BACKGROUND
The Joint Review Committee on Educational Programs in Nuclear Medicine Technology (JRCNMT) requires that each clinical affiliate have an Affiliate Education Supervisor (AES). The AES acts as a liaison between the program and the clinical affiliate and is typically a nuclear medicine technologist. The person appointed as the AES is often a department manager/supervisor, lead technologist, or staff technologist who has taken additional interest in training and mentoring students. The AES plays a vital role in student learning, student motivation, and overall student success, as does any clinical instructor (CI). Please note that an AES is often serving concurrently as a CI.
The JRCNMT requires the program to provide a student handbook, clinical course syllabi, and student assessment documents to each AES. Orientation to the documents and expectations of clinical affiliates should be provided by the program. This handbook serves as a guide to help an AES understand the importance of their role, the expectations and duties of an AES, and provide the AES with resources to help them succeed in their role. Anyone serving as a CI will also find this resource valuable.
DEFINITIONS OF ROLES
Affiliate Education Supervisor (AES) Definition: The person recognized at each clinical affiliate to oversee and participate in the education occurring there. The JRCNMT requires a designated Affiliate Education Supervisor (AES) at all affiliate clinical sites and prescribes minimum qualifications in the JRCNMT Accreditation Standards for Nuclear Medicine Technologist Education. This person is also named to the program’s Advisory Committee and, as such, is an Advisory Committee member. While the AES is not the only person involved in the student’s education, they should be the one to take the lead and ensure the student is welcomed, oriented, and continually supported throughout their time in the clinic. The AES will have the additional leadership role of acting as a liaison between the clinical affiliate and the program by providing on-site management of the student’s education and clinical experience.
Specific Duties
Welcoming each student to their department and ensuring they have a full tour and orientation to the clinical site
Monitoring student progress and giving feedback throughout their rotation
Ensuring student competency and end of rotation grades are promptly recorded
Giving feedback directly to the program director when necessary
Attending annual Advisory Committee meetings held by the program director
The AES plays a crucial role in the education and training of nuclear medicine technology students. Their primary responsibility is to serve as a mentor and guide to students as they gain hands-on experiences in clinical settings. Here’s a breakdown of their role:
Teacher: The AES educates nuclear medicine technology students about clinical procedures, patient care techniques, medical protocols, and health care best practices. They often provide one-on-one instruction tailored to the individual’s learning needs.
Role Model: As an experienced practitioner, the AES serves as a role model for professionalism, ethical conduct, and effective communication in health care settings. They demonstrate the values, attitudes, and behaviors expected of health care professionals.
Supervisor: The AES oversees the work of nuclear medicine technology students ensuring they adhere to standards of practice, safety protocols, and institutional policies. They provide feedback on performance and offer constructive criticism to support professional growth.
Facilitator: The AES creates opportunities for learning by assigning appropriate patient cases, allowing nuclear medicine technology students to practice clinical skills under supervision, and encouraging critical thinking and problem-solving in real-world situations.
Evaluator: The AES assesses the competency and progress of nuclear medicine technology students through observation, evaluation of performance, and constructive feedback. They help identify areas for improvement and develop personalized learning plans.
Resource: The AES provides guidance on resources such as medical literature, clinical guidelines, and professional organizations to support ongoing learning and professional development.
Supporter: They offer emotional support and encouragement to nuclear medicine technology students, particularly during challenging situations or when facing uncertainties in clinical practice. The AES helps build confidence and resilience.
Collaborator: The AES collaborates with other members of the health care team to ensure coordinated patient care and facilitate interprofessional communication and teamwork. They help nuclear medicine technology students understand their role within the broader health care system.
Overall, the AES plays a vital role in bridging the gap between academic knowledge and clinical practice, helping nuclear medicine technology students develop the skills, competencies, and confidence needed to provide safe, effective, and compassionate patient care. The AES may often be referred to as a Clinical Preceptor depending on the terminology used at individual hospitals and programs, and usually also serves as a CI.
Clinical Instructor (CI) Definition: Any practitioner or clinical staff who interacts with and instructs students in the clinical setting. CI’s are usually a staff nuclear medicine technologist (NMT), but they may not always be an NMT based on the clinical assignments or tasks that students are learning. While the CI may not have as many responsibilities for the oversight of the student and the student’s overall clinical experience, the CI typically spends the most time with the student in the clinical setting and works closely with them on a daily basis. Therefore, the CI also takes on the role of teacher, role model, facilitator, resource, and supporter as defined above. In addition, the CI often fulfills the role of an evaluator for competency evaluations, based on the structure and policies of the NMT program. It is imperative that the CI understands learning models, effective communication, and has a willingness to assist students in building confidence and competency. The CI must also be able to provide frequent feedback to students to assist in the development of competency.
AES/CI TOOLKIT
There are a variety of learning methods to assist students with various learning preferences to achieve competency. For example, some students may be tactical learners and may struggle with didactic learning but will gain competency quickly once they are in the clinical portion of the program and are able to experience hands-on learning. Ideally, in competency-based education, several learning methods will be used to assist in the development of mastery. The CI may use several learning methods to assist students in the development of competency.
Learning Methods
In a nuclear medicine clinical setting, students typically engage in various learning methods to grasp both theoretic knowledge and practical skills effectively. Here are some of the different ways students might learn.
By combining these different learning methods, students in a nuclear medicine clinical setting can acquire comprehensive knowledge, technical proficiency, and professional competence necessary for a successful career in the field.
Achieving Clinical Competency
Nuclear medicine students achieve competency through a combination of theoretic knowledge, practical training, clinical experience, and assessment. Here’s how they typically progress toward competency in their studies.
Didactic Learning: Students start by acquiring foundational knowledge through didactic coursework. This includes studying anatomy, physiology, pharmacology, radiation physics, radiation safety, radiopharmaceuticals, imaging techniques, and interpretation of nuclear medicine images.
Laboratory Training: Hands-on laboratory sessions provide students with practical skills in handling radiopharmaceuticals, operating imaging equipment (such as γ-cameras and PET scanners) and performing quality control procedures.
Clinical Rotations: Students undergo clinical rotations in nuclear medicine departments, where they work alongside experienced technologists, physicians, and other health care professionals. During these rotations, they apply their theoretic knowledge in real-world patient care settings, performing imaging procedures, patient assessment, and image interpretation under supervision.
Supervised Practice: Under the guidance of clinical instructors, students gradually assume greater responsibility for patient care and imaging procedures as they gain proficiency. They learn to assess patient histories, select appropriate imaging protocols, administer radiopharmaceuticals, acquire images, and ensure patient safety and comfort.
Case Studies and Simulations: Students engage in case-based learning and simulations to enhance their diagnostic reasoning skills and decision-making abilities. They analyze imaging studies, interpret findings, and formulate appropriate patient management plans, simulating real-world clinical scenarios.
Competency Assessments: Throughout their training, students undergo formal competency assessments to evaluate their knowledge, skills, and professionalism. These assessments may include written exams, practical demonstrations, observed clinical encounters, and competency checklists.
Feedback and Reflection: Students receive feedback from clinical instructors, faculty members, and peers to identify areas for improvement and further development. They engage in self-reflection to assess their progress, set learning goals, and refine their skills accordingly.
Continuing Education: Even after completing their formal training, nuclear medicine professionals engage in lifelong learning to stay abreast of advancements in the field. They participate in continuing education activities, attend conferences, and pursue certifications to maintain competency and enhance patient care.
By following this structured approach, nuclear medicine students gradually develop the knowledge, skills, and confidence needed to practice independently and competently in the field. It is imperative that students be able to develop technical skills in the clinical setting under the direct supervision of a clinical instructor, and with frequent feedback and correction to develop competency. Additionally, clinical competency and competency assessment should be viewed as an ongoing process rather than completion of a task. Each program will develop its own competency assessments and define the tasks a student should be able to perform.
Student Motivation
Motivating students in the nuclear medicine clinical setting is essential for fostering engagement, enhancing learning outcomes, and promoting professional development. Here are some common ways to motivate students in this environment.
Provide Meaningful Learning Experiences: Offer opportunities for hands-on experience and active participation in clinical activities. Engage students in real-world patient care scenarios, imaging procedures, and case discussions to demonstrate the relevance and application of theoretic concepts.
Set Clear Expectations and Goals: Establish clear learning objectives, expectations, and performance standards for students. Communicate these goals at the beginning of clinical rotations and regularly assess progress to provide feedback and guidance.
Offer Positive Reinforcement: Recognize and acknowledge students’ achievements, efforts, and contributions. Offer praise, encouragement, and constructive feedback to boost their confidence and morale. Highlight instances where students demonstrate initiative, critical thinking, and professionalism.
Foster a Supportive Learning Environment: Create a supportive and inclusive learning environment where students feel valued, respected, and safe to ask questions and express concerns. Encourage open communication, collaboration, and teamwork among students, clinical instructors, and other health care professionals. Recognize some students might be approved for specific accommodations which are a private matter.
Provide Mentorship and Guidance: Assign experienced AES’s or CI’s to support students throughout their clinical rotations. Offer mentorship, guidance, and personalized feedback to help students navigate challenges, develop clinical skills, and achieve their learning objectives.
Promote Autonomy and Responsibility: Gradually increase students’ autonomy and responsibility as they gain proficiency and confidence. Allow them to take on more complex tasks, make clinical decisions, and participate in patient care under supervision, empowering them to apply their knowledge and skills in real-world settings.
Use Interactive Teaching Methods: Incorporate interactive teaching methods such as case-based learning, problem-solving exercises, and group discussions to actively engage students in the learning process. Encourage active participation, critical thinking, and peer-to-peer learning to enhance motivation and retention of knowledge.
Offer Opportunities for Professional Development: Provide opportunities for students to engage in professional development activities such as attending conferences, workshops, and continuing education courses. Encourage them to pursue certifications, research projects, and leadership roles within the field of nuclear medicine.
Celebrate Successes and Milestones: Celebrate students’ successes, achievements, and milestones throughout their clinical training. Organize recognition ceremonies, award ceremonies, or informal gatherings to acknowledge their hard work, dedication, and contributions to patient care.
By implementing these strategies, clinical educators (i.e., AES, CI, etc.) can effectively motivate students in the nuclear medicine clinical setting, inspiring them to actively participate, excel in their studies, and pursue excellence in their future careers.
Tools for Effective Communication
Here are some tools and strategies tailored for effective communication between the AES or CI and the student in a nuclear medicine setting.
Regular Feedback Sessions
○ Schedule regular one-on-one feedback sessions between the AES or CI and the student to discuss performance, progress, and areas for improvement.
○ Provide constructive feedback, praise accomplishments, and offer guidance on professional development goals.
Structured Communication Protocols
○ Establish clear communication protocols outlining expectations, roles, and responsibilities for both the AES or CI and the student.
○ Use structured frameworks such as SBAR (Situation, Background, Assessment, Recommendation) to facilitate clear and concise communication during patient encounters and clinical discussions.
Clinical Case Reviews
○ Conduct clinical case reviews where the AES or CI and student analyze imaging studies together, discuss findings, and formulate patient management plans.
○ Encourage active participation, critical thinking, and collaborative problem-solving during case discussions.
Simulation Exercises
○ Organize simulation exercises to simulate real-world clinical scenarios and challenges encountered in nuclear medicine practice.
○ Engage the student in role-playing exercises, mock patient encounters, and imaging procedure simulations to practice communication skills and decision-making under pressure.
Electronic Communication Tools
○ Use electronic communication tools such as email, messaging apps, or virtual platforms to facilitate ongoing communication and information sharing between the AES or CI and the student.
○ Use these tools to schedule appointments, share educational resources, and provide updates on clinical activities and assignments.
Peer Learning Opportunities
○ Encourage peer learning and collaboration among students by pairing them with more experienced peers or assigning group projects and activities.
○ Foster a supportive learning environment where students can exchange knowledge, share experiences, and offer peer feedback to enhance learning outcomes.
Observation and Demonstration
○ Allow the student to observe the AES or CI performing imaging procedures and patient assessments to demonstrate best practices and techniques.
○ Provide opportunities for the student to practice under direct supervision and receive hands-on guidance and correction as needed.
Reflective Practice
○ Encourage reflective practice by asking the student to reflect on their clinical experiences, challenges encountered, and lessons learned.
○ Use reflection as a tool for self-assessment, self-awareness, and continuous improvement in communication skills and clinical competence.
Professional Development Resources
○ Provide access to professional development resources such as textbooks, online courses, and educational materials to support the student’s learning and growth.
○ Encourage the student to take initiative in self-directed learning and seek opportunities for further skill development and specialization within nuclear medicine.
By incorporating these tools and strategies into their communication practices, the AES or CI can effectively mentor, guide, and support students in their journey toward becoming competent and confident nuclear medicine professionals.
Importance of Feedback
Feedback is crucial in the context of learning and professional development, particularly in a nuclear medicine clinical setting where students are acquiring practical skills and clinical expertise. Here’s why feedback is important and how to provide it effectively.
Enhances Learning: Feedback provides students with valuable insights into their performance, helping them understand what they are doing well and areas where they need improvement. This facilitates continuous learning and skill development.
Promotes Self-Reflection: Constructive feedback encourages students to reflect on their actions, decisions, and behaviors. It prompts them to critically evaluate their strengths and weaknesses, fostering self-awareness and self-directed learning.
Clarifies Expectations: Clear and specific feedback clarifies expectations and performance standards for students. It helps them understand what is expected of them and how they can meet or exceed those expectations.
Builds Confidence: Positive feedback boosts students’ confidence and motivation by reinforcing their strengths and accomplishments. It validates their efforts and encourages them to persevere in their learning journey.
Identifies Areas for Improvement: Feedback highlights areas where students can improve their knowledge, skills, and performance. It provides actionable recommendations and guidance for addressing weaknesses and overcoming challenges.
Strengthens Relationships: Effective feedback fosters open communication and trust between students and the AES or CI. It creates a supportive learning environment where students feel comfortable seeking guidance and assistance from their AES or CI.
How to Provide Feedback Effectively
Be Timely: Provide feedback in a timely manner, preferably soon after the observed performance or behavior. This ensures that the feedback is relevant and actionable for the student.
Be Specific and Objective: Provide specific examples of the student’s observable behaviors, actions, or outcomes to illustrate your feedback. Use descriptive language to clearly articulate what the student did well and areas where improvement is needed. Avoid generalizations and be objective in your assessment, providing concrete examples to illustrate your points.
Focus on Behavior, not Personality: Keep the feedback focused on observable behaviors and actions rather than the student’s personality traits or character. Avoid making personal judgments or criticisms and instead focus on specific actions that can be changed or improved.
Balance Positive and Constructive Feedback: Acknowledge the student’s strengths and accomplishments, but also provide constructive criticism and recommendations for improvement. Maintain a balanced approach to foster motivation and growth.
Start with Positive Reinforcement: Begin the feedback session by highlighting the student’s strengths, accomplishments, and positive contributions. Acknowledge their efforts and achievements to build rapport and confidence.
Use the Sandwich Technique: Start with positive feedback (the “praise” or “top bun”), followed by constructive feedback (the “meat” or substance), and end with positive reinforcement (the “bottom bun”). This approach softens the impact of criticism and encourages receptivity to feedback.
Focus on Behavior, Not Personality: Feedback should focus on specific behaviors and actions rather than the student’s personality or character. Keep the feedback professional and nonjudgmental, focusing on what can be changed or improved.
Be Constructive, Not Critical: Frame feedback in a constructive and solution-oriented manner. Instead of simply pointing out flaws or mistakes, offer specific suggestions, strategies, or resources to help the student improve their performance.
Use Empathetic Language: Demonstrate empathy and understanding toward the student’s perspective and feelings. Use empathetic language to convey that you value their efforts and are invested in their success.
Encourage Self-Reflection: Prompt the student to reflect on their performance and identify areas for improvement on their own. Encourage self-assessment and self-directed learning by asking open-ended questions and inviting the student to share their insights and goals.
Offer Support and Encouragement: Express confidence in the student’s ability to improve and succeed. Offer encouragement, support, and reassurance throughout the feedback process to motivate the student and boost their confidence.
Encourage Two-Way Communication: Invite the student to share their perspective and insights on their performance. Encourage open dialogue and active participation in the feedback process to promote mutual understanding and collaboration. Listen actively to their input, validate their feelings, and incorporate their feedback into the discussion.
Focus on Growth and Development: Emphasize the purpose of feedback as a tool for learning and professional development. Encourage the student to view feedback as an opportunity for growth, reflection, and skill enhancement rather than as criticism or judgment.
Set Clear Goals and Action Plans: Work with the student to establish clear goals and action plans for improvement based on the feedback provided. Collaboratively identify specific steps and strategies for addressing areas of weakness and achieving learning objectives.
Follow Up: Follow up on feedback provided to monitor progress, provide ongoing support, and offer additional guidance as needed. Check in with the student regularly to assess their development and adjust goals or strategies as necessary.
By following these tips, constructive feedback can be delivered in a positive and supportive manner, empowering students to learn, grow, and succeed in the nuclear medicine clinical setting. Incorporating these principles into feedback practices can effectively support students in their learning and professional growth in the nuclear medicine clinical setting. Maintaining a positive tone while providing constructive feedback is essential for fostering a supportive learning environment and encouraging student growth.
Conflict Resolution
Effective conflict resolution is crucial in the nuclear medicine clinical setting to maintain a positive work environment, promote collaboration, and ensure optimal patient care. Effective conflict resolution fosters a positive work environment and promotes collaboration among team members for the benefit of patient care. The section that follows offers some tips for resolving conflicts effectively. These tips should be applied during a private meeting (away from the patient and other staff members) and might even require additional follow-up meetings.
Address Issues Promptly: Deal with conflicts as soon as they arise to prevent escalation and minimize negative consequences. Addressing issues promptly demonstrates your commitment to resolving conflicts in a timely manner.
Stay Calm and Objective: Maintain your composure and approach the conflict with a calm and objective mindset. Avoid reacting emotionally or becoming defensive, as this can escalate tensions and hinder the resolution process.
Listen Actively: Listen attentively to all parties involved in the conflict, allowing each person to express their perspective without interruption. Practice active listening by paraphrasing, clarifying, and summarizing their concerns to ensure understanding.
Seek Common Ground: Look for areas of agreement or common interests that can serve as a foundation for resolving the conflict. Focus on shared goals, values, or concerns to find mutually beneficial solutions.
Communicate Effectively: Use clear, respectful, and constructive communication to express your own viewpoints and concerns. Avoid blaming or accusing others and instead focus on describing the problem objectively and proposing solutions collaboratively.
Empathize and Validate Feelings: Acknowledge the emotions and perspectives of all parties involved in the conflict. Show empathy and validate their feelings to demonstrate understanding and build trust.
Generate Solutions Collaboratively: Brainstorm potential solutions together with the other parties involved in the conflict. Encourage creativity and open-mindedness in exploring various options for resolution.
Evaluate and Select Solutions: Evaluate the pros and cons of each potential solution and select the option that best addresses the underlying issues and meets the needs of all parties involved. Strive for win-win outcomes whenever possible.
Implement Agreed-on Solutions: Once a resolution has been reached, ensure that all parties are committed to implementing the agreed-on solutions. Clearly define roles, responsibilities, and timelines for implementation to prevent future conflicts.
Follow Up and Monitor Progress: Follow up on the resolution to ensure that the agreed-on solutions are being implemented effectively. Monitor progress, address any remaining concerns or issues, and provide support as needed to prevent recurrence of the conflict.
Seek Mediation if Necessary: If conflicts cannot be resolved through direct communication, consider involving a neutral third party or mediator to facilitate the resolution process. A mediator can help facilitate constructive dialogue, manage emotions, and find mutually acceptable solutions.
○ At this time, it would be necessary for you to contact the Program Director or Clinical Coordinator.
Situational Examples (Conflict Resolution)
Here are some situational examples of conflicts that may arise between the AES or CI and the student, along with potential strategies for resolution:
Conflict: Differences in Imaging Protocol Execution
○ Situation: The student insists on following a different imaging protocol than the one recommended by the technologist.
○ Resolution Strategy:
▪ Discuss the rationale behind the recommended protocol and the potential implications of deviating from it.
▪ Encourage open dialogue to understand the student’s perspective and concerns.
▪ Collaboratively review the evidence-based guidelines and clinical considerations to determine the most appropriate course of action.
▪ Reach a consensus on the imaging protocol, considering both safety and quality of patient care. Note, the AES or CI is ultimately responsible for the patient.
Conflict: Time Management Issues
○ Situation: The technologist notices that the student frequently takes longer than necessary to complete imaging procedures, causing delays in patient care.
○ Resolution Strategy:
▪ Provide feedback to the student about the importance of efficient time management in the clinical setting.
▪ Offer guidance and practical tips on streamlining workflow and prioritizing tasks to improve efficiency.
▪ Collaboratively develop a plan for time management improvement, setting realistic goals and benchmarks for progress. Offer ongoing support and encouragement to help the student develop effective time management skills.
Conflict: Communication Breakdown
○ Situation: The technologist feels that the student is not communicating effectively during patient interactions or imaging procedures.
○ Resolution Strategy:
▪ Initiate a private conversation with the student to discuss observations and concerns regarding communication.
▪ Provide specific examples of instances where communication could be improved and offer constructive feedback.
▪ Offer communication skills training or resources to help the student enhance their verbal and nonverbal communication skills.
▪ Encourage the student to practice active listening, empathy, and clarity in communication during patient encounters.
Conflict: Equipment Handling Disagreements
○ Situation: The technologist notices that the student is not following proper procedures for handling imaging equipment, potentially compromising patient safety.
○ Resolution Strategy:
▪ Address the issue immediately to prevent safety risks and ensure compliance with protocols.
▪ Reinforce the importance of adhering to equipment handling procedures and safety protocols in the clinical setting.
▪ Provide hands-on training and demonstrations to clarify proper techniques for equipment operation and maintenance.
▪ Monitor the student’s performance closely and provide ongoing guidance and supervision to ensure compliance with established procedures.
Conflict: Role Ambiguity
○ Situation: The student feels uncertain about their role and responsibilities in the clinical setting, leading to confusion and tension with the technologist.
○ Resolution Strategy:
▪ Clarify the student’s role and responsibilities in the clinical setting, including expectations for patient care, imaging procedures, and professional conduct.
▪ Provide a written or verbal overview of the student’s scope of practice, duties, and reporting structure.
▪ Encourage open communication and address any questions or concerns the student may have about their role.
▪ Offer opportunities for mentorship and guidance to help the student navigate their responsibilities effectively.
By addressing conflicts promptly and proactively, the AES or CI and students can work together to find constructive solutions and maintain a positive and productive learning environment in the clinical setting. Application of effective conflict resolution also benefits students through role-modeling professional behaviors and attitudes.
Qualities of an Effective AES or CI
What makes a good CI (or AES)? This question has been asked several times over the past few decades, with few articles being published on the topic. Cox (2012) put together a list from the class of 2012, which included: Making expectations clear, modeling professional behavior, giving a lot of feedback, challenging critical thinking, and having a nonthreatening demeanor. This list was expanded on by Brown (n.d.) in her article, “Qualities of a good clinical instructor.” This expanded list included: Clinical competence and confidence, organizational skills, approachability, adaptability, and clear communication. On further research, the following list were also important characteristics: Enjoying your profession, being well prepared, clinical excellence, encouraging mutual respect, providing support and encouragement, having patience, showing interest and excitement, sharing knowledge, ensuing trust, having a willingness to learn, creating a culture of safety, and teamwork. Not only are these qualities important in a CI, but they are also important characteristics for an AES.
Making Expectations Clear
What should expectations be at clinical? This can vary widely based on where the student is in their education, what the clinical site has to offer, and how the clinical site handles students. One of the most important things to be aware of is that students should always be observed. Remember, the student is working under the license to practice earned by the clinical site, so the site is responsible for the student. Making sure the student (and other staff members) is aware of this is one of the most important expectations to establish. Verbalizing to the student on how independent they can be in the clinical setting and how they can progress toward “independence” is a great conversation to have on the first day of clinical.
TIP: On the first day of clinical, make sure the student understands that a technologist needs to be observing them anytime they’re interacting with a patient.
Modeling Professional Behavior
Students are often taught to model professional behavior in the clinical setting. The AES or CI can make this easier for the student by modeling professional behavior. This means respecting those around you, putting patients first and demonstrating the ethical importance of appropriate documentation. Showing a strong work ethic and being passionate about what you do are more great ways to model professional behavior. Some things to avoid would include inappropriate discussions regarding patients, staff, and former students and having a negative attitude toward your profession.
TIP: Make sure you’re demonstrating putting your patients first and show a strong work ethic every day you come to work. This includes, remaining cognizant of any safety aspects of the profession, including universal precautions, radiation safety, etc.
Giving a lot of Feedback
Giving regular, consistent feedback allows students to assess how they are progressing in their clinical rotations. This feedback should be positive, beneficial, and nonjudgmental. Make sure to deliver your feedback in a private setting, away from patients and other staff. One approach would be to share feedback following each patient interaction. Feedback can include what the student did right, as well as anything you may have done differently. Feedback should be focused on the student becoming more successful, competent, and efficient.
TIP: You should give students feedback after every patient interaction. This feedback should include what went well and what could be improved. Make sure this is done privately.
Challenging Critical Thinking
One of the main goals of clinical rotations is for the student to pull together information they have learned in class and tie it to the “real world.” One way to help the student achieve this goal is to challenge their critical thinking. Have students come up with scenarios, answers, and rationales throughout the clinical setting. Another idea would be to think out loud. Students learn from both what we do and what we say. Expressing exam findings or talking out a difficult case can help the student understand how we came to a conclusion.
TIP: If the student comes across a challenging situation, ask them what they would do and why. Not giving the student your own answer right away will allow them to build problem solving skills and help them think critically in difficult situations
Having a Non-Threatening Demeanor
Making mistakes is a part of clinical rotations, as well as being a technologist. We can all learn from our mistakes, but having someone to go to when we make mistakes is crucial. Think about who you turn to when you made a mistake. What are the characteristics of this person? The AES or CI should be able to understand the pressure students go through and encourage them to learn from their mistakes. Making sure the student knows that everyone makes mistakes and learning from them is the most important aspect will allow students to come to the AES or CI when future problems or mistakes arise.
TIP: Instead of embarrassing a student after they made a mistake, have them explain why they did what they did to you and how they can avoid that mistake in the future.
Clinical Competence and Confidence
The AES or CI must have an expanded understanding of the area they are teaching. The AES or CI should be able to tell the student how to handle different types of patients, how to perform scans, how to solve issues when they arise, and how the department functions on slow and busy days. Students should be prepared to encounter a variety of situations during clinical and having someone knowledgeable about how to handle these conditions is necessary.
TIP: You should be someone who is knowledgeable about the organization, department, and different patients the student may encounter.
Organizational Skills
The AES or CI sometimes have multiple things they need to get done. They may be a technologist who values education or they may be an educator who values the clinic. While the AES or CI may have a lot on their plate, they should be organized in what they do. Making sure they are aware of what’s going on with each of their students and how they’re progressing is key, while also keeping up with their own continuing education, work training, and outside activities.
TIP: Keep a calendar with notes about your student. How are they progressing? What have they performed competency on? When are their competencies due? Having these answers readily available will show your student you’re organized and care about their education.
Approachability
The AES or CI should want their students to feel comfortable coming to them for help and guidance. Approachability was consistently listed among the top key attributes of the AES or CI. Listening to and respecting the student while also offering guidance to improve professional development can create a more inviting and accepting environment. A lack of this characteristic can create a dangerous situation, as the student may not come to you during times of need, both with their education, as well as safety situations within the clinical setting.
TIP: Take time to listen to your student. Whether there is time set aside daily or weekly, make time to get acquainted with your student and offer help and guidance, as needed.
Adaptability
Be flexible to change. The AES or CI should be someone who can be flexible in any situation. If a patient’s condition changes, notify the appropriate personnel. If staffing changes, know where you can best help. If a visitor insists on staying with the patient (and its allowed), make sure to keep the visit with the patient, even if it’s not the norm. Being empathetic toward the patient and student can help you become more adaptable within the clinic.
TIP: Getting hard on yourself on how you could’ve done better won’t benefit you. Being flexible and adapting to change will show your student that there may not be only one way of doing things. Instead, sometimes protocols may have to be adjusted based on the patient or situation.
Clear Communication
Providing clear communication circles back to making expectations clear and providing regular feedback. Actively look for areas where you can provide specific, meaningful feedback and communication to your student. Make sure the student is aware of how to speak to patients and how you want your exams explained. If the student does something wrong, make sure to correct them in private and provide a rationale. Making sure the student knows why they did something right or wrong is critical in their education and future as a technologist.
TIP: Give specific feedback, such as how the student interacted with the first patient of the day or what they could’ve done better when working with an elderly patient.
Enjoying Your Profession
The AES or CI with a passion for what they do are more likely to leave a lasting impact on students. When technologists clearly enjoy what they do, it radiates to their student and the student ends up enjoying their time at clinical more. This also makes the student more willing to learn and creates a more inviting atmosphere.
TIP: Walk into each day with a smile and a positive attitude. Leave your home life at home and be prepared to put patients first.
Being Well Prepared
Much of what is relayed to a student is nonverbal communication. What would you have thought if you arrived to class and your AES or CI wasn’t prepared to teach? What about a continuing education talk where the presenter thought they could just “wing it?” The same thought runs through the student’s head when their AES or CI is not prepared for work. They may think the AES or CI is unprepared, incompetent, and unprofessional. This decreases the student’s confidence in the ability of the educator, especially if it becomes a pattern.
TIP: Always come to clinical prepared to work and make sure you’re competent in the material being presented (i.e., different exams, etc.).
Clinical Excellence
As with being an excellent role model, clinical excellence is setting the example you as the AES or CI want your students to follow. While some AES’s or CI’s may not be full-time, they should keep up with their continuing education and remain current in clinical literature and research, as well as best practices.
TIP: Make sure to set the example for your students that you want them demonstrating.
Encouraging Mutual Respect
When respect is given, respect is reciprocated. If the AES or CI give students and patients respect, the AES or CI is more likely to receive it in return. This characteristic pairs with modeling professional behavior. Showing your student how you act and how you treat others will aid them to act in a similar manner.
TIP: Treat your students and patients how you want to be treated and you will probably get the same in return.
Providing Support and Encouragement
Students are often stressed and looking for encouragement. The nuclear medicine program can be daunting and while some students may have been high achievers in high school and throughout their general education courses, the same may not be true once admitted to the program. Some students feel like failures when they’re unable to perform like they used to. Encouraging these students and pushing them to be the best they can be will help them succeed. These students are there to soak up all the knowledge the AES or CI have and giving them every little tip will help them thrive.
TIP: Encourage your students to do things they feel they can’t. Support your students at clinical and give them tips that you found helpful when you were a student.
Having Patience
While it may not always be easy, be patient with your student. This may be the first time they’ve ever been in a hospital or clinical setting. Allowing your student to be hands on allows them to get more experience and become a better student and technologist. While some students learn better in the classroom, others need hands-on practice to become competent. Encouraging your student to get hands on (even if they’re unsure or slow at first) will provide your student a valuable education.
TIP: Encourage your students to get hands on while having patience. Think back to when you were a student. Did your AES or CI allow you to step in, even when you were just beginning or uncomfortable? How did this affect the rest of your education and follow into being a technologist?
Show Interest and Excitement
Showing fascination and enjoyment in your profession shows your student that you’re enthusiastic about what you do. Coming to work with the eagerness to help patients radiates to the student and allows them to be just as passionate about the profession. Not only should the AES or CI show interest and excitement about the profession, but they should also try to get to know the student. How does the student learn best? What does the student like to do outside of the clinic? Showing that you are about your student will demonstrate interest in having a student and educating future technologists.
TIP: Get to know your student, how they learn, and what their plans for the future are. This will express interest toward your student and create better communication.
Sharing Knowledge
Sharing tips and tricks you’ve learned throughout the years will help the student become a better technologist. While learning from one’s own mistakes can be beneficial, learning from others is also effective. We all have the ability to gain knowledge from others and that includes the AES or CI. While many people have the belief that the AES or CI are there to teach the students, the students are also there to teach us. We can learn from the questions that students ask, as well as from the knowledge shared by the student from the classroom. Maybe a new tracer came out and the student used it at a previous site. Sharing information between both the student and the AES or CI and having the openness to learn can benefit both parties.
TIPS: Share what you remember from your first few days at clinical or a new job. How were you best able to learn, and what tips did you find most useful?
Ensuring Trust
Trusting a student can be difficult, especially if they’ve never been assigned to a clinical rotation before. Trust the educational institution. Trust the student. Trust that they’ve stayed awake at night waiting for their first day of clinical. Trust that they’ve worried about their first day of clinical since they began the program. Trust that they’ve stayed up all night studying for exams to be able to be at the point they are now. Trust the student to interact clinically, with both staff and patients.
TIPS: Instead of making a student work to gain your trust, give them a reason for you not to trust them. This means trust them from the first day. Let the student gain confidence clinically while giving them tips to become better.
Having a Willingness to Learn
Sometimes students need extra time to build their skills. Spend extra time developing the student’s skills and knowledge with them. Have you ever had downtime and didn’t know what to do with a student? Have the student simulate different scenarios or scans with you. Help the student study for an upcoming exam. Help the student find interesting clinical cases for an upcoming presentation. Have a willingness to learn from the student. Learn about the student’s background in the medical field and their education throughout the nuclear medicine program. How can you help the student be successful, not only in clinical, but also in the classroom and as a person?
TIPS: Learn about the student’s background and education. Be willing to attend extra continuing education events to better yourself and your own knowledge.
Creating a Culture of Safety
Establishing a culture where a student’s voice can be heard and where safety is a top priority is important. Make sure everyone at the clinical site knows that the student can never be left alone. Even if the student is completely competent in starting IVs, students are still working under the clinical site. Making sure the AES or CI, student, and patient are all safe should be the number one priority in the clinical setting.
TIP: Make sure all technologists in your department are aware that students should never be left alone with a patient.
Teamwork
Everyone in the clinical setting should be on board with accepting students. Constructing a cohesive team of technologists to mentor the student will establish a more welcoming environment for the student.
TIP: If a technologist is not on board with a student coming to your clinical site, make sure to place the student with a different technologist who is willing to put forth the effort to educate.
While this may seem like a long list of “requirements” for the AES or CI, it is of utmost importance that this list be complete so the student can receive the best education possible.
Section-Specific Resources
Brown, F. (n.d.). How to be an effective clinical instructor. https://www.lakelandcollege.edu/wp-content/uploads/2022/01/How-to-Be-an-Effective-Clinical-Instructor-00000003.pdf
Brown, K. (n.d.). Qualities of a good clinical instructor. https://u.osu.edu/kimberlybrownteachingportfolio/qualities-of-a-good-clinical-instructor/
Cox, K. (2012). Top 5 qualities of a “great” clinical instructor: https://www.southplainscollege.edu/exploreprograms/healthoccupations/alliedhealth/pta/Qualities_of_a_GREAT_Clinical_Instructor.pdf
Characteristics of a Successful Clinical Affiliate. AC-PE. (2024). https://ac-pe.org/for-clinical-sitesinstructors/characteristics-of-a-successful-clinical-affiliate/
Rischer, K. (2014, November 6). Do you know the top 7 qualities of the best clinical instructors? KeithRN. https://www.keithrn.com/2014/11/know-top-7-qualities-best-clinical-instructors/
Soroush, A., Andaieshgar, B., Vahdat, A. et al. The characteristics of an effective clinical instructor from the perspective of nursing students: a qualitative descriptive study in Iran. BMC Nurs 20, 36 (2021). https://doi.org/10.1186/s12912-021-00556-9
Clinical Tracking Systems
Students are often held to high standards to track their clinical hours, how many IVs they perform, how many scans they do each day, and so forth. Moreover, students are often put in the position of managing the AES or CI to approve their timecards or enter competencies. Failure to enter this information can result in serious consequences felt by the student, such as failing a class, repeated talks from the program director, or failing to graduate. These consequences may also impact students’ financial aid. Remaining current with the clinical tracking system will reduce students’ anxiety. Communicating clearly from day one can help alleviate some of this stress. Some things the AES or CI can help include:
AES’s can communicate expectations to the entire department if other technologists are involved in the students’ learning.
Communicate with the student on what your expectations are for them.
Set expectations on when a student can expect their timecard to be approved.
Enter competencies as soon as the student completes it.
Set time on a regular basis to review student documentation and timekeeping.
Managing Students
Setting clear expectations and boundaries will help students to progress to higher levels of competence. For some students, their clinical experience is their first experience with a professional environment, while other students may already have experience in other areas of health care. In some cases, the student may be coming to your facility from a different one which has a completely different culture and expectations. Here are some tips for managing students, aiding their development of professionalism, and helping them understand and meet your expectations.
Section-Specific Resources
20 classroom management strategies and techniques [+ downloadable list]. prodigygame.com. (n.d.). https://www.prodigygame.com/main-en/blog/classroom-management-strategies/
Managing student behavior in the modern classroom: American University. School of Education Online. (2022, October 27). https://soeonline.american.edu/blog/managing-student-behavior/
CLINICAL COMPETENCY
Competency can be defined as the application and demonstration of appropriate knowledge, skills, behaviors, and judgment in a clinical setting on a wide variety of patient/clinical scenarios. Typically, the program will identify desired outcomes of training such as the program student learning outcomes or the course objectives stated in the syllabi. Programs will also develop processes for assessing performance in these outcomes and evaluate individual students’ progress over time. It is recommended to adhere to the program’s evaluations. However, the AES along with other clinical instructors or program faculty may develop processes for competency assessment and student evaluation at their facility. It is imperative that AES’s and CI’s understand competency-based education, are consistent on their understanding of competency achievement, and understand the competency assessment process. It is also essential for AES’s and CI’s to follow the programs policies for student assessment to ensure that all students are evaluated as equally as possible regardless of their clinical assignment.
Competency-based education emphasizes clinical competency as the primary goal, placing greater importance on what clinical students can accomplish. This entails defining a clear set of expectations that collectively demonstrate students’ proficiency in clinical skills across diverse care settings. Mastery of clinical competency is achieved through dedicated, repetitive practice, leading to observable demonstration and evaluation over time. Assessment occurs through a variety of methods and involves multiple assessors to ensure a comprehensive evaluation of clinical proficiency.
The didactic setting serves as the platform for imparting the academic content of the nuclear medicine technology curriculum, while the clinical environment is where this didactic knowledge is applied, allowing students to practice their clinical skills through hands-on experience and eventual assessment. Therefore, the clinical learning environment emerges as a critical component of nuclear medicine technology students’ education, as it fosters the advancement and refinement of their clinical skills and proficiency. Within this environment, the AES or CI primarily assumes responsibility for transitioning classroom instruction into clinical practice. This transition occurs through their supervision of the clinical education component, exposing students to realistic situations in the clinical environment. The AES or CI role encompasses serving as a role model, providing support, delivering constructive feedback, and fostering a caring environment, all of which are integral to achieving successful clinical learning outcomes. Consequently, an ineffective AES or CI could significantly impede students’ clinical education, underscoring the importance of their role in shaping students’ clinical development.
Student Assessment
Clinical courses should be structured with clearly defined objectives for each clinical rotation. These objectives serve as guideposts for students, outlining the specific learning outcomes expected during their time in the clinical setting. Moreover, clinical experiences should offer ample opportunities for students to apply their theoretic understanding of concepts into practical scenarios. Assessment methods must be crafted to not only evaluate students’ ability to perform repetitive tasks but also to gauge their depth of understanding. Assessments should aim to cultivate and measure students’ comprehension, ensuring that they can apply their knowledge effectively in various clinical contexts. This approach not only fosters skill development but also promotes critical thinking and problem-solving abilities essential for success in clinical practice.
Formative Assessment
Formative assessment is designed to enrich learning without imposing consequences or influencing decisions regarding course progression.
The cornerstone of clinical competency lies in direct observation within the clinical environment. Formative assessments encompass multiple opportunities for direct observations across varied practice settings. Ideally, students should undergo numerous assessment instances where multiple instructors or technologists evaluate their performance in diverse practice contexts. During formative assessments, the focus rests on delivering personalized, timely, and substantive feedback. Formative assessments, characterized by their low stakes, provide students with actionable data to guide their progression toward competency and eventual autonomy in unsupervised practice. Achieving competence is a stepwise developmental process. Providing immediate one-on-one feedback by the AES or CI following observation of the student in practice is paramount for competency development. While this feedback session could be brief (approximately 10 min), it should include positive reinforcement of tasks performed well and recommendations for areas of improvement related to the competency. An example of a formative assessment could entail directly observing students’ interaction with a patient or family in a clinical setting, encompassing tasks such as evaluating IV skills, explaining procedures, setting up acquisition, patient positioning, among others.
Summative Assessment
Summative assessment is designed to determine whether competency has been achieved, marking a crucial milestone in demonstrating proficiency. It evaluates the ability to perform the competency independently or with limited supervision, typically resulting in a pass/fail outcome.
To ascertain competency, the AES or CI undertake the task of evaluating students’ progression toward and eventual attainment of proficiency. This evaluation extends to assessing students’ adeptness in clinical judgment and patient management. Progression encompasses the gradual development of trust in the learner’s ability to consistently demonstrate competency in progressively intricate scenarios and across diverse contexts and environments. This journey from initial direct supervision to autonomous action involves entrusting the student to independently provide specific care, without external input or guidance. Assessments should afford students opportunities to exhibit competency in scenarios marked by escalating complexity, multifaceted factors, and varying settings and environments. It’s important to acknowledge that certain activities may be restricted for autonomous execution due to institutional or licensing regulations. Both the AES or CI and the student must comprehend and adhere to these limitations and expectations.
Example areas of a procedure competency determination where students are graded as skilled/not skilled. In order to be “determined competent”, students must demonstrate they are skilled in all areas of the procedure including:
Verification of patient identity and confirmation of identity with order
Evaluation of requisition/order and determination appropriateness
Assessment of patient for contraindications and precautions
Verification of patient lab values or other relevant criteria
Provide patient education
Evaluation of patient health status before, during, and after procedure
Demonstration of appropriate interaction/communication for age level
Selection of correct radiopharmaceutical and dosage
Administration of the radiopharmaceutical with correct technique
Preparation and administration of adjunctive medications (if applicable)
Preparation of all equipment in accordance with the protocol
Performance of the correct views
Appropriate display of good radiation safety and protection practices
Process the data and display images
Evaluation of images and other data for technical quality
Additional resources for the expectations of student competency can be found here.
JRCNMT Accreditation Standards for Nuclear Medicine Technologist Education
• Appendix 2: Nuclear Medicine Technology Competency List
ARRT NMT Primary Certification and Registration “Didactic and Clinical Competency Requirements” (under “Read These Documents”)
NMTCB “Components of Preparedness” (under “Nuclear Medicine Exam”)
AES/CI ORIENTATION
According to JRCNMT Accreditation Standards for Nuclear Medicine Technologist Education, the program must orient the AES to their role and provide the AES with resources. However, in order to set clear expectations and consistency within the department, all CI’s should also be oriented to their role with clear expectations and guidelines, as well as instructions for assessment and any other tasks the CI’s perform related to students. CI orientation is crucial in a nuclear medicine program for several reasons:
Standardization of Practice: It ensures that the AES or CI are aligned with the program’s mission, goals, and standards of practice. Consistency in teaching methodologies and clinical approaches is vital for maintaining high-quality education and patient care.
Safety and Compliance: Nuclear medicine involves the use of radioactive materials and specialized equipment. AES or CI orientation ensures that instructors are well-versed in safety protocols, radiation protection measures, and regulatory compliance, minimizing risks to both patients and staff.
Quality Assurance: Orientation programs often include training on quality assurance measures and performance standards. This ensures that clinical procedures are conducted accurately, efficiently, and ethically, leading to reliable diagnostic results and optimal patient outcomes.
Integration of Research and Education: Many nuclear medicine programs are affiliated with research institutions. AES or CI orientation provides an opportunity to integrate research findings and technologic advancements into educational curricula, enriching the learning experience for students and fostering innovation in clinical practice.
Professional Development: Orientation sessions often include updates on emerging trends, advancements in imaging technologies, and best practices in nuclear medicine. This continuous learning opportunity enhances AES or CI expertise, keeping them abreast of the latest developments in the field.
Team Collaboration: AES or CI orientation fosters a sense of camaraderie and collaboration among individuals, promoting interdisciplinary teamwork and knowledge sharing. This collaborative environment benefits both the AES’s or CI’s and students, as it encourages a holistic approach to patient care and education.
In essence, AES or CI orientation serves as a cornerstone for ensuring the excellence, safety, and effectiveness of nuclear medicine education and practice.
Included on the next page is an example of an AES clinical orientation template.
ADVISORY COMMITTEE INFORMATION
From the JRCNMT Accreditation Standards for Nuclear Medicine Technologist Education, programs must have an Advisory Committee that includes each AES (affiliate education supervisor), along with any other members the program chooses to appoint (i.e., hiring managers, industry representatives, adjunct instructors, etc.). On an annual basis, the program shall hold a meeting to apprise the Advisory Committee of program issues and ask for feedback to improve the program’s policies, procedures, and curriculum. Meetings must be live (in-person, conference call, webinar or other real-time, interactive medium) and minutes must be prepared.
From JRCNMT Accreditation Standards for Nuclear Medicine Technologist Education Appendix 1: Glossary, an AES is, “The person recognized at each clinical affiliate to oversee and participate in the education occurring there. This person is also named to the program’s Advisory Committee.” As such, an AES should be an active member of the Advisory Committee and provide feedback to the program regarding the following:
Program policies and procedures
Department-specific changes and updates to equipment/diagnostic procedures/therapy
Curriculum
Assessment plans and reporting
NMT program enrollment
Needs of their respective department that may be addressed by the program
Areas of deficiency identified and potential areas of improvement
Each AES serves an important role on a program’s advisory committee. In fact, program Advisory Committees are typically comprised primarily of AES’s. As the AES serves as a liaison between the program and the clinical affiliate, advisory meetings are a time when AES’s can bring additional feedback to the program, as well as addressing concerns and areas of improvement. AES’s can shape the didactic and clinical portions of a nuclear medicine technology program through the advisory board. AES’s help shape curriculum, program policies, and the processes in place for student clinical education. AES’s are strongly encouraged to attend advisory board meetings or send a representative in their place if possible.
PROGRAM-SPECIFIC CONTENT
Every program is different in multiple ways from every other program. As an AES or CI, you will need to know the specifics of the program(s) that you are working with. This section gives a sense of specific aspects of program-specific content.
Student handbook - Every program will have a student handbook, very possibly one tied to a particular cohort of students. The handbook spells out the expectations and rules for the student and should give you some amount of information about the didactic components of the program. From the student handbook, you should be able to see how the different aspects of the program fit together. Be sure you know how you can access the correct or most up-to-date version of the student handbook.
Course syllabi - A syllabus is the instructor’s statement of what the course will cover, the schedule and student work to be completed, and a statement of expectations for the course. The most important part of a course syllabus is the learning outcomes, the statements of what a student should be able to do at the completion of the course. As the AES or CI, the syllabi associated with the clinical courses will be most pertinent to you. You should be able to access the most current versions of these and see a progression in terms of learning outcomes, as a student progresses through the program. As with the student handbook, these should be made readily available to you by the program.
College Handbook - Colleges have student handbooks that are applicable to all students. The college handbook is likely to be less useful to you. In many cases, the expectations for the nuclear medicine students are different, or the pertinent college handbook pieces may be extracted into the student handbook for the nuclear medicine program. Treat the program’s student handbook as definitive in terms of rules and student expectations.
Clinical tracking system - In many programs, the AES is the person charged with doing work in the clinical tracking system, while CI’s are expected to enter evaluations and approve time records. There are multiple clinical tracking systems and multiple ways to use them. You should receive specific instructions about the program’s expectations in this regard.
Program-specific student assessment forms and competency requirements - Every program will have its own forms for evaluation of student progress. It is important that each AES or CI pay attention to the goal of each evaluation form: the expectations for completing the form, sharing it with the student; and entering or uploading it into the clinical tracking system. Feedback from the AES or CI is helpful to students, but widely varying expectations and untimely uploads can be detrimental. It can be a challenge to get these evaluation tasks completed, given your daily workload of patients and other responsibilities. If you get an email from the program reminding you about an uncompleted or unreported evaluation task, please try to take care of it right away. Your program officials will love you for doing so!
Specific Advisory Committee forms/documents - Accredited nuclear medicine technology programs are required to have all AES’s on their Advisory Committee. States may also have requirements for Advisory Committees in professional/technical programs. You should receive directions from a program official regarding specific requirements.
ORIGINAL CONTRIBUTORS
The following universal resource is the product of 15 passionate, dedicated educators within Nuclear Medicine below who agreed to serve voluntarily as members on the SNMMI-TS Educator’s Committee (2023-2024) in addition to making significant contributions to their chosen subcommittee charge:
Sara L. Johnson, EdS, CNMT, RT(N)(CT) (subcommittee cochair), Gurnick Academy/Molecular Imaging Services, Wimauma, Florida; Matthew J. Ugorowski, MEd, CNMT (subcommittee cochair), Mayo Clinic College of Medicine & Science (Rochester), Rochester, Minnesota; Crystal Botkin, PhD, MPH, CNMT, PET, FSNMMI-TS, Saint Louis University, Festus, Missouri; Danielle Deimer, MEd, BS, CNMT, RT(N), Mayo Clinic, Scottsdale, Arizona; Julie Dawn Bolin, MS, CNMT, FSNMMI-TS (SNMMI-TS Educator’s Committee cochair), GateWay Community College, Oro Valley, Arizona; Sarah A. Frye, PhD, MBA, CNMT, CCRP, FSNMMI-TS, Gurnick Academy, Saint Louis, Missouri; Regina M. Garrard, Augusta, Georgia; David Kelkis, CNMT, NMTCB(CT), Johns Hopkins Hospital, York, Pennsylvania; Jennifer L. Prekeges, MS, CNMT, FSNMMI-TS, Bellevue College, Shoreline, Washington; Dusty M. York, CNMT, PET, RT(N)(CT) (SNMMI-TS Educator’s Committee cochair), Chattanooga State Community College, Chattanooga, Tennessee; Lauren Shanbrun, MS, CNMT, RT(N)(CT), Rhode Island Hospital School of Medical Imaging, Acushnet, Massachusetts; Ann M. Voslar, MHA/Ed, RT(N), CNMT, Froedtert Hospital, Nuclear Medicine, Milwaukee, Wisconsin; Norma Green Gutierrez, MBA, RT(N), University of the Incarnate Word, Nuclear Medicine Department, San Antonio, Texas; Courtney Cross, MBA, RT(N)(CT),CNMT, Galveston College, Houston, Texas; Jane E. Kamm (SNMMI-TS Educator’s Committee liaison), SNMMI, Reston, Virginia.
DISCLAIMER
Some content and verbiage found within this universal resource is aligned with the JRCNMT Accreditation Standards for Nuclear Medicine Technologist Education.
Note, any resources are periodically subject to change. This resource is intended for use by any accredited program personnel, specifically the Affiliate Education Supervisor (AES) and/or Clinical Instructor (CI) and can be downloaded as a PDF.
Footnotes
CE credit: For CE credit, you can access the test for this article, as well as additional JNMT CE tests, online at https://www.snmmilearningcenter.org. Complete the test online no later than December 2027. Your online test will be scored immediately. You may make 3 attempts to pass the test and must answer 80% of the questions correctly to receive 2.0 CEH (Continuing Education Hour) credit. SNMMI members will have their CEH credit added to their VOICE transcript automatically; nonmembers will be able to print out a CE certificate upon successfully completing the test. The online test is free to SNMMI members; nonmembers must pay $15.00 by credit card when logging onto the website to take the test.
- Received for publication September 24, 2024.
- Accepted for publication September 24, 2024.
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