AEIRS 2020 Annual Meeting  Speakers 

Thursday, July 9, 2020

Improving Quality in Quality Improvement Courses

Joel Hicks, EdD, RT(R)


Laura Aaron, PhD, RT(R)(M)(QM)

The American Registry of Radiologic Technologists (ARRT) issued the last “QM” certification in 2018. The topic of quality in healthcare has never been more important, however. Healthcare administrators know that quality improvement is critical to patient outcomes, reimbursement, and ultimately, organizational success. This presentation will describe the steps one radiologic science program took to transition their radiologic science-centric quality management course to one that examined healthcare quality improvement more holistically. The presentation will also describe how instructors may enable students to see the importance of quality improvement and how to conduct quality improvement within the healthcare setting.

Anatomy of an Imaging Department Malpractice Lawsuit

Theodore C. Vanderlaan,  J.D., R.T.(R)


Anatomy of an Imaging Department Malpractice Lawsuit takes the participant through the typical elements of a malpractice case, compares and contrasts criminal lawsuits and civil cases, distinguishes the term negligence and how it is determined, and then applies it to a real malpractice case. Through the use of multimedia, the participant will see how one malpractice case occurred in an imaging department and experience what it is like to be in a deposition from both the patient’s side as well as the technologist. The participants have the option of siding with the plaintiff or defendant and will decide the case that is presented. They will have the opportunity to compare their “verdict” to the actual outcome of the case. Finally, the presenter and participants will explore ways they can mitigate risk of a malpractice case in their own departments.

How to Connect the Connected: Smartphones in Imaging Education

Susan Dumler, M.S, R.T.(R)(M)(CT)(MR)


The use of mobile technology is a way that modern students learn and communicate. College students are constantly connected to their smartphone, to the point for some, to become addictive. I will explain current tendencies of smartphone use by U.S. college students, how smartphones become a distraction, and how smartphones are being used in informal and formal learning, in general and specific to the medical imaging sciences. I will also explain how we can teach students to develop healthy and effective use of their devices to achieve high academic success.

Bridging the Gap with the Muslim Student

Yasser Jahami, MS, RT(R)


With the increase of the Muslim students’ population in the U.S, this presentation serves to educate the participant about the beliefs and practices that guides the medical imaging Muslim student’s actions. It awakens participants to the truth that we have biases, whether implicit or unconscious, so the goal is to not only make the educator aware of these biases, but to help remove the negative thought processes and stereotypes that can undermine the mission of the educational institution. Also, the goal for this presentation is to make the participant aware of the difference between a Muslim, an Arab, and a Middle Eastern student. The audience will be engaged through a discussion of current issues that could be encountered. This discussion is aimed to help all educators to better deal with the cultural, ethnic, and religious differences.

Honors Lecturer

Deborah Leighty,  M Ed, RT(R)(BD)



The Perception of Professional Values of Radiologic Technologists’

Kelli Welch Haynes,  Ed.D, RT(R)


The radiologic sciences profession has not identified professional values, as other health professions have. The profession is guided by two documents, the practice standards and the standards of ethics. However, these documents do not clearly identify professional values. These standards have been embraced by the radiologic technology community as guides to professional behavior and decision making for the profession. Through research, professional values of radiologic technologists were identified. Identification of professional values will allow educators to assess the values in students. The declaration of professional values will promote values-based behaviors and internally motivate a duty to uphold the legal, ethical, and regulatory standards of the profession.

Planning and Building Medical Imaging Educational Laboratories for Best ROI

Kerry Mohney, M.A., R.T. (R) (M)


This presentation will provide considerations in planning and building medical imaging educational laboratories.  Also, educator feedback of “lessons learned” will be shared regarding “what works” and what items should be planned or constructed differently. Educators have a unique challenge in establishing cost effective labs that closely simulate clinical settings while still meeting the needs of students and instructors. Audience members will be introduced to the following: stages of planning and constructing; how to communicate with non-imaging construction and educational team members in the process; budgetary resources and considerations; and how to get the best educational return on investment in the physical make-up of lab equipment and space.

Best Practice for Clinical Education: Perspectives from Medical Dosimetry

Mahsa Dehghanpour, EdD, MS, CMD


Jamie Baker, PhD, MEd, CMD


Radiologic science educational programs provide clinical and didactic teaching to students. Faculty and clinical preceptors work together to integrate students into the clinic and seek best practices for student education in the clinical environment.

To aid faculty and clinical instructors in establishing these best practices for clinical education, researchers solicited the perceptions of graduates who completed a JRCERT-accredited medical dosimetry program between 2013 and 2017 about their clinical education. Medical dosimetry graduates were asked about 1) clinical learning opportunities; 2) involvement in specific learning activities; 3) interaction with clinical instructors; and 4) positive and negative aspects of their

clinical education.

Friday, July 10, 2020

Establishing Standardized Terminology for Digital Image Analysis

Vesna Balac, Ed.D., R.T.(R)(MR)


Richard R. Carlton, M.S., R.T.(R)(CV), FAEIRS


Randy Griswold, M.T.A., R.T.(R)


Kori Stewart, MHS, R.T.(R)(CT)


This session will provide current research data from physicists, educators, managers, and practitioners regarding technically correct terminology and concepts that can now be utilized in teaching and professional usage for digital image analysis. Recent history indicates massive confusion in respect to what terms properly describe the new factors that dictate proper use of digital radiography imaging systems. There is now a coalescing agreement on proper and understandable terms, which will be presented in detail in this presentation along with definitions of appropriate terminology.

You Want Me to Do What? Managing Clinical Expectations for Students and Clinical Staff

Michael Dutt, BS, R.T.(R)(MR)

Our clinical expectations for students and clinical instructors can easily be put down on paper.  Communicating these expectations to students and clinical instructors can end up like a bad game of telephone.  Whether or not clinical expectations are communicated effectively can either lead to successes or headaches.  Through breaking down of program, student, and clinical site expectations we will explore what exactly we wish to see out of everyone involved in a clinical program. We will explore methods and strategies to see expectations lead to successful outcomes for all.

Leadership in developing and mentoring Faculty staff in teaching and learning

Deborah Starkey, MEd; MAppSc(MedImag); DipAppSc(DiagRad); FASMIRT, SFHEA, RT


Pamela Rowntree, GradDip(TertEd); DipAppSc(DiagRad); FAEIRS, FASMIRT, SFHEA, RT


This session will outline strategies for developing staff capabilities in learning and teaching and the role that coaching, mentoring and peer partnerships can play to achieve this. The presenters will draw on their personal experiences in working with both novice and experienced staff to develop these skills and the valuable part that peer support and review can play. Encouraging staff to reflect on their teaching and student outcomes is an important aspect of academic development. The presenters will outline teaching development and recognition programs available at their institution and demonstrate the strategies used in the leader as coach approach.

Transgender Patient Care Education Considerations

 Sandra Watts, MHA, RT(R)


Brandon Hirsch, MS, CMD RT(R)(CT)(T)


This presentation will cover common terminology and definitions associated with transgender patients. We will also discuss the barriers that transgender people face when navigating the healthcare system, such as disclosure reluctance, lack of provider resources and experience, structural barriers and financial barriers. Pregnancy policy will be briefly mentioned, as well the physiological importance of considering gender on a non-binary paradigm for this minority group. Finally, we will touch on how this information can be implemented into the patient care curriculum for radiologic science

Open Forum: Digital Imaging Technology

Nina Kowalczyk, Pd.D., R.T.R()(CT)(QM), FASRT, FAEIRS


Stories From the Front Line: Dealing with Millennials in the Clinical Environment

Bobbi J. Kowash, MHSc RDMS RVT


As we continue to see the impact of the Millennial individual in the workplace, we are confronted with the presence of a disconnect that has emerged between the expectations of the clinical workplace and the understanding and actions of these individuals.  We will explore situations that exemplify this disconnect as well as methodologies on how to address these arising situations.  When implementing these tools, we have seen a direct change and cohesiveness occur between the student and clinical site. This presentation will include tools currently used within Oregon Tech’s imaging programs to address and resolve any deficiencies. These tools the audience can take back to their programs to help their students be successful in their clinical journey.

Designing Digital Learning: Finding and assessing tools that will work for your course

Dina Peterson, MS. Ed, RT (R), RDMS, RDCS, RVT


Name: Maryann Oake, MBA-HCM



Name: Linda Cox, MS, RT (R) (CT) (MR)


Using a collaborative design approach can lead to the best pedagogy for technology-based learning.  Faculty must investigate the successes and failures of technology in online courses.  Faculty focused on data from a multiplanar anatomy and pathology course and how the selection of technological tools impacted student performance. Data informed faculty on what adjustments needed to be made to create a successful course.  Faculty will share information on how other faculty can strategize, implement, and assess technology-based learning.

A Multidisciplinary Front-loaded Curriculum in the Radiologic Sciences: The Georgia Southern University Experience

 Kerry Dunn, M.Ed., R.T.(R)(M)


Laurie Adams, Ed.D. R.T.(T)


We will discuss the approach used at Georgia Southern University to design and implement a 5 semester, front-loaded baccalaureate degree curriculum to allow for common courses in 5 different radiologic science disciplines.  The placement of clinical education courses exclusively in the senior year will be discussed including the advantages and disadvantages of such a model as compared to a more traditional integration of didactic and clinical coursework throughout the program of study

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