A study of general principles of supervision and administration of radiology departments that includes such topics as management techniques, in-service training, human relations, as well as identification of administrative and supervisory problems and solutions.
Course Objectives: Upon completion of this course, students will:
Students can proceed through the course content at their own pace within the boundaries set by the Course Schedule and the MSU Academic Calendar. See the Course Schedule at the end of this syllabus for specific information about activities and due dates.
If students have technical difficulties, they should use the “Help” link on WebCT/Blackboard, contact the MSU Information Systems Support Staff, and send an email to the professor explaining what happened.
The course content is divided into four modules associated with chapters in the textbook for the course. Students should complete the reading assignments FIRST and then complete the module quizzes.
So You Want to Be a Leader?
Chapter 1 – Do You Really Want to Be a Supervisor?
Chapter 13 – Leaders & Managers
Chapter 14 - Coaching
Chapter 35 – Decision-Making and Problem-Solving
Chapter 36 – Negotiating Skills
Chapter 37 – Time Management
Nuts & Bolts of Supervision & Administration
Chapter 3 – Planning
Chapter 6 – Position Descriptions & Performance Standards
Chapter 7 - Policy-Making & Implementation
Chapter 8 – Personnel Recruitment
Chapter 9 – Interviewing & Employee Selection
Chapter 10 – Orientation & Training of New Employees
Chapter 34 – Holding Effective Meetings
Leading People: Workplace Relations
Chapter 11 – Team Leadership
Chapter 15 – Motivation, Reward, & Recognition
Chapter 16 – Performance Feedback
Chapter 19 – Cultural Diversity
Chapter 2 – Customer Service
Handling Difficult Employees
Chapter 17 – Counseling: Preventing Bigger Problems
Chapter 18 – Disciplining: Correction of Behavior
Chapter 20 – Conflict & Confrontation
Chapter 12 – Safety & Workplace Violence
Chapter 21 – Employees with Problems
Chapter 22 – Managing Difficult Employees
Chapter 23 – Complaints, Grievances, & Appeals
Blackboard Module Quizzes - 50%
Students should complete the reading assignments, answer the chapter objectives, and review the questions at the chapter end before attempting the module quizzes.
Each module includes an OPEN BOOK quiz that requires independent and critical thinking and application of the topics in that module to real-life situations. Each quiz includes approximately three (3) to five (5) paragraph style questions selected at random by Blackboard from the material assigned in the module reading assignments. Two students in the class will likely have different questions because the items are selected from a test item bank for each module.
The quizzes have a TWO HOUR TIME LIMIT so it is important to know the module content before attempting the module quizzes. Students do not need to worry about the quiz shutting down at the two hour time limit, but quizzes open for longer than two hours will have points deducted.
Answers should be written at the baccalaureate level and will be graded on accuracy, completeness, quality, spelling, grammar, and integrity.
Quizzes should be completed by the due dates indicated on the course schedule. If a due date has passed, students should request that the instructor re-open the missed quiz. Missed quizzes will have at least a ten (10) points deduction. Keep in mind that a grade with a 10 point deduction is better than a grade of zero!
Quizzes will be scored and written feedback will be provided. Because of the volume of pages involved when grading discussion type questions, it may take 2 – 3 weeks for the feedback to occur. No students will receive feedback until most students have completed a particular quiz. The feedback will appear under the link on the left menu called Assignments. Good News: This area is NOT intended for students to submit any assignments! This is the area where the instructor will leave your scored quizzes with feedback comments.
If students have technical difficulties during a quiz, they should use the “Help” link at the top toolbar in Blackboard to contact the MSU Information Systems Support Staff, and send an email to the course instructor explaining what happened.
If a student finds a faulty quiz test item or believes that a quiz question has been scored incorrectly, he or she should send an email to the course instructor that includes the following:
w Module Quiz Number (I –IV)
w Question Stem
w Rationale Supporting Why the Student’s Answer is Correct
w Page numbers must be included when referencing the textbook in a rationale
For example, a student can not send the message “I think question number ten is wrong on quiz four” because each student gets a quiz of randomly generated test items. The instructor has to know the question stem to find the question in the database.
After reviewing the situation, if the course instructor thinks a revision is justified, the student’s quiz score will be revised to reflect the additional points and the test bank will be updated. It may take several weeks for the student to receive a response because the instructor works on batches of questions for a particular quiz at a time.
Article Summaries (Discussion Board) - 30%
The goals of this assignment are:
· For students to perform scholarly research about an issue affecting management, supervision, or administration in healthcare,
· For students to develop baccalaureate writing skills about a professionally-related subject,
· For students to practice using peer-reviewed or scholarly journals rather than newsmagazines or popular press news items as research sources, and
· For students to develop skills generating references using appropriate APA format.
NOTE: STUDENTS WILL SUBMIT THREE (3) ARTICLES OVER THE LENGTH OF THE SEMESTER. Articles posted late will have points deducted. See the due dates on the chart at the end of the syllabus.
Students will summarize peer-reviewed or scholarly journal articles about a trend that affects medical imaging. The three articles can be related to the same issue but they do not have to be related to the same issue. For example, one student may summarize three different journal articles that describe the impact on management when a department switches to filmless imaging. By comparison, another student may summarize three journal articles related to three different management trends that could have an influence on medical imaging / radiation therapy departments.
The articles have to be accessible electronically so students will need to provide the URL or doi so classmates can read the original article before responding.
*PEER-REVIEWED Journal Articles
According to Wikipedia (2007) “peer review is a process of subjecting an author’s scholarly work, research, or ideas to the scrutiny of others who are experts in the same field” (¶ 1). Journals that include peer-reviewed articles will identify an editorial board. It is important to note that not all articles in a journal are peer-reviewed. The articles that are peer-reviewed will be identified as such. A good place to search for peer-reviewed articles is the MSU research database, specifically CINAHL and MedLine.
Examples of acceptable peer-reviewed journals are listed on http://www.rtstudents.com/radiology/radiology-journals.htm
· Examples: ASRT Radiologic Technology, AHRA Radiology Management, AJN American Journal of Nursing, etc
** SCHOLARLY reports
Scholarly reports may be available in places other than peer-reviewed journals. For example, government agencies or professional organizations frequently publish reports that are reviewed by many professionals and have appropriate analysis and citations of their data sources.
· Examples: The Joint Commission, Centers for Disease Control (CDC), ASRT website, ARRT website, Bureau of Labor Statistics (BLS), etc.
The articles MAY NOT come from any non-scholarly resources such as unsubstantiated news releases, news magazines, non-credited websites, cartoons, opinion pieces, editorials, etc. For example, they may NOT be articles from news magazines such as RT Advance or RT Image.
Steps for Posting Article Summary – Each student will do this three times throughout the semester.
Article Responses (Discussion Board) - 20%
All participation in the discussion board will be professionally respectful. Responses should be written at the baccalaureate level and will be graded for accuracy, completeness, quality, spelling, grammar, and integrity.
Throughout the semester, students should read the articles and the summary forms posted by their classmates. By the end of the semester, each student should have made a minimum of two (2) substantial responses / comments about the article summaries provided by others. To respond to a classmate’s post, the student should click on the Reply button and type in his / her answer, then click on Post.
Responses such as “Me too!” do not count as substantial. An example of a substantial answer would be for the student to respond by describing how the issue described in the article was managed at his / her own facility. Or the student may respond by explaining why he / she found the article useful, etc.
In summary, each student will post three (3) article summaries and by the end of the semester, each student will have commented on at least two (2) article summaries posted by other classmates.
Posts must be completed by the due dates as indicated on the course schedule. Discussion responses posted after the due dates will be assigned a grade of zero.