Ganjitsuda Kazunori, Tagawa Masami, Ikeda Kenichi, Fukushi Masahiro, Kameoka Junichi
Center for Innovation in Medical and Dental Education, Graduate School of Medical and Dental Sciences, Kagoshima University.
Nihon Hoshasen Gijutsu Gakkai Zasshi. 2012;68(8):979-85. doi: 10.6009/jjrt.2012_jsrt_68.8.979.
Radiological technologists (RTs) and medical technologists (MTs) are legally allowed to work as sonographers performing medical ultrasound examination. Despite the total number, much fewer RTs work as sonographers than MTs. To explore the reason, we investigated educational programs, universities, and colleges for both specialties. First, we established five categories of sonographers' competency: 1) Anatomy for imaging diagnosis, 2) Diseases and diagnosis, 3) Imaging, 4) Structure and principle of the equipment, and 5) Evaluation of image quality, using competence reported by the International Society of Radiographers and Radiological Technologists (ISRRT) and diagnostic competency required of sonographers in Japan. Using these categories, we analyzed the content and total instruction time by lectures and seminars based on information written in the syllabi, and explored the differences in education related to sonographers' competency in both programs. "Anatomy for imaging diagnosis" was taught in 15 RT programs (93.8%), and 6 MT programs (31.6%). "Diseases and diagnosis" was taught in 13 RT programs (86.7%), and 8 MT programs (53.3%). "Imaging" was taught in 14 RT programs (100%), and 13 MT programs (76.5%). "Structure and principle of the equipment" was taught in 12 RT programs (85.7%), and 6 MT programs (31.6%). "Evaluation of image quality" was taught in 11 RT programs (84.6%), and 3 MT programs (15.0%). The average instruction time for RT was longer than for MT programs in all categories. RTs are educated and have a foundation to be sonographers at graduation, and may have the possibility to expand their career in this field.
放射技师（RTs）和医学技师（MTs）在法律上被允许担任超声检查医师进行医学超声检查。尽管总体数量上，从事超声检查医师工作的RTs比MTs少得多。为探究原因，我们调查了这两个专业的教育项目、大学和学院。首先，我们根据国际放射技师和放射技术专家协会（ISRRT）报告的能力以及日本对超声检查医师要求的诊断能力，确立了超声检查医师能力的五个类别：1）影像诊断解剖学，2）疾病与诊断，3）成像，4）设备结构与原理，5）图像质量评估。利用这些类别，我们根据教学大纲中所写的信息，分析了讲座和研讨会的内容及总授课时间，并探讨了这两个项目中与超声检查医师能力相关的教育差异。“影像诊断解剖学”在15个RT项目（93.8%）和6个MT项目（31.6%）中授课。“疾病与诊断”在13个RT项目（86.7%）和8个MT项目（53.3%）中授课。“成像”在14个RT项目（100%）和13个MT项目（76.5%）中授课。“设备结构与原理”在12个RT项目（85.7%）和6个MT项目（31.6%）中授课。“图像质量评估”在11个RT项目（84.6%）和3个MT项目（15.0%）中授课。在所有类别中，RT项目的平均授课时间都比MT项目长。RTs在毕业时接受了成为超声检查医师的教育并具备基础，并且可能有机会在该领域拓展职业发展。
