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While the integration of diagnostic and procedural imaging (eg, plain-film radiography/radiographs, magnetic resonance imaging [MRI], computed tomography [CT], scintigraphy [bone scan], and ultrasonography) in US military physical therapist practice has an extensive history, 14,16 the role of imaging in care provided by physical therapists in civilian sectors is largely unknown. Few published examples describe civilian-sector practice models that include physical therapists referring patients directly for imaging tests, 7 and a recent summary of physical therapy practice act language for the 50 states and the District of Columbia regarding the role of imaging revealed tremendous variability. The language ranged from "prohibiting the use of roentgen rays for any purpose" (physical therapists cannot turn the X-ray machine on) to prohibiting physical therapists from referring patients for diagnostic imaging to being "silent" on the issue. 7 The continued effort to pass "patient direct access to physical therapy services" (referred to as first-contact practice) legislation has fueled discussions on physical therapists' abilities (or lack of ) to refer patients directly to radiologists for diagnostic imaging. To enhance efficiency of health care delivery, and for health care consumers to maximally benefit from first contact with physical therapists, the ability to directly refer patients to other providers, including radiologists, would seem paramount. 7,13 Inherent to this ability is the responsibility of appropriate patient referral for diagnostic imaging. Despite clinical guidelines directing appropriate ordering of imaging modalities T T STUDY DESIGN: Descriptive survey. T T OBJECTIVE:To describe the status of diagnostic and procedural imaging curricula within United States physical therapist professional degree programs. T T BACKGROUND:As patient direct access to physical therapy services increases, the ability to refer patients directly for diagnostic imaging could promote more efficient delivery of care. Appropriate patient referral is contingent on physical therapists having the requisite knowledge base and skills. While evidence describing imaging competence of physical therapists with advanced training in military institutions exists, evidence is lacking for other physical therapists, including new graduates of physical therapist professional degree programs. T T METHODS: Faculty members teaching imagingat 206 United States physical therapist professional degree programs recognized by the Commission on Accreditation in Physical Therapy Education were recruited via e-mail correspondence. An e-mail attachment included the survey on which faculty reported imaging curricula and faculty qualifications, attitudes, and experiences. T T RESULTS:Faculty from 155 (75.2%) programs responded to the survey, with imaging being included in the curriculum of 152 programs. Content was integrated by required standalone courses or clinical science track courses, and/or through elective courses. The average reported estimate o...

of less than 0.7 conveys poor discrimination. However, in the multivariable analysis, the standard uptake value was associated with survival. It is not surprising that no difference was detected in survival between groups because the major role of PET is to detect metastatic disease that would preclude hepatic resection. Hofman and colleagues correctly observe that 90% of patients in both groups had surgery, which also argues against routine performance of PET-CT.

This paper seeks to address the value of a humanities-based education, specifically focusing on a critical race theory course taught within a prison classroom. The perspectives shared are from three incarcerated students as well as their course instructor regarding the continued debate over whether vocational or academic courses are more beneficial in prison spaces. The case for vocational training has always been supported. Yet, the value of academic courses for incarcerated students, particularly within the humanities, is still questioned. Thus, this paper nuances and explains the value of a humanities-based course within a carceral setting. The voices and experiences of the three incarcerated co-authors are centered in providing the rationale for what courses like critical race theory can offer them besides just a basic focus on rehabilitation or recidivism. From their experiences with course material and discussions, a case is made that the intellectual and personal agency gained from humanity-based courses are both meaningful and relevant for incarcerated students.