Radiologic Technology最新文献

Purpose: To assess workplace burnout among medical imaging and radiation therapy clinical faculty.

Methods: An electronic nonprobability-based survey was sent to clinical faculty in the Department of Medical Imaging and Radiation Sciences at the University of Oklahoma Health Sciences Center. The survey included demographic questions and Oldenburg Burnout Inventory (OLBI) questions, which survey symptoms of burnout. Responses were scored, and the OLBI scores were compared among clinical faculty specializing in 4 disciplines (radiography, nuclear medicine technology, radiation therapy, and sonography) and with varying years of experience in their field. Exploratory linear regression models were constructed to examine associations between demographic variables and OLBI scores.

Results: Analysis of variance results found no differences between OLBI scores of faculty specializing in various disciplines or with differing years of experience. However, the linear regression models indicated associations with age, length of time participants planned to work in the field, discipline (when defined as sonography vs other disciplines), supervisory status, and sex.

Discussion: Mean OLBI scores for the clinical faculty were: 38.6 for nuclear medicine technologists, 38.9 for radiation therapists, 41.3 for radiographers, and 42.0 for sonographers. Participants younger than 40 years reported higher burnout levels compared with those aged 40 years or older. In addition, sonographers reported higher burnout levels compared with all other disciplines combined.

Conclusion: The results of this study are exploratory but can inform future studies. Future research should investigate whether age affects burnout among medical imaging and radiation therapy professionals and how burnout can be mitigated.

Purpose: To explore the potential effects of a virtual reality (VR) game designed to simulate a clinical environment on the learning and skill development of radiologic technology students, focusing particularly on enhancing their understanding and execution of multidisciplinary collaboration in a clinical setting.

Methods: A VR game simulating multidisciplinary clinical scenarios was developed and deployed among 32 radiologic technology students, including 14 third-year and 18 fourth-year students. After playing the game, participants were surveyed to gather quantitative and qualitative data regarding their experiences, focusing on skill development, game functionality, and the overall learning experience.

Results: The VR tool significantly influenced students' understanding of collaborative clinical scenarios, especially in recognizing team roles and facilitating effective communication, with 65.6% affirming its efficacy in these areas. However, feedback also illuminated areas for enhancement, such as increasing game engagement and mitigating physical discomfort in the VR space, signaling essential facets for attention in future tool refinement and application.

Discussion: Student feedback highlighted an appreciation of the various roles in and collective efforts by clinical teams. However, reflecting on how these virtual experiences mirror real-world clinical scenarios is imperative. Determining whether acquired knowledge and skills during VR simulations translate into applicable, real-world competencies also is critical. Student perceptions are influenced by the ease of use and user-friendly design of VR learning tools.

Conclusion: The VR game effectively enhanced students' collaborative and communication skills and was superior to traditional lectures in providing immersive, practical experience in multidisciplinary hospital settings. Comprehensive teamwork is essential for achieving health care objectives, such as patient well-being, and VR gaming offers a promising tool for melding theoretical knowledge with practical, interprofessional collaboration.