Published Article / A concept CPD framework, to be implemented by medical technology workers, was compiled and needed to be evaluated by professionals. The aim of this survey was therefore to use the Delphi technique as a research tool to evaluate the concept CPD framework by a widely distributed group of medical technology workers. The Delphi technique is a research tool organizing group communication in gaining consensus among a panel of experts. A monitoring team co-ordinated and evaluated the Delphi process in response to the feedback received by a panel of experts. Panellists are selected for their contribution to the topic under investigation. They do not normally interact with one another during the Delphi rounds. Fifteen panellists, distributed throughout South Africa, participated. The panellists were knowledgeable about medical technology and CPD. During the three Delphi rounds, statements were added, moderated, rephrased and rated. This resulted in a final CPD framework that consisted of 71 statements, completed within the three months scheduled time frame with a very high percentage co-operation of the panellists. The Delphi technique was an ideal tool for evaluating the concept CPD framework among a widely distributed group of medical technology workers.

No description available.

Thesis (M.S.)--Brigham Young University. Dept. of Technology, 2006. / Includes bibliographical references (p. 81-82).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

[by] Lotte Bailyn and Edgar H. Schein. / From L. Bailyn and E.H. Schein, Work involvement in technically based careers: a study of M.I.T. Alumni at mid-career, (in progress, 1974). / Bibliography: leaf [14].

Instructional technologists have recently been called upon to examine the assumptions they hold about teaching and learning, and to consider how those assumptions can affect their practice of the discipline. This thesis is an examination of how the assumptions instructional technologists hold can result in instructional materials that do not accomplish the original goals the developers set out to achieve. I explored this issue by examining the case study of programmed instruction, an educational movement from the mid-20th century that promised to revolutionize education but never lived up to its potential. Programmed instruction was heavily influenced by the assumptions of behavioral psychology, such as determinism (human behavior is controlled by scientific law), materialism (the only real world is the physical world), and empiricism (individuals can know the world around them only through the natural senses). It was also influenced by the assumptions of social efficiency (society must actively find the most efficient solutions to social problems) and technological determinism (technology is the most important force in causing social change). These assumptions manifested themselves in a variety of ways in the programmed instruction movement, including a redefinition of all learning problems into the terms of behavioral psychology, an over-reliance on standardized processes of instruction, and a belief that technology alone could solve educational problems. The ways in which programmed instruction manifested itself resulted in the movement prescribing a very rigid and inflexible method of instruction. Because of its inflexibility, programmed instruction quickly fell out of favor with educators and the public. Some modern applications of instructional technology, such as online learning, seem to rely on the same assumptions as programmed instruction did. I conclude this thesis with a discussion of how understanding the assumptions of programmed instruction, and how they led to the movement’s rigidity, can help modern instructional technologists develop online learning materials that are more flexible and able to meet the needs of the students for which they are intended.

No description available.

No description available.

Submitted in fulfilment of the requirements of the Master of Health Sciences: Medical Laboratory Science Degree, Durban University of Technology, Durban, South Africa, 2017. / Background Medical laboratories play a crucial role in patient care and require a competent skilled workforce to deliver this essential service. The current process of Medical Technologist training is a summative assessment consisting of two written 3 hour papers that correlates theoretical knowledge acquired at a tertiary level with the practical internship. Currently there is no assessment of technical competence of Intern Medical Technologists (candidates) by the HPCSA. Aim: This study aims to determine how technical competence was assessed for Intern Medical Technologists who are eligible to write the National Board Examination in the Clinical Pathology discipline. Methods: A quantitative design was used for assessing the technical competence of the candidates that were eligible to write the National Board Examination by using an adapted SANAS witnessing tool across ten Clinical Pathology test procedures by direct observation as well as to determine how technical competence is assessed in HPCSA registered training laboratories using a survey administered to Laboratory managers and trainers. The data was collected and analysed using the statistical software SPSS version 24.0. Results Some candidates that were directly observed in each of the Clinical Pathology test procedures were deemed not yet competent in compliance and adherence to SOP’s, acceptability of results, internal quality control procedures and the acceptability of the outcome and availability of signed training and competency records on the direct observation checklist. These results of the assessment of technical competence were compared to the results of the National Board examination that candidates wrote and there was no correlation between the two except for the Microbiology sub-discipline and the general section. Results of operations of competency assessment in 9 HPCSA registered Training Laboratories revealed that 100% of respondents have a technical competence laboratory policy, 90% identified the Laboratory Manager as having responsibility for ensuring assessment of staff competency, 100% stated that frequency of competency testing was upon initial employment and once in two years thereafter, 90% had clear criteria to define competency assessment and 100% indicated that the remedial process used in their laboratories was documented corrective action which included re-training and re-assessment. Conclusion: From this study it can be concluded that assessment of technical competency for Intern Medical Technologists in the Clinical Pathology could augment current assessment systems of Intern Medical Technologists for conferment of professional designation and a policy review is recommended. / M

The care and welfare of laboratory animals born, nurtured and experimented upon within a research facility is the primary function for animal technologists. While discharging these responsibilities the emotional needs of the carers require consideration, balancing their perceptions of animal care against the purpose for which the animals exist. As little published information is available on the emotional challenges faced by UK animal technologists, this thesis redresses the balance, exploring the subject in detail through qualitative and quantitative methods. Emotional dissonance, often expressed as felt emotion versus enacted emotion, is a negative output from Emotional Labour. Animal technologists operate in a service environment and the results demonstrate that they ‘act’ under duress and self-regulate which emotions to display. Using exploratory factor analysis the results illustrate two key drivers on felt and enacted emotions. These include internal elements associated with daily tasks elements such as euthanasia and external factors such as budgets over which they have little or no control. Emotional dissonance is shown to occur within various employment grades. Resultant emotions include, guilt, shame and sadness. These can lead to affects upon job satisfaction propagating feelings of workplace alienation, isolation and fear, particularly from antivivisectionist organisations. When organisational support was not forthcoming or lacked empathy, individuals deployed various coping methods. This demonstrates both management and organisational implications including gender, educational attainment and whether a person has staff supervision responsibilities. Observations drawn through both qualitative and quantitative research clearly signpost a spectrum of indicators of emotional dissonance leading to individual, managerial and organisational theoretical implications. In doing so, emotion knowledge has been increased on a previously under researched occupational sector existing within a largely secretive environment. The research on a hitherto largely unknown employment grouping provides insights that had previously existed only mainly in anecdotal ways. The results provide strong evidence to further support existing research demonstrating how roles with significant emotional components directly impact upon individuals and the organisations that employ them.