• Investigative Magnetic Resonance Imaging
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• v.23 no.3
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• pp.228-240
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• 2019

Purpose: The aim of this study is to evaluate the T2 value of the articular cartilage of the glenohumeral joint in rotator cuff disease displayed on 3.0T MRI and to apply it in clinical practice. Materials and Methods: This study involved sixty-two patients who underwent shoulder MRI containing T2 mapping. The mean T2 value was measured by placing a free hand ROI over the glenoid or humeral cartilage from the bone-cartilage interface to the articular surface on three consecutive, oblique coronal images. The drawn ROI was subsequently divided into superior and inferior segments. The assessed mean T2 values of the articular cartilage of the glenohumeral joint were compared and evaluated based on the degree of rotator cuff tear, the degree of fatty atrophy of the rotator cuff, and the acromiohumeral distance. Results: ICC values between two readers indicated moderate or good reproducibility. The mean T2 value for the articular cartilage of the glenoid and humeral head cartilage failed to show any significant difference based on the degree of rotator cuff tear. However, the mean T2 values of articular cartilage, based on fatty atrophy, tended to be higher in fatty atrophy 3 or fatty atrophy 4 groups while some subregions displayed significantly higher mean T2 values. There was no correlation between the acromiohumeral distance and the mean T2 values of the articular cartilage of the glenoid and humeral head. Conclusion: T2 mapping of the glenohumeral joint failed to show any significant difference in quantitative analysis of the degenerative change of the articular cartilage based on the degree of rotator cuff tear. However, it also offers quantitative information on the degenerative change of cartilage of the glenohumeral joint in patients with rotator cuff tear and severe fatty atrophy of the rotator cuff.

• Journal of Korean society of Dental Hygiene
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• v.9 no.2
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• pp.111-124
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• 2009

This study analyzes through the review of literature and laws the exposure time, clinical frequency, and radiation exposure of intraoral and extraoral radiography as well as of panoramic radiography performed by dental hygienists in dental clinics, compares the dental radiology curriculums of radiological science and dental hygiene departments, and proposes the expansion of dental hygienists' radiography operations. The radiology curriculums were compared between the radiological science and dental hygiene departments of colleges. For new analysis by radiography for dental diagnosis, the exposure time, radiation absorbed dose, effective dose, and number of days of natural radiation were compared by the type of oral radiation films and radiographical techniques proposed by domestic and international studies. The exposure time of panoramic radiography is 15 seconds and it takes about two minutes for completion, whereas the exposure time of the standard radiography is 0.2~0.8 seconds and it takes 10 times longer for completion of the radiography of full mouth than the panoramic radiography. The standard radiography can cause distortions of radiation at severely curved parts of dental arch and palatopharyngeal reflex. However, panoramic radiography can be performed even for lock jaw patients, causes less inconvenience to patients and is much simpler than the standard radiography. The percentage of dental clinics where radiography is performed by dental hygienists was 92.0%, and the percentage of standard film radiography by dental hygienists was 98% whereas the percentage of panoramic radiography by dental hygienists was 92%. For the absorbed dose which is an indicator of radiation exposure, the When the effective dose which is an indicator of the danger of radiation exposure was converted to the number of days of natural radiation, it was 3.3 days for panoramic radiography, but 13.9 days for the full mouth standard radiography by bisecting angle technique which was 4.2 times longer than the panoramic radiography. There were two colleges that had a dental radiology course with two credits in the departments of radiological science. The credits for dental radiology courses in the department of dental hygiene ranged varied by college, ranging from 3 to 8; on average, the theory course was 2.2 credits and the practice course was 2.02 credits. To summarize the above results, the percentage of dental clinics where panoramic radiography is performed by dental hygienists under the guidance of dentists is high. Panoramic radiography has become an essential facility for dental clinics. It is faster than standard film radiography and less dangerous due to low radiation exposure. Panoramic radiography is a simple mechanical job that does not require training of oral radiography by radiotechnologist. Because panoramic radiography is one of major operations which must be performed at all times in dental clinics, it must be designated as intraoral technique rather than extraoral technique, or legalized for inclusion in the scope of operations of dental hygienists.

• Journal of the Korean Society of Radiology
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• v.83 no.2
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• pp.254-264
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• 2022

The Korean Society of Radiology and Medical Guidelines Committee amended the existing 2016 guidelines to publish the "Korean Clinical Practice Guidelines for Adverse Reactions to Iodide Contrast for Injection and Gadolinium Contrast for MRI: The Revised Clinical Consensus and Recommendations (2022 Third Edition)." Expert members recommended and approved by the Korean Society of Radiology, the Korean Academy of Asthma, Allergy and Clinical Immunology, and the Korean Nephrology Society participated together. According to the expert consensus or systematic literature review, the description of the autoinjector and connection line for the infection control while using contrast medium, the acute adverse reaction, and renal toxicity to iodized contrast medium were modified and added. We would like to introduce the revised contents.

• Journal of the Korean Society of Radiology
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• v.18 no.3
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• pp.293-300
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• 2024

On October 31, 2023, the revision of the Medical Technologist Act made it mandatory to complete field training courses in order to obtain a license as a radiologic technologist. Therefore, we would like to survey the actual situation of field training in medical institutions to inform the revised Medical Technologist Act and propose improvement measures to increase the effectiveness of field training. A survey was conducted from March to April, 2023, among radiologic technologists working in medical institutions. The questionnaire was sent through a form on a domestic portal site, Company N, and 120 respondents completed it. Eighty-two respondents, or 68.3 percent, had experience in educating on-the-job training students. 58% of the respondents were aware of the fact that the amendment to the Act on Medical Technologist etc. made field training mandatory to obtain a radiologic technologist license. In accordance with Article 9 of the Medical Technologist Act, which prohibits unlicensed persons from practicing, 50% of the respondents were aware that those who are in training to complete an education course equivalent to the license they are seeking to obtain at a university or other institution are allowed to practice as medical Technologists. When asked what is currently taught during fieldwork, 6% of respondents said that they are required to perform radiation-generating activities in addition to observing, guiding patients, and positioning and moving patients. When asked about the future direction of education as fieldwork becomes mandatory for licensure, 77% of respondents said that they will teach more than they currently do. When asked about the appropriate total length of fieldwork, 35% said 12 weeks and 480 hours, 33% said 8 weeks and 320 hours, and 27% said 16 weeks and 640 hours. It can be seen that the current on-the-job training is inadequate according to various regulations, and students' satisfaction is low. However, with the revision of the Act on Medical Technologists, field training has become mandatory to obtain a license as a radiologist, and it is necessary to improve the educational conditions of field training. Therefore, it is necessary to comply with the Nuclear Safety Act and the Rules on the Safety Management of Diagnostic Radiation Generating Devices, introduce standardized training objectives and evaluation systems, designate training hospitals and radiologists in charge of training, and introduce extended training periods and simulation exercises to internalize field training.

• The Korean Journal of Health Service Management
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• v.6 no.1
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• pp.195-203
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• 2012

The purpose of this study was to identify clinical practice (clinical training education) and satisfaction depend on university hospital availability according to a survey with 850 healthcare-affiliated students. The collected data were analyzed with the SPSS17.0 program. The result was shown statistically significant difference depends on gender, major departments and satisfaction of college life. In addition, there were significant differences in satisfaction of clinical training education in the environmental aspects of practice depending on whether affiliated hospital or not. There were no significant correlation found between degree of satisfaction of clinical training education and the need for affiliated hospital (r = .204, p <.01). As a result, Attached to the university hospital can be helpful to healthcare-affiliated students on environmental and educational aspects of clinical training education. Therefore, the effective and practical training programs using university-affiliated hospitals are surely needed to develop and to apply the active support.

• Journal of radiological science and technology
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• v.37 no.3
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• pp.211-221
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• 2014

The clinical practices provide the students with a good opportunity to study the practical experiences in their field through the clinical training education in hospital. Now, in this study, comparing the perceptions of the clinic teachers with those of students at the clinical site. The study was conducted to the students attending universities located in Seoul and who finished the clinical practices in 2013. The questionnaires were distributed to the student and collected from them. The study were conducted to 275 questionnaires with frequency analysis, crosstabs, chi-square test and McNemar test. The major motivation was of the select radiography course was high employment rate(44.0%) and the satisfaction of radiography course was general(53.1%). 51.3% of the study answered 8 weeks current duration of clinical practices is proper. The 3-year course students answered that the period of clinical practices would be proper if it is performed in the winter vacation in their second year in college(47.3%). The 4-year course students answered that the first semester in their third years is proper for clinical practices( 27.7%). The students answered that they felt the lack in their knowledge on the professional field(32.4%) during the clinical practices and some of the practical training is different from the education performed at school(68.4%). Most of answered that they were satisfied with the clinical practices and among them they recognized the importance of the clinical practices ($3.94{\pm}0.89$). After the clinical practices, their desire for getting job as a radiography has changed from 84.1% to 82.9%. The reason why they want the job related to the radiation is because the job is stable (changed from 49.0% to 46.0% after the clinical practice) while the reason why they don't want be a radigrapher because that job is not proper for them (changed from 37.0% to 40.7% after the clinical practice) The effort should be made to enhance the position of radiation professionals through the improved education system to the students, rather giving them education for just employment.

• Journal of radiological science and technology
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• v.33 no.4
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• pp.387-394
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• 2010

In the field of healthcare, the conventional sterilization treatments have been replaced by irradiation methods which are in accordance with internationally well established quality standards. The quality control in radiation sterilization assures that the absorbed dose of the irradiated material is in agreement with its requirements and standards. The electron beam irradiation requires technical assessments of more process parameters than gamma irradiation does. Korea has witnessed wide uses of electron accelerators since early 2000 but there hasn't been research experiences relating to quality system in accordance with international standards. The new large scale e-beam irradiation system with the specification of 10 MeV, 8 kW was installed and operated in 2008 by Seoul Radiology Services Co. It consists of the electron accelerator, product handling system, safety, documentation and control subsystems into an integrated system to meet the requirement of the Good Manufacturing Practice such as process quality assurance and management of product tracking records. To implement the international standard such as EN ISO11137, it is necessary to understand the purposes aimed in the standard and carry out the tests following the procedures required. This study presented the specification of the e-beam facility and showed what its design requirements and features are. The test results on a variety of process parameters were presented and validated it they are within the required limits.

• Journal of radiological science and technology
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• v.44 no.5
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• pp.545-554
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• 2021

According to the changes of the medical environment of the times, it is necessary to discuss the issues of the doctor's medical guidance and to conduct continuous research so that alternatives can be prepared systematically. Furthermore, in order to enhance the professionalism of radiological technologists and to develop the medical technician system, the new Radiological Technologist Independent Act has been established, which contains the overall contents of the scope of work, professional qualifications, and specialized education of radiological technologists, and provides quality medical services to patients through professional procedures and treatment. In order to increase the level of medical care, the purpose, definition, mission, role, and scope of work specified in the Medical Act, Medical Service Technologists, etc. Act, the Enforcement Decree, and the Enforcement Rules were variously analyzed and new directions were presented. First, the definition of a medical technician should use a generic term so that the factors of conflict and prejudice could be resolved. Second, change the doctor's guide to doctor's prescription; and then legislate the authority to sign and write medical records after examination by radiological technologists, thereby prohibiting unlicensed technicians that seriously endanger patient safety. Third, an accurate definition of radiological technologists' roles should be established; not only selection and management of radiological technologists' work but also procedures and treatment for each radiology field should be specified to suit the current medical system. Fourth, a professional radiological technologists' qualification system and a specialized education system should be established in order to secure human resources that could provide patients trust in procedures and treatment based on professional knowledge and experience in the field of radiology. Fifth, the Education and Evaluation Institute should be operated in Korea education system to educate the professional knowledge and competency for students. In addition, it is necessary to in-depth analysis of foreign cases could be applied to the medical system and education system in Korea; it could strive to nurture systematic human resources.

• Journal of the Korean Society of Radiology
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• v.17 no.1
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• pp.131-139
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• 2023

In this study, we are purposed to find the educational effect of practical training using a 3D printed structure-based blind box on multidimensional radiographic image interpretation. The subjects were 83 (male: 49, female: 34) 2nd year radiological science students who participated in the digital medical imaging practice that was conducted for 3 years from 2020 to 2022. The learning method used 3D printing technology to print out the inside structure of the blind box designed by itself. After taking X-rays 3 times (x, y, z axis), the structure images in the blind box were analyzed for each small group. We made the 3D structure that was self-made with clay based on our 2D radiographic images. After taking X-rays of the 3D structure, it was compared whether it matches the structural image of the blind box. The educational effect for the practical training surveyed class faithfulness, radiographic image interpretation ability (attenuation concept, contrast concept, windowing concept, 3-dimensional reading ability), class satisfaction (interest, external recommendation, immersion) on a 5-point Likert scale as an anonymous student self-writing method. As a result, all evaluation items had high positive effects without significant differences between males and females. Practical education using blind boxes is a meaningful example of radiology education technology using 3D printing technology, and it is expected to be used as content to improve students' problem-solving skills and increase satisfaction with major subjects.

• Journal of the Korean Society of Radiology
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• v.17 no.5
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• pp.783-790
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• 2023

The term edutech has recently been attracting attention as the convergence of education and technology is emphasized. Schools are also exploring teaching methods using edutech. The purpose of this study is to analyze the satisfaction of 210 radiology students after using Quizn Platform and the difference in satisfaction with Quizn Platform according to general characteristics. The research results are as follows. First, as a result of the satisfaction analysis according to class type, the following order was practical class, theory + practice class, and theory class. Second, the desired teaching methods among theory classes according to general characteristics were core classes (quiz solving), lecture-style classes, discussions, and discussion classes. Third, 'Quizn was used appropriately in class.' had the highest score at 4.27±0.60, and 'I am very interested in this subject.' had the lowest score at 3.98±0.74. Additionally, there was no significant difference in response to the teaching method (p>0.05). Fourth, 'Applying Quizn to class was interesting and fun' showed the highest score at 4.24±0.94, and 'Institutional support must be provided to continue using Quizn at 3.49±0.96. Additionally, there was no significant difference in satisfaction with classes according to gender and age (p>0.05). As a limitation of this study, although we investigated the satisfaction of students using Quizn, we were unable to investigate the satisfaction of instructors who interact with students. In the future, research that considers instructor satisfaction in classes using edutech should be conducted. Universities must provide institutional support and continuous interest until edutech is selected and utilized.