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Development of Career Opportunities for Technicians in the Nuclear Medicine Field

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Development of Career Opportunities for Technicians in the Nuclear Medicine Field DOCUMENT RESUME ED 107 498 95 SE 019 071 TITLE Development of Career Opportunities for Technicians in the Nuclear Medicine Field. Final Report. INSTITUTION Technical Education Research Center, Cambridge, Mass. SPONS AGENCY Office of Education (DHEW), Washington, D.C. BUREAU NO BR-V-257995 PUB DATE Jan 75 GRANT OEG-0-8-070313-4602(085) NOTE 172p.; The third reprint of a published article listed in Appendix X is copyrighted and thereforenot available. Occasional small type used in appendixes AVAILABLE FROMERIC/SMEAC, The Ohio State University, 400 Lincoln Tower, Columbus, Ohio 43210 (on loan) EDRS PRICE MF-$O.76 HC-$8.24 PLUS POSTAGE DESCRIPTORS, *Career Opportunities; Educational Research; *Medical Education; Medical Technologists; *Medicine; Nuclear Physics; *Radiologic Technologists; Research; *Technical Education ABSTRACT This report describes a nationally coordinated program development project whose purpose was to catalyze the implementation of needed postsecondary educationalprograms in the field of nuclear medicine technology (NMT). TheNMT project was carried out during the six faar period' 1968-74 incooperation with more than 36 community/junior colleges and other institutions in 22 states. It involved more than 400 hospitals, 12 industrialemployers, 29 iiiversities, and particularly close cooperationwith leading nuclear medicine prac_itioners, major NMT professionalsocieties, and the American Medical Association on Medical Education.In addition, this report generalizes on the difficult problemswhich emerging occupations present to our nation's educationalsystem and makes recommendations for systematic new approaches to keepour education relevant to the changing needs of new and emerging occupational fields. (Author/EB) U S DEPARTMENT OF HEALTH. EOUCATION IL WELFARE NATIONAL INSTITUTE OF FINAL REPORT EOUCATION TINS DOCUMENT HAS BEENREPRO DUCE() EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATIONORIGIN Project No. V-257995 ATING IT POINTS OF VIEW OROPINIONS STATED 00 NOT NECESSARILYRFPRE Grant No. OEG-0-8-070313-4602(085) SENT OFFICIAL NATIONAL IsiSTITuTEOF EOUCATION POSITION OR POLICY DEVELOPMENT OF CAREER OPPORTUNITIES FOR TECHNICIANS IN THE NUCLEAR MEDICINE FIELD Technical Education Research Ceters, Inc. 44 Brattle Street Cambridge, Massachusetts 02138 January, 1975 The research reported herein was performed pursuant toa grant with the Office of Education, U. S. Department of Health, Education, and Welfare. Contractors undertaking such projects under Government sponsorship are encouraged to express freely their professional judgment in the conduct of the project. Points of view or opinions stated do not, therefore, necessarily represent official Office of Education position or policy. U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Office of Education zrn FOREWORD Implementing needed educational programs in new and emerging occupational fields presents a serious and growing challenge to our educational system. Large numbers of our young people lack preparation for the rapidly changing occupational needs of employers and are therefore unemployed or underemployed. Increasingly rapid technological and social changes are constantly creating new occupational fields where tens of thousands of excellent career opportunities are available but where few if any occupational education programs exist or are even planned. Since many of these emerging occupations focus on problems critical to our society they are among the fastest growing fields and in a few years may be major employers of technicians and skilled workers. They require greatly increased numbers of well prepared technical and other support personnel at many levels of ability and preparation and can provide excellent lifelong careers for those who receive occupational education in these fields. Despite rapidly developing employment and career oppor- tunities in new and emerging occupations individual schools and state educational planners find it very difficult t.0 develop programs in these areas. As a result there is often a ten-year lag between the needs of employers and implementation of responsive occupational and career education programs in these fields. This imbalance between employment opportunities and available educational programs is harmful to students, to employers, and to our nation. The reasons that individual schools and state systems find it so difficult to respond to the needs of rapidly emerging occupations are inherent in the nature of these new occupational fields which typically present a confused picture to school administrators, parents, and students. The confusion and uncertainties include. 1. A lack of consensus among employers as to job definitions and career ladders in the new field; 2. Resulting confusion as to educational specifications for the new field; 3. Uncertainty as to how many local employment opportunities exist in the emerging field and as to whether new educational programs are justified in terms of numbers of students; and 4. A lack of available program planning materials, instructional materials, and experienced teachers necessary to implement needed new programs. iii -i* In the face of these uncertainties it is indeed difficult for schools to develop programs in emerging fields. It is particularly difficult for schools to establish priorities which enable them to decide which of several possible emerging occupational programs should be established in light of budget constraints. It is seldom feasible or economical for individual schools or individual states to carry out the extensive research and development required to resolve these uncertainties themselves and to provide a sound basis for the planning and implementation of needed educational programs in rapidly emerging occupational areas. There is indeed seldom sufficient experience in any one community or state to adequately encompass the many rapidly changing aspects of an emerging occupation. Such a task can only be accomplished, if at all, on a national basis by involving relevant leaders in education, industry, and the professions throughout the country in a cooperative effort. This report describes such a cooperative effort--a nationally coordinated program development project whose purpose was to catalyze the implementation of needed postsecondary educational programs in the field of nuclear medicine technology. Nuclear medicine technology (NMT) is an emerging health technology requiring the development of unique collaborative 'clucational programs involving close cooperation between schools and nearby hospitals. The NMT project was carried out during the six year period 1968-74 in cooperation with more than 36 community/junior colleges, and other institutions in 22 states. It involved more than 400 hospitals, 12 industrial employers, 29 universities and particularly close cooperation with leading nuclear medicine practitioners, six major NMT professional societies and the AMA Council on Medical Education. The NMT project was closely coordinated with three related national program development projects being carried out by TERC at the same time in the new and emerging fields of biomedical equipment technology (BMET), electromechanical technology (EMT), and laser/electro-optic technology (LEOT). Since this is the last of the Final Reports to be submitted on these four related projects it is appropriate that this report summarize the common experience of all four projects and discuss the implica- tions of this experience for other new and emerging occupational fields. In addition to reporting on the NMT project, this report therefore generalizes on the difficult problems which emerging occupations present to our nation's educational system and makes recommendations for systematic new.approaches to keep our education relevant to the changing needs of new and emerging occupational fields. iv N- 0 ACKNOWLEDGMENTS The Nuclear Medicine Technology (NMT) Project has involved more than one thousand individuals, institutions and organiza-_ tions over a six year period. It would obviously be impossible and inappropriate to attempt to recite their contributions. Although credit is due to all of them, onlya few of these contributors are listed in the appendix. The unique collaboration between the NMT project and the major professional societies concerned with nuclear medicine has been a vital source of strength and inspiration to the project. Throughout TERC's work in allied health fields the Department of Allied Health Medical Professions and Services of the American Medical Association has provided guidance and liaison assistance. Special thanks are also due to the American College of Radiology; American Society of Clinical Pathologists; Society of Nuclear Medicine Technologists; American Society of Radiologic Technologists; American Society of Medical Technologists; and Society of Nuclear Medicine for their guidance, support and assistance. The project is particularly indebted to the more than fifty professional leaders in nuclear medicine and education who contributed so generously of their time as an Advisory Committee in the development and reviewing of the NMT Curriculum Guide and whose names are listed in the appendix. Special thanks should also be made to the administration, deans of instruction, teachers, and staff of the community/junior colleges, technical institutes, and other educational institutions, together with their collaborating hospitals, which have implemented or are planning NMT programs in con- junction with the NMT project. In terms of continued
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