Simulator Education Initiatives for On-Campus Practical Training in Nuclear Medicine Technology.

Because nuclear medicine diagnostic equipment has not been installed at our educational institution, we had not been able to incorporate nuclear medicine techniques into on-campus training until now. Methods: We have introduced a diagnostic image processing simulator to replace nuclear medicine diagnostic equipment. The simulator was used to conduct on-campus practical training on nuclear medicine technology. We also conducted a questionnaire survey of students regarding their experience with on-campus practical training using the simulators. Results: The survey results revealed that the on-campus practical training using simulators deepened students' understanding of the content they had encountered in classroom lectures. Conclusion: We successfully implemented on-campus practical training in nuclear medicine technology using a diagnostic image-processing simulator. According to the results of our questionnaire, it is possible to provide on-campus practical training to students using simulators that enhance understanding of nuclear medicine technology.

Low-dose whole-spine imaging using slot-scan digital radiography: a phantom study.

BACKGROUND: Slot-scan digital radiography (SSDR) is equipped with detachable scatter grids and a variable copper filter. In this study, this function was used to obtain parameters for low-dose imaging for whole-spine imaging. METHODS: With the scatter grid removed and the beam-hardening (BH) filters (0.0, 0.1, 0.2, or 0.3 mm) inserted, the tube voltage (80, 90, 100, 110, or 120 kV) and the exposure time were adjusted to 20 different parameters that produce equivalent image quality. Slot-scan radiographs of an acrylic phantom were acquired with the set parameters, and the optimal parameters (four types) for each filter were determined using the figure of merit. For the four types of parameters obtained in the previous section, SSDR was performed on whole-spine phantoms by varying the tube current, and the parameter with the lowest radiation dose was determined by visual evaluation. RESULTS: The parameters for each filter according to the FOM results were 90 kV, 400 mA, and 2.8 ms for 0.0 mm thickness; 100 kV, 400 mA, and 2.0 ms for 0.1 mm thickness; 100 kV, 400 mA, and 2.8 ms for 0.2 mm thickness; and 110 kV, 400 mA, and 2.2 ms for 0.3 mm thickness. Visual evaluation of the varying tube currents was performed using these four parameters when the BH filter thicknesses were 0.0, 0.1, 0.2, and 0.3 mm. The entrance surface dose was 59.44 µGy at 90 kV, 125 mA, and 2.8 ms; 57.39 µGy at 100 kV, 250 mA, and 2.0 ms; 46.89 µGy at 100 kV, 250 mA, and 2.8 ms; and 39.48 µGy at 110 kV, 250 mA, and 2.2 ms, indicating that the 0.3-mm BH filter was associated with the minimum dose. CONCLUSION: Whole-spine SSDR could reduce the dose by 79% while maintaining the image quality.

[Evaluation of the Accuracy of the Displayed Average Glandular Dose in Mammography].

PURPOSE: We aimed to clarify the error of displayed value against the measured value of the average glandular dose (AGD) in two-dimensional (2D) mammography and digital breast tomosynthesis (DBT) and evaluate the accuracy of the displayed AGD as an index to estimate AGD. METHODS: Polymethyl methacrylate (PMMA) phantoms with thicknesses varying from 20 to 80 mm were imaged, and the values displayed on the mammography system were used as the displayed AGD. The incident air kerma and the half-valued layer were measured, and the measured AGD in 2D mammography was calculated using the equation by Dance et al. On the other hand, the measured AGD in DBT was calculated by correcting for different projection angles. The relative error to the PMMA thickness was evaluated by assessing the relative error of the displayed AGD against the measured AGD. RESULTS: The maximum relative error of the displayed AGD against the measured AGD was 17.3% in 2D mammography, 19.1% in the standard (ST) mode, and 19.8% in the high-resolution (HR) mode. CONCLUSION: The relative error of the displayed AGD against the measured AGD tended to increase with increase in PMMA thickness. This tendency was especially noticeable for PMMA with thicknesses of 70 and 80 mm in DBT.

Changing Methods of Education During a Pandemic: Questionnaire Survey about Examinations for Nuclear Medicine Technology at Educational Institutions in Japan.

Coronavirus disease 2019 (COVID-19) has spread around the world. Its effects go far beyond health care: education has to be conducted so as to prevent infection among students and faculty. Accordingly, changes have occurred in Japan's educational institutions, including methods of preparing students for examinations for nuclear medicine. To assess the quality of training for radiologic technologists, we investigated the related changes undertaken at educational institutions. We investigated the lecture format for teaching nuclear medicine technology at Japanese institutions during COVID-19 and efforts to ensure the quality of conventional education. Methods: We sent a questionnaire to 19 Japanese institutions. It addressed the lecture format and initiatives in examinations for nuclear medicine technology in the first and second semesters of 2020. Results: We obtained responses from 17 institutions. In the first semester of 2020, the lecture format for nuclear medicine technology included remote, hybrid (combination of remote and face-to-face), and video-on-demand lectures. To reinforce the effect of the new teaching formats, institutions adopted various methods, such as enhancing the possibility of allowing students to ask questions, increasing the number of quizzes during lectures, delivering lectures to YouTube, and introducing an e-learning system. In the second semester of 2020, the lecture format included face-to-face, remote, hybrid, and video-on-demand lectures. In that second semester, the number of institutions providing face-to-face lectures while taking thorough measures against infection showed a marked increase. Conclusion: The institutions introduced various educational techniques and initiatives. They prioritized students' understanding of lecture content and applied what they considered the best teaching methods. Sharing information about the changes adopted at different institutions should help promote good radiologic technologists-even during a pandemic.

Educational Effect of Remote Lectures for Students Aiming to Become Radiologic Technologists: Questionnaire on Nuclear Medicine Examinations.

In the latter half of 2019, coronavirus disease 2019 (COVID-19) began spreading worldwide. To prevent COVID-19 infection, all teaching at Suzuka University of Medical Sciences from April to June 2020 took place as remote lectures, not in the face-to-face format. This study analyzed postlecture questionnaire responses regarding face-to-face and remote teaching on the subject of nuclear medicine technology examinations. We examined the educational effect of using remote lectures. Methods: We conducted a questionnaire survey among students by means of a 5-point evaluation scale about satisfaction, comprehension, concentration, preparation, reviewing, and the question environment for face-to-face and remote lectures. Results: We present the results as means and SDs. Satisfaction results for face-to-face and remote lectures were 3.30 ± 0.72 and 3.36 ± 0.88, respectively. Comprehension results for face-to-face and remote lectures were 3.30 ± 0.71 and 3.30 ± 0.83, respectively. Concentration results for face-to-face and remote lectures were 3.50 ± 0.69 and 3.05 ± 0.90, respectively. The preparation results for face-to-face and remote lectures were 2.57 ± 0.88 and 2.67 ± 0.94, respectively. The reviewing results for face-to-face and remote lectures were 2.84 ± 0.85 and 3.39 ± 0.89, respectively. The question environment results for face-to-face and remote lectures lessons were 2.94 ± 0.90 and 3.43 ± 0.84, respectively. There were no significant differences between face-to-face and remote lectures in terms of satisfaction, comprehension, or preparation. There were significant differences between face-to-face and remote lectures in terms of concentration, reviewing, and the questioning environment (P < 0.001). Conclusion: This comparative analysis of the postlecture questionnaire responses for face-to-face and remote formats in nuclear medicine technology examinations showed that remote lectures have a strong educational effect. We believe that, in future, remote lectures should be considered a tool in student education.