目的: 診療放射線技師の臨床実習において, ポートフォリオ評価が実習指導に有効な教育手段となるかどうか検討する. 対象: 対象は, 診療放射線技師の臨床実習を受けた専門学校2年生73名である. 内訳は, ポートフォリオ評価を経験した35名 (以下, 「ポートフォリオ群」) およびポートフォリオ評価の経験のない38名 (以下, 「非ポートフォリオ群」) である. 方法: 両群とも2年次に実習オリエンテーション後に臨床実習に入った. 実習後に到達目標達成度の自己評価, 臨床実習後の国家試験に準ずる多肢選択試験, 臨床実習指導者の実習評価を指標に, 両群を比較した. ポートフォリオ群は, 臨床実習前に「ポートフォリオ導入教育」を受け, 臨床実習後に「ポートフォリオ評価の受け止め方」についてアンケート調査を行った. 結果: ポートフォリオ群では, 多肢選択試験の成績および到達目標達成度の自己評価が非ポートフォリオ群と比較して高かった. 臨床実習指導者による実習評価では群間差をみるまでには至らなかった. ポートフォリオ評価を好意的に受容する学生が多かった. 結語: 診療放射線技師の臨床実習でポートフォリオ評価を導入することは, 優れた学習効果をもたらすことが示唆された.

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【目的】本学では2014年から4年生の臨地実習にポートフォリオを導入した。ポートフォリオは臨地実習における教育効果を反映できるのか検討する。

【方法】材料は総括ポートフォリオ記録内の（A）価値ある成長と、（B）自己の視点の変化の記述である。IBM SPSSテキスト解析ソフトでキーワードを抽出しカテゴリー化した。得られたカテゴリーは主成分分析し、主成分の概念を検討した。

【結果】33名の総括記録を分析した。（A）では8種類のカテゴリー：出来る、患者、検査、行動、コミュニケーション、考える、学ぶ、自信（B）では7種類のカテゴリー：状況、態度、検査、コミュニケーション、考える、疾患、自信を抽出した。主成分構成は（A）の第1主成分はコミュニケーション、考える、検査；第2主成分は患者、学ぶ；第3主成分は自信、できる、であった。（B）の第1主成分は状況、考える、検査；第2主成分は態度；第3主成分はコミュニケーション、疾患であった。

【考按】本研究では視能臨地実習ポートフォリオを主成分分析し、その教育効果を明かした。主成分が示す概念は（A）ではそれぞれ臨床的思考、臨地での学び、モーチベーションの向上；（B）では問題志向、態度の変容、コミュニケーション力と疾患の理解は異なる能力であると考えられた。臨地実習に導入したポートフォリオは臨床的思考の修得を促進し、それらの教育効果を視覚化でき有用である。

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The purpose of this study was to identify the level of awareness among undergraduate students regarding medical informatics and to ascertain whether educational training has progressed with time in the Department of Health Sciences at Hirosaki University, Japan, which is a co-medical staff training institution that conducts a 4-year university course in medical informatics. The university accepts students who have completed the 3rd grade of medical licensing tests and who have attended the medical informatics lectures for 4 years (2007–2010). The ratio of first sight terminology percentage in any given fiscal year in all the 30 terminology categories varied widely from 0% to 80%, but the trend in various categories did not vary between fiscal years. The terminology of informatics under medical technology students obtained high scores of 52.5–77.3% after attending courses, which was higher compared with students from other classes. On the other hand, student nurses and occupational therapy students obtained 0–44.2%. Each class scored a high percentage of correct answers in the medical information-related terminology. Among the radiology students who attended the classes, the percentage of correct answers in categories of “digital imaging and communication in medicine” and “picture archiving and communication system” were lower than other medical terminology categories. These results reflect the gaps in educational curriculum of 1st and 2nd grades of medical licensing tests.

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【目的】本研究では，動画像から人間の姿勢を推定する技術（以下，姿勢推定手法）とRGB画像を取得できる2台のカメラを組み合わせ，ポジショニング時の体位を取得することで，頭部X線撮影をシミュレートするシステムを提案する．【方法】カメラで撮影したポジショニング後の正面と側面の画像から姿勢推定手法を用いて正中矢状面（median sagittal plane: MS），体軸断面（axial plane: AX），眼窩耳孔線（orbitomeatal baseline: OM）の角度を取得し，結果に応じたX線画像を表示する．【結果】姿勢推定手法で取得した特徴点の座標データをもとに，ポジショニング時の頭部の傾きを判定することができた．人体を模擬患者とした撮影実験では，頭部の傾きが大きくなると測定誤差は大きくなったが，正しくポジショニングされたときの各軸の測定誤差の平均値は，MS 0.9°，AX 0.8°，OM 1.5°であった．【結語】姿勢推定手法を用いることで，X線撮影時のポジショニング精度を評価でき，シミュレータシステムとしての可能性が期待できる．

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【目的】診療放射線技師（以下，技師）養成教育におけるX線撮影実習の指導内容は実臨床に即す必要がある．本研究の目的は，作成した胸部立位X線撮影実習用シナリオ，および指導項目の臨床的妥当性を，熟練技師の視線情報を用いて検証することである．【方法】われわれは熟練技師8名を評価者群（3名）と被験者群（5名）に分けた．評価者群は実習用シナリオと指導項目，および指導項目実施時の目安視線の組み合わせ（31項目）からなる検証モデルを作成し，被験者群は視線追跡デバイスを装着し，模擬の胸部立位X線撮影を施行した．評価者群は検証モデルの臨床的妥当性検証のため，被験者群の行動と検証モデルの適合を視線情報から評価し適合率を求めた．【結果】被験者群の行動にシナリオの順序を逸脱した例はなく，適合率91.6±6.70%を得た．【結語】本研究の検証モデルは熟練技師5名の行動と90%以上適合し，本研究のシナリオと指導項目の臨床的妥当性が示された．

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The purpose of this study was to clarify actual conditions and problems in medical information education and to propose the educational concept to be adopted in medical information. A questionnaire survey was carried out by the anonymous method in June 2008. The survey was intended for 40 radiological technology schools. The questionnaire items were as follows: (1) educational environment in medical information education, (2) content of a lecture in medical information, (3) problems in medical information education. The response rate was 55.0% (22 schools). Half of the responding schools had a laboratory on medical information. Seventeen schools had a medical information education facility, and out of them, approximately 50% had an educational medical information system. The main problems of the medical information education were as follows: (a) motivation of the students is low, (b) the educational coverage and level for medical information are uncertain, (c) there are not an appropriate textbook and educational guidance. In conclusion, these findings suggest that it is necessary to have a vision of medical information education in the education of radiological technologists.

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The purpose of this study was to clarify the information literacy of undergraduate students and problems in information education. An annual questionnaire survey was carried out by an anonymous method from 2003 to 2006. The survey was intended for third-year students in the Department of Radiological Technology. The questionnaire items were as follows: (1) ownership of a personal computer (PC), (2) usage purpose and frequency of PC operation, (3) operation frequency and mechanism of the Internet, and (4) IT terminology. The response rate was 100% in each year. The ratio of PC possession exceeded 80%. The ratio of students who replied “nearly every day” for the use of a PC and the Internet increased twofold and threefold in four years, respectively. More than 70% of students did not understand the mechanism of the Internet, and more than 60% of students did not know about TCP/IP. In the future, we need to consider information literacy education in undergraduate education.

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We conducted a questionnaire survey (situation, patient factor, environmental factor, operator factor, degree of disability, countermeasure etc.) on cases that occurred up to the present to investigate the actual situation of the medical accidents that occur in the radiological examination department of medical institutions. There were 373 questionnaires collected. Among them, there were 197 cases of falls. In this study, we examined the age of patients who fell, the background of the accident, and factors. As for the accident, 11.7% of accidents with risk impact level 3b or higher occurred including the fatal accident. Of the accidents, 44.2% were foreseeable and 55.8% were unforeseeable. The most accident-prone age was elderly in their 60s to 80s. As the causative factor for the accident, the patient factor was the largest at 63.5%. We can prevent about 30% of the accident by improving the operator factor and the environmental factor which are parts other than patient factor. It is important for us to understand what kind of people tend to fall. Among foreseeable accidents, the causes of patient factors can be reduced.

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We carried out a questionnaire survey of all radiological technology schools, to investigate the status of radiation safety education. The questionnaire consisted of questions concerning full-time teachers, measures being taken for the Radiation Protection Supervisor Qualifying Examination, equipment available for radiation safety education, radiation safety education for other departments, curriculum of radiation safety education, and related problems. The returned questionnaires were analyzed according to different groups categorized by form of education and type of establishment. The overall response rate was 55%, and there were statistically significant differences in the response rates among the different forms of education. No statistically significant differences were found in the items relating to full-time teachers, measures for Radiation Protection Supervisor Qualifying Examination, and radiation safety education for other departments, either for the form of education or type of establishment. Queries on the equipment used for radiation safety education revealed a statistically significant difference in unsealed radioisotope institutes among the forms of education. In terms of curriculum, the percentage of radiological technology schools which dealt with neither the shielding calculation method for radiation facilities nor with the control of medical waste was found to be approximately 10%. Other educational problems that were indicated included shortages of full-time teachers and equipment for radiation safety education. In the future, in order to improve radiation safety education at radiological technology schools, we consider it necessary to develop unsealed radioisotope institutes, to appoint more full-time teachers, and to educate students about risk communication.

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Purpose: We investigated how a radiologic technologist explains to a patient about the risk of radiation exposure involved by the radiological examination. Methods: In this institutional review board-approved, cross-sectional study, an online questionnaire link was emailed to 650 radiological technologists who are members of the National Hospital Kanto Koshinetsu Radiological Technologist Association. The questions to survey risk communication included the ideal and reality explanation for radiation exposure to patients, the respondentʼs educational background, and years of experience. Statistical analysis was performed using the Kruskal-Wallis test and Bonferroni correction as a multiple comparison test. Results: Among the 650 radiological technologists, 245 (37.7%) completed the online questionnaire. The most common response was to compare and convey the doses of radiation during examination and background radiation when asked by a patient about risk. In the cross-analysis, the Kruskal-Wallis test showed no significant difference in what was explained according to educational background. According to years of experience, a significant difference in the content was found about explanation of the risk to patients. Conclusions: We clarified the actual condition of risk communication related to the exposure in radiological examinations. In the future, development of risk communication is expected by improving the knowledge and information of “risk” and giving explanations requested by patients.

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We conducted a questionnaire consciousness survey concerning qualification acquisition of licentiate and degrees among 406 radiological technologists working for medical facility in Mie Prefecture. We employed a mail-back questionnaire method. Then we analyzed relationships between progressive purpose and gender, age, and membership of the Japanese Society of Radiological Technology (JSRT). Results derived note the most common licentiate the participants wanted to acquire was the license concerning emergency medical care. On the other hand, they had limited interest in radiation therapy, nuclear medicine areas and the working environment measurement expert class I. In conclusion, the results of this study revealed the present condition that the necessity of qualification acquisition of licentiate is not recognized incorrectly. In addition, there was a mountain of issues for working radiological technologists to attend graduate school to get degrees. It is important to utilize the results of this study to enlighten their consciousness for limited interest licentiate, and interest them in attending graduate schools.

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We considered it important to determine how each municipal government interprets and promulgates the Medical Service Law as it affects the field of radiology and procedures such as general X-ray diagnosis, CT, RI, radiation therapy and MR imaging. Only the government administrative segment referred to as the medical supervi-sory body can observe, control and generally administer front-line medical sites such as hospitals and clinics. This administrative body should have better public health care as its objective and should be able to adapt to changes in technology and the environment. We consider that, under the current climate of rapid technological change, medical supervision cannot be effective unless teams of specialists from each field are involved in administrative guidance. With the goal of achieving optimal and effective use of medical radiology, a question-naire survey was done to gather information. Two questions were raised:(1) Is there sufficient interaction between public medical supervisors and radiologists? and (2) bow well do people on the fornt lines at medical sites understand the current control structure?

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