Director of imaging and laboratory services for Simmons Care Clinics and staff radiologic and computed technologist for Siloam Springs Regional Hospital in Arkansas.
Faculty member of the Education in Health Professions program, doctoral dissertation advisor, and evaluator and researcher with a specialty in community health science for A.T. Still University in Kirksville, Missouri.
Radiol Technol. 2021 Mar;92(4):331-344.
To investigate the state of ethics curricula in accredited undergraduate radiologic technology programs.
A causal-comparative research design was used to collect and analyze data about faculty degrees, their knowledge of the Realm-Individual Process-Situation (RIPS) Model of Ethical Decision-Making, the degree level offered, and the ethics curriculum. Postprimary certification programs and applicant programs for accreditation were excluded.
Analysis was conducted on 226 completed surveys. The findings showed a significant association between teaching strategies and program degree ( = .001) and assessment strategies and faculty degree ( = .006). However, no significant association existed between assessment strategies and program degree ( = .070), ethical course content and program degree ( = .122), teaching strategies and faculty degree ( = .159), or ethics course content and faculty degree ( = .558).
Study findings showed reliance of faculty on lectures to present ethical content, tests to assess student understanding, and teaching using the American Registry of Radiologic Technologists Standards of Ethics. A small number used other methods such as case-based studies, group discussions, and other ethical theories. The high variance in responses showed a need for a structured ethics curriculum.
In accredited radiologic technology programs, the methods for teaching ethics and assessment techniques might be related to the level of the degree being offered and the education of the instructing faculty member, respectively. These findings demonstrate a need for developing a standardized ethics curriculum in these programs.
调查认可的本科放射技术课程中的伦理课程现状。
采用因果比较研究设计，收集和分析有关教师学位、他们对伦理决策的 Realm-Individual Process-Situation（RIPS）模型的了解、提供的学位水平以及伦理课程的数据。排除了中学后认证计划和申请认可的计划。
对 226 份完成的调查进行了分析。研究结果表明，教学策略与课程学位之间存在显著关联（=.001），评估策略与教师学位之间存在显著关联（=.006）。然而，评估策略与课程学位之间没有显著关联（=.070），伦理课程内容与课程学位之间没有显著关联（=.122），教学策略与教师学位之间没有显著关联（=.159），伦理课程内容与教师学位之间没有显著关联（=.558）。
研究结果表明，教师依赖讲座来呈现伦理内容，用考试来评估学生的理解，并按照美国放射技师注册局的伦理标准进行教学。少数人使用案例研究、小组讨论和其他伦理理论等其他方法。回应的高度差异表明需要一个结构化的伦理课程。
在认可的放射技术课程中，教授伦理和评估技术的方法可能分别与所提供学位的水平和教学教师的教育程度有关。这些发现表明这些课程需要制定标准化的伦理课程。
