recruiting new fac-ulty due to salary, degree requirements, and availabilityof interested applicants.3 The innovative design of thisonline program, combined with the desire of highlyqualified radiography educators to supplement theirincome, has worked to the Institute’s advantage. Todate, faculty recruitment has not been a problem.Faculty have expressed that they really enjoy teachingin this format.

While slightly more than half of programs reportproblems attracting qualified applicants, this is not anissue in the Boston metropolitan area. Given the cur-rent unmet enrollment demand of more than 23,000for radiography programs and the fact that this pro-gram targets an underserved group of highly motivatedstudents, it has not been a problem attracting suffi-ciently qualified applicants. One of the program goalswas that there would be no more than 35% attritionfrom the program. There was one student who left thecohort after 2 terms, resulting in an attrition rate ofonly 8%.

Limitations

The results presented in this article pertain to a new hybridonline graduate certificate program in MI and, therefore, can-not be generalized to traditional radiologic technology pro-grams. Students admitted into this program already possess abachelor degree, which sets them apart from the average radi-

39

Given the current unmet enrollment demand of more than

23,000 for radiography p rogra m s a n d t h e f a c t t h a t t h i s

program targets an underserve d g roup of highly motivate d

students , i t has not been a problem attracting sufficiently

qualified applicants.


J U LY / A U G U S T 2 0 0 6 R A D I O L O G Y M A N A G E M E N T40


ologic technology student who is enrolled in an associatedegree program.11 The MI students in this first cohort dif-fered both by type of bachelor degree and by occupation,which presented a very unique sample population. Therefore,we suggest that these results cannot be generalized to othergroups of MI students.At this time, only 1 cohort of studentshas completed the program. With such a small number ofstudents, the validity of the results is rather limited.

Conclusion

A new hybrid MI graduate certificate program has beendeveloped and implemented. The program appears to beworking well, as the program outcomes demonstrate it hasmet or exceeded all measured program goals. There are addi-tional program goals that cannot be measured yet becausethe first cohort of students just completed the program.

Exit surveys are expected to be completed within 3months of the date that students completed the pro-gram. Graduate and employer surveys will go out inapproximately 6 months. Some goals in particular willlook at the graduates’ involvement in research, profes-sional organizations, and continuing education. Thesegoals will need to be measured in the future after thestudents have been working for a period of time. Othergoals will be measured through alumni surveys sentout by the MI program.

This post-baccalaureate certificate program leadingto licensure is a promising niche. This innovative pro-gram targets an underserved group of highlymotivated potential students. It builds on the students’prior education and prepares graduates with creden-tials to support future expansion into other areas ofmedical imaging. It addresses immediate needs ofhealthcare with flexibility to address long-range needsof healthcare and the profession. The format of thisnew online MI program eases constraints on growthand viability. The program bridges the gap betweenentry level and advanced practice. This hybrid onlineprogram is a model that could be implemented withhealthcare systems nationwide.

The program was very fortunate to have the stu-dents that were members of the first cohort. Thesestudents were willing to enter into a new online pro-gram that had yet to be accredited, and in doing sowere willing to be an experimental group. These stu-dents were instrumental in helping to fix holes in theprogram and helping IT fix problems in the course-ware. They have also been helpful in recruitingstudents for the next 2 cohorts, willing to come in andtalk to potential students about the program.

References1Joint Review Committee on Education in Radiologic Tech-

nology. Number of accredited JRCERT educational pro-

grams in MA. Available at: http://www.jrcert.org/cert/results.jsp. Accessed May 3, 2006.

2Reid J. What about the shortage? Link. 2004. 23(4):6.3American Society of Radiologic Technologists. Enrollment

snapshot of radiography, radiation therapy, and nuclear med-icine programs. 2002.

4Ryan M. The predictable swarm: staying on top of radiology’scyclical staffing “bug.”Radiol Manag. 2005;27(3):14-29.

5Massachusetts General Hospital. Radiology leadership edu-cation requirements, MGH radiology:Management/Career Paths. Available at: http://www.mass-generalimaging.org/PDF/leadership_edu_req.pdf. Accessed May 4, 2006.

6Sims, R. Technological determinism or educational effective-ness? Aust J Adv Nurs. 1998;16(1):21.

7Field T. Internet-based education for enrolled nurses: Couldit be E-ffective? Aust J Adv Nurs. 2002;19(4):33-37.

8Collins K, Having K. R.T.s’ Interest in advanced-level certifi-cation and distance learning. Radiol Technol. 2005;76:425-433.

9Cook C, Merrifield H. Distance learning outcomes for Texastech university’s physical therapy program. Journal of Phys-ical Therapy Education. 2003;17(1):74-77.

10Rose M, Frisby A, Hamlin M, Jones S. Evaluation of theeffectiveness of a web-based graduate epidemiology course.Comput Nurs. 2000;18(4);162-167.

11Preston R, Comello R. Viability of hospital-based radiogra-phy programs. Radiol Technol. 2005;77:97-105.

Kimberly L. Metcalf, Ed.D., RT(R)(T), is an AssistantProfessor in the Medical Imaging Post-Bachelor DegreeCertificate P rogram at the MGH Institute of HealthProfessions. She holds a Masters Degree in BusinessAdministration from the Univers i ty of New Hampshireand a Doctoral degree in Education fro m NovaSoutheastern University. Metcalf is a member of theASRT and the AEIRS and can be contacted [email protected].

Mr. Terrass is a clinical assistant professor and programdirector o f the g raduate p rogram in medical imaging. Hewas instrumental in developing the concept proposal forthe Post-Baccalaureate Certificate in Medical Imaging andchaired the program’s planning committee. He hasworked in the f ie ld fo r 14 years a s a technologist,administrator, consultant and educator. H e received hisMEd from Cambridge College and an AS in medicalradiography f rom Bunker Hill Community College.

Dr. Watkins has been a member of the MGH Instituteof Health Professions faculty since 1996. She is primarilyan instructor, teaching courses in functional anatomyand research design, and advising physical therapystudents through the thesis process. Other responsibilitiesinclude serving on the Institutional Review Board o f theSpaulding Rehabilitation Hospita l and working as part o fthe information technology staff as learning architect foron-line course development and information processing.



1. According to Jerry Reid of the American Registry ofRadiologic Technologists, by 2010 the shortage ofRadiologic technologists will be an estimated:a. 10,000 vacanciesb. 18,000 vacanciesc. 24,000 vacanciesd. 46,000 vacancies

2. Factors that have been found to constrain the growthof Radiologic technology programs include:a. Qualified applicantsb. Faculty availabilityc. Clinical sitesd. All of the above

3. Which of the following is the most significant factorfound that constrains the growth of Radiologic Technology programs?a. Clinical sitesb. Spacec. Fundingd. Faculty availability

4. The hybrid online program in Medical Imagingdescribed in this article targeted:a. An underserved student populationb. Bachelor prepared career changers c. Registered technologists seeking a graduate degreed. Both a and b

5. According to a study by the ASRT, what percentage ofradiography program directors report difficulty inrecruiting new faculty?a. 32%b. 57%c. 62%d. 87%

6. What was the first step in developing this hybrid MIprogram?a. Appointment of a Program Planning Committeeb. Selection of a program directorc. Identification of an appropriate consultantd. Adoption of the curriculum

AHRA Home-Study Resources

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7. Funding for course development for the new programwas provided by:a. The Board of Trustees of the Instituteb. The Sloan Foundationc. MGH Board of Trusteesd. None of the above

8. The new program accepted the first group of studentsin:a. July 2004b. September 2004c. May 2005d. August 2005

9. Student selection strategies include:a. Professional resumeb. Professional references (3)c. A self-assessmentd. All of the above

10. Candidates with the highest point values from theadmissions review process were offered:a. Scholarshipsb. Laptop computersc. Merit awardsd. Free lunches

11. The online courseware orientation consisted ofenrollment in:a. Distance learning 101b. Gates Theory c. Upper division coursesd. None of the above

12. Who conducted the on site courseware orientationfor the Medical Imaging students?a. The program directorb. Program facultyc. The Information system departmentd. MGH Radiology Department

13. Faculty training for the program involved enrollmentin two online courses:a. Faculty 101 and Faculty 202b. Distance Learning 101 and Distance Learning 202c. Faculty 101 and Distance Learning 101d. None of the above

14. Didactic faculty meetings for the MI Program wereconducted three times per year:a. At the beginning of each didactic course semesterb. At the conclusion of each didactic course semesterc. Just prior to each clinical blockd. At the conclusion of each clinical block

15. Clinical faculty meetings for the MI Program wereconducted three times per year:a. At the beginning of each didactic course semesterb. At the conclusion of each didactic course semesterc. Just prior to each clinical blockd. At the conclusion of each clinical block

16. How are the 15 courses in the MI Program scheduled?a. In sets of 3 courses over 5 academic termsb. In sets of 5 courses over 3 academic terms c. In sets of 1 course over 15 academic termsd. None of the above

17. Where were laboratory sessions held for the program?a. In actual outpatient and inpatient departmentsb. In university classroomsc. Only at the clinical sitesd. None of the above

18. Program outcomes for the first cohort group indicates that 91% of graduates were employed:a. Within 1 month of graduationb. Within 2 months of graduationc. Within 3 months of graduationd. None of the above

19. What was the attrition rate for the first cohort groupin the MI Program?a. 35%b. 20%c. 16%d. 8%

20. How many of the 11 goals sets by the program weremet or exceeded with the first graduates?a. 4 out of 11b. 6 out of 11c. All 11 goalsd. None of the above

4 2



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