Gap Analysis Survey: An Aid in Transitioning to Standardized Curricula for Nuclear Medicine Technology

Bires, Angela Macci; Mason, Donna L.; Gilmore, David; Pietrzyk, Carly

doi:10.2967/jnmt.111.099622

Cited by 5 publications

(6 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…13,14 In some minority subspecialty (e.g., for pediatric nuclear medicine), nuclear medicine physicians have to be trained and regularly receive continuing medical education in this field. 12,[15][16][17][18] In 2005, the utilization of hybrid SPECT/CT was nonexistent in 2005. However, a decade later, 50% of the surveyed sites reported operating one to two SPECT/CT systems, which is lower than the figures reported in the Wieder study.…”

Section: Discussionmentioning

confidence: 99%

Status and Development of Nuclear Medicine Over One Decade in Beijing

Luo,

Geng,

Chen

2024

World J Nucl Med

View full text Add to dashboard Cite

Objective Our objective was to investigate the basic information of the personnel and facilities of nuclear medicine in Beijing. Methods This survey was performed by the Beijing Quality Control Center in 2018. The investigation included personnel, equipment, and clinical applications, and data were then compared with previous surveys. The paper questionnaires were used for the survey, which required information about the personnel, devices, and clinical applications. Results About 38 nuclear medicine departments in Beijing were involved in the survey. The number of nuclear medicine staff was 531 in 2018, showing an increase of 58.7% over the past decade. Positron emission tomography/computed tomography (PET/CT), single-photon emission computed tomography (SPECT), and single-photon emission computed tomography/computed tomography (SPECT/CT) represented the main nuclear medicine facilities, and the total number of surveyed departments was 18, 24, and 34, respectively. The quality control results showed significant improvement from the 2005 levels. The total number of scintigraphy procedures was estimated at 199,607 (153,185 SPECT and 46,422 PET/CT). The estimated annual number of scintigraphy images was 8.9 per 1,000 population for SPECT and 2.7 per 1,000 population for PET/CT during 2018. The most frequent radioiodine-targeted therapy was 131I-targeted therapy for hyperthyroidism in 2018. Conclusions Nuclear medicine has experienced rapid growth in the past 10 years in Beijing, either in personnel, equipment, and scintigraphy. Future efforts will focus on the use of new isotopes in the diagnosis, implementing quality strategy, and enhancing training.

show abstract

Section: Discussionmentioning

confidence: 99%

Status and Development of Nuclear Medicine Over One Decade in Beijing

Luo,

Geng,

Chen

2024

World J Nucl Med

View full text Add to dashboard Cite

show abstract

“…The survey was launched on January 27, 2009, and was closed on March 9, 2009. It was sent electronically to a list of 116 nuclear medicine technology programs that the educational division of the SNMTS compiled from the American Registry of Radiologic Technologists, Nuclear Medicine Technology Board, and Joint Review Commission on Educational Programs in Nuclear Medicine Technology (JRCNMT) (4)(5)(6)(7)(8). All 116 of the listed educators were sent the electronic survey.…”

Section: Methodsmentioning

confidence: 99%

Gap Analysis Survey: An Aid in Transitioning to Standardized Curricula for Nuclear Medicine Technology

Bires

Mason

Gilmore

et al. 2012

Journal of Nuclear Medicine Technology

Self Cite

View full text Add to dashboard Cite

This article discusses the process by which the Society of Nuclear Medicine Technology Section (SNMTS) is assisting educators as they transition to comply with the fourth edition of the Curriculum Guide for Educational Programs in Nuclear Medicine Technology. Methods: An electronic survey was sent to a list of nuclear medicine technology programs compiled by the educational division of the SNMTS. The collected data included committee member demographics, goals and objectives, conference call minutes, consultation discussions, transition examples, 4-and 2-y program curricula, and certificate program curricula. Results: There were 56 responses to the survey. All respondents were program directors, with 3 respondents having more than one type of program, for a total of 59 programs. Of these, 19 (33.93%) were baccalaureate, 19 (28.57%) associate, and 21 (37.5%) certificate. Forty-eight respondents (85.71%) had accreditation through the Joint Review Commission on Educational Programs in Nuclear Medicine Technology, 6 (10.71%) had regional accreditation, and 2 (3.57%) were accredited through other entities. Thirteen categories of required general education courses were identified, and the existing program curricula of 9 (69.2%) courses were more than 50% compliant with the fourth edition Curriculum Guide. The fact that no measurable gap could be found within the didactic professional content across programs was due to the lack of a degree requirement and content standardization within the profession. The data indicated that the participating programs offer a minimum of 1-15 contact hours in emerging technology modalities. The required clinical hours ranged from 765 to 1,920 for degree or certificate completion. The average number of clinical hours required for all programs was 1,331.69. Conclusion: Standardization of the number and types of courses is needed both for current baccalaureate programs and for clinical education. This standardization will guide programs in transitioning from a certificate or associate level to the baccalaureate level. The greatest obstacle is in expanding curricula to meet the recommendations of the fourth edition Curriculum Guide. Such expansion to entry-level competency may be met by incorporating hybrid imaging courses, secondary-level courses, and equivalency courses on the basic sciences and emerging technologies. (1) found that most respondents working in nuclear medicine technology (53.7%) indicated they would "need further training in the [nuclear medicine] field." Authors Wing and Langelier (2), in another survey a year later, found that only 14% of active nuclear medicine technologists had earned a bachelor's degree. These findings were the impetus for an investigation by the Society of Nuclear Medicine Technology Section (SNMTS) concerning the transition process for nuclear medicine technology educational programs.The SNMTS executive board charged the educational committee with the task of designing programmatic changes for the delivery of educational curricula within the profe...

show abstract

“…Tanner (2001) argued against competency-led curriculum design due to the steadfast approach centring skill development. "To advance the field, a common ground has to be established among all (educational) programs" (Bires et al, 2012). Howard & Warwick (2013) insisted on the need to record the feedback from various stakeholders for curriculum design.…”

Section: Background and Related Workmentioning

confidence: 99%

Framework for identification of curriculum gaps: A systematic approach

Vinish¹,

Pinto²,

D’Souza³

2022

JEET

View full text Add to dashboard Cite

With the rapidly evolving technology, academics and curriculum developers experience criticism for the curriculum being outdated or unable to meet industry requirements. Additionally, the stakeholders involved in curriculum development have divergent views. Therefore, the challenges lie with academicians imparting the necessary skills and preparing the students to be industry-ready. This study takes a closer investigation of the predecessors of the curriculum gap and classifies it into preceding gaps, viz. information gap, benchmarking gap, perception gap, and learning gap. Prior research has focused on overcoming the curriculum gap, while the current study attempts to propose a framework for methodically identifying the curriculum gap. The paper follows online desk research. The framework is developed based on the multidisciplinary literature and thus provide a comprehensive view of the curriculum gap. Hence the study relies heavily on secondary sources of data. The framework transpired from the literature survey of engineering, management, accounting, nursing, and medical sciences disciplines. It, therefore, lacked affiliation to a specific field of study. Also, the stakeholder's role in the framework may not be appropriate in all contexts as their functions vary within a subject domain and may not exist in some cases. A systematic investigation of the curriculum gap will emphasise the shortcomings in the curriculum, which will assist the faculty in moulding their subject to meet the expectations of stakeholders. The proposed framework aims to expedite the collaboration between the stakeholders and develop a shared vision among all affected. Furthermore, the framework presented benefits academics and curriculum developers by bettering the courses offered and bridging the academia-industry skills gap. Keywords— Benchmarking gap; Curriculum gap; Curriculum developers; Information gap; Learning gap; Perception gap; stakeholders

show abstract

Gap Analysis Survey: An Aid in Transitioning to Standardized Curricula for Nuclear Medicine Technology

Cited by 5 publications

References 1 publication

Status and Development of Nuclear Medicine Over One Decade in Beijing

Status and Development of Nuclear Medicine Over One Decade in Beijing

Gap Analysis Survey: An Aid in Transitioning to Standardized Curricula for Nuclear Medicine Technology

Framework for identification of curriculum gaps: A systematic approach

Contact Info

Product

Resources

About