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Rethinking the Degree Requirement for MRTs: A Student Perspective
STUDENTS’ CORNER Rethinking the Degree Requirement for MRTs: A Student Perspective Angela MacDougall, Danielle Raymond and Greg Sargent We are students at the Dalhousie University School of Health Sciences and have recently completed the first year of the nuclear medicine technology program. When we began the program in September 2005 we believed we had a good understanding of the role of the nuclear medicine technologist. However, upon completion of our first year we realized two exciting things: we have merely scratched the surface of this dynamic profession, and healthcare is constantly evolving. Given these dynamic complexities we were surprised when the CAMRT recently announced that it had decided to remove the deadline for programs to transition from diploma to degree. This means that all graduates from CMA accredited programs (degree and diploma) are eligible to write the national certification examination. We were also surprised to learn that there is no national mandatory continuing education requirement for medical radiation technologists. Initially the news of the CAMRT decision to allow access to the national certification exam to both degree and diploma graduates was met with mixed emotions. We entered the Dalhousie program knowing we would be completing a four-year bachelor’s degree. However, this new ruling meant we had an option to transfer to a diploma program and graduate after only three years. This option was appealing as everyone in our class (7 students) already had a degree. One year less of school meant less tuition to pay as we would be able to join the work force earlier. Our attitudes changed to disappointment and confusion however once we had time to contemplate the full extent of the implications to us as future professionals. We learned that there is a rapid rate of change in healthcare. Many health professions require a higher level of education to meet requirements to practice. For example, occupational therapy, physiotherapy, and speech pathology have increased their credential to Masters level education. Dental hygiene is currently in the process of implementing a Bachelor’s degree for entry to practice. So now we have to ask: if these professions require Bachelor’s or Master’s level preparation, why aren’t medical radiation technologists required to have a university education for entry to practice? After discussion with faculty, technologists, and other students, we concluded: in the current healthcare climate a Bachelor’s degree does not produce a more competent technologist. Graduates of both degree and diploma programs successfully complete the CAMRT certification requirements and are eligible for employment. The broader education that a Bachelor’s degree provides does offer certain advantages however. The goal is to produce a critical thinker with increased knowledge base in all aspects of healthcare, beyond the realm of the immediate clinical environment. It provides opportunity for students to take university courses in research design, statistics, critical research appraisal, healthcare ethics, health law, leadership, health administration, culture/diversity and health, and the Canadian health care system. Ultimately, this will help to advance the profession.
We are students who want to excel in our field. We are excited to learn and may branch out during our professional careers. We realize we have set high standards and goals for ourselves but we believe a baccalaureate education is the necessary foundation to realize these goals. This is a very exciting time in nuclear medicine; the future holds many possibilities for technologists. As modalities such as PET become main stream the discipline will continue to grow and offer a wider range of possibilities, for example research. The term “best practice” is defined by safe, competent, ethical practice. To achieve best practice one must use correct knowledge, skills and judgment; and more importantly utilize critical thinking, evaluation and analysis as a healthcare team member. Is it possible to enable students to develop these attributes in a diploma model? Diploma models are specific to each discipline, time restrictions often do not allow for interdisciplinary learning. The program we are in provides inter-professional learning modules to overcome this limitation. Students from various health professions (including medicine and dentistry) attend workshops together to interact on health care issues and to learn how to work effectively in teams. For those interested, information on the inter-professional learning modules is available at www.dal.ca/ipl In conversation with technologists during our clinical practica we discovered that some MRTs in Canada are enrolled in post-diploma programs* to obtain a bachelor’s degree; these are people already working in the profession who have secure jobs. Once again this begs the question: what benefit does a degree offer them? They have obviously identified benefits of baccalaureate education since they have undertaken these studies. We have learned there is no national regulation in place which requires technologists to partake in continuing education, yet in this ever changing field it is vital to ensure that practitioners are staying in the forefront of their discipline. Technologists who decide to obtain a bachelors degree are solidifying and broadening their knowledge base, and developing skills in obtaining up to date information. Additionally should these technologists choose to pursue other career paths they would have the required higher-level of education necessary. We are not suggesting that every technologist will want to explore options for advanced education. From our perspective however, it does seem to be important to have all MRTs on the same page in order for the profession to progress. The reality is that we are working within a health profession; the standard of practice should be set to raise the bar not lower it. At the end of the day the patient comes first. While either technologist can equally care for the patient, it is the technologist with the skills in place to expand their knowledge who will lead to the advancement of patient care options. As students we are pleased to continue and complete our bachelor’s degree. In this dynamic healthcare setting we do not want to be left behind and we believe that to be leaders in our chosen profession, baccalaureate education is the first step in achieving our goals.
| Fall 2006 | The Canadian Journal of Medical Radiation Technology | Automne 2006
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Thank-you for allowing us the opportunity to express our views. • Information on the Dalhousie University Post-Diploma Program for MRTs is available at www.dal.ca/shs
ABOUT THE AUTHORS Angela, Danielle and Greg are currently enrolled in the School of Health Sciences at Dalhousie University in Halifax NS, and are entering year two of the four year Nuclear Medicine Technology program. Each student comes from a different maritime province, Prince Edward Island, Nova Scotia and New Brunswick respectively.
STUDENT’S CORNER SUBMISSION GUIDELINES The Canadian Journal of Medical Radiation Technology welcomes article submissions, both solicited and unsolicited, for the Student’s Corner. Queries and ideas for future articles are also welcome. Article submissions should be relevant to issues related to medical radiation technology; they should enlighten, promote debate, inform, and entertain. Submissions may include pictures and figures. All articles submitted will be reviewed by select members of the Editorial Board. Student’s Corner: Articles should: • Provide a student perspective on issues relevant to medical radiation technology or healthcare; • Enlighten the CAMRT membership on issues pertinent to students; • Be appropriate for publication regarding grammar, tone, and writing style; • Have a length of approximately 1000 words.
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| Fall 2006 | The Canadian Journal of Medical Radiation Technology | Automne 2006
We are students who want to excel in our field. We are excited to learn and may branch out during our professional careers. We realize we have set high standards and goals for ourselves but we believe a baccalaureate education is the necessary foundation to realize these goals. This is a very exciting time in nuclear medicine; the future holds many possibilities for technologists. As modalities such as PET become main stream the discipline will continue to grow and offer a wider range of possibilities, for example research. The term “best practice” is defined by safe, competent, ethical practice. To achieve best practice one must use correct knowledge, skills and judgment; and more importantly utilize critical thinking, evaluation and analysis as a healthcare team member. Is it possible to enable students to develop these attributes in a diploma model? Diploma models are specific to each discipline, time restrictions often do not allow for interdisciplinary learning. The program we are in provides inter-professional learning modules to overcome this limitation. Students from various health professions (including medicine and dentistry) attend workshops together to interact on health care issues and to learn how to work effectively in teams. For those interested, information on the inter-professional learning modules is available at www.dal.ca/ipl In conversation with technologists during our clinical practica we discovered that some MRTs in Canada are enrolled in post-diploma programs* to obtain a bachelor’s degree; these are people already working in the profession who have secure jobs. Once again this begs the question: what benefit does a degree offer them? They have obviously identified benefits of baccalaureate education since they have undertaken these studies. We have learned there is no national regulation in place which requires technologists to partake in continuing education, yet in this ever changing field it is vital to ensure that practitioners are staying in the forefront of their discipline. Technologists who decide to obtain a bachelors degree are solidifying and broadening their knowledge base, and developing skills in obtaining up to date information. Additionally should these technologists choose to pursue other career paths they would have the required higher-level of education necessary. We are not suggesting that every technologist will want to explore options for advanced education. From our perspective however, it does seem to be important to have all MRTs on the same page in order for the profession to progress. The reality is that we are working within a health profession; the standard of practice should be set to raise the bar not lower it. At the end of the day the patient comes first. While either technologist can equally care for the patient, it is the technologist with the skills in place to expand their knowledge who will lead to the advancement of patient care options. As students we are pleased to continue and complete our bachelor’s degree. In this dynamic healthcare setting we do not want to be left behind and we believe that to be leaders in our chosen profession, baccalaureate education is the first step in achieving our goals.
| Fall 2006 | The Canadian Journal of Medical Radiation Technology | Automne 2006
45
Thank-you for allowing us the opportunity to express our views. • Information on the Dalhousie University Post-Diploma Program for MRTs is available at www.dal.ca/shs
ABOUT THE AUTHORS Angela, Danielle and Greg are currently enrolled in the School of Health Sciences at Dalhousie University in Halifax NS, and are entering year two of the four year Nuclear Medicine Technology program. Each student comes from a different maritime province, Prince Edward Island, Nova Scotia and New Brunswick respectively.
STUDENT’S CORNER SUBMISSION GUIDELINES The Canadian Journal of Medical Radiation Technology welcomes article submissions, both solicited and unsolicited, for the Student’s Corner. Queries and ideas for future articles are also welcome. Article submissions should be relevant to issues related to medical radiation technology; they should enlighten, promote debate, inform, and entertain. Submissions may include pictures and figures. All articles submitted will be reviewed by select members of the Editorial Board. Student’s Corner: Articles should: • Provide a student perspective on issues relevant to medical radiation technology or healthcare; • Enlighten the CAMRT membership on issues pertinent to students; • Be appropriate for publication regarding grammar, tone, and writing style; • Have a length of approximately 1000 words.
46
| Fall 2006 | The Canadian Journal of Medical Radiation Technology | Automne 2006