Administration & Supervision of Diagnostic Imaging

Course Details

Course Number: RADS 4513  Section Number: X20

Spring 2011

Days & Times: Distance Education

Course Attachments

Spring 2011 RADS 4513 Administration & Supervision  4513SyllabusSpr11.pdf

Textbooks

MSU Faculty Member
Dr. Donna Lee Wright   
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Course Objectives

Course Overview:

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:

 

  • Develop their own strengths as leaders.
  • Describe the basic skills of supervision and administration.
  • Describe strategies for managing people.
  • Apply the principles of administration and supervision to their own clinical environments.
  • Create summaries of articles about management issues in medical imaging / therapy departments (complete with appropriate citations in APA format).

 


Course Expectations

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.

 

Modules

 

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.

 

 

Module I

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

 

 

Module II

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

 

 

Module III

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

 

 

Module IV

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.

 

  • Locate an appropriate scholarly article
  • Open the Article Summary Form (Word document file) from the course homepage in Blackboard.
  • Save the file to own computer.
  • Complete the form based on the article.  The boxes should expand as the student types.  Students should be concise when answering, but cover all the essential information.  The whole thing should be about 1.5 – 2.0 pages maximum when completed.  Students should write in complete sentences and use baccalaureate level writing skills.
  • Save the file to own computer.
  • Open the Article Summary Discussion Board.
  • Click on Create Message.
  • Type your last name and indicate the article number in the Subject Line [Wright – Article #1]
  • Type the title of the article in the Message Box.
  • Click on Add Attachments – and attach your article summary.
  • Click on Post.

 

 

 

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.

 



Submission Format PolicyNote: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Plagiarism Policy Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception. Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters. We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student. We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed. Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, 397-4140.

Safe Zones Statement The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Writing Proficiency Requirement All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed English 1113 and English 1123 and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at http://academics.mwsu.edu/wpr, or call 397-4131.