Course Descriptions for Radiologic Sciences Certificate Program in CT
Designed to be a one-year (16-credit), fully online program. Preceptor work can be done at student’s choice of facility.
Principles of CT I: (4 credits online) Concentrates on CT history, physics and equipment. Clinical observation and labs compliment the module assignments with CT design and specialized equipment used to complete a CT examination. (Except for observation, no clinicals are done.)
Principles of CT II: (6 credits online with clinical observation) Concentrates on CT exam protocols and contrast enhancement as well as CT image review and cross-sectional anatomy. Clinical observation only and is limited. (Added curriculum: pathology and cross-sectional anatomy identification.)
Principle of CT III: (6 credits: 2 online & 4 credits clinical internship) Brief didactic concentration on radiation safety specific to CT examinations and comprehensive review designed to prepare the student to take their advanced certification exam in Computerized Tomography. Clinical Internship amounts to 10 weeks minimum of 300 clinical hours with a maximum of 400. Students must complete a minimum of 25 different procedures out of the 59 procedures (7 categories) noted for CT; for each of the minimum of 25 different procedures, students must do a minimum of 3 and a maximum of 5 repetitions for a total of 125 exams. (Note: Clinical volume and type of facility determines if all of the 125 exams can be completed in the allotted amount of clinical time.)
Clinical: Clinical internships in this program utilize a "preceptor" model of instruction which can be completed at the student's facility of choice. (It is the responsibility of the student to ascertain the facilities willingness to participate.) Why a Preceptor and not a Mentor? Preceptors are peers that aid the trained individual in new skills. For example, a preceptor will explain the procedure and how to do it, and then they will demonstrate the procedure and follow up by observing the preceptee as they perform the procedure. Precepting usually involves an intense time commitment and requires the preceptee to shoulder some of the education responsibility. Mentoring, on the other hand, may be a formal or informal process. The purpose of mentoring is to encourage and guide growth both personally and professionally. Mentors are coaches, advisors, friends and counselors. Mentors are not responsible for day-to-day operations. Mentors do not evaluate the mentee and should have no direct link to the mentee’s supervisor/instructor. Mentors do not generally teach specific position-related skills or tasks. Mentees should have no direct link to his or her supervisor/instructor. Mentors do not generally teach specific position-related skills or tasks.
Note: Clinical internships can be completed at our present clinical affiliates to those that need them. However, we cannot guarantee that all students will acquire competency in every clinical procedure within the program timeframe.
To learn more, please contact SVC’s Office of Admissions at 802-447-6300 or firstname.lastname@example.org.
Jennifer Nelson, Co-Chair, Assistant Professor of Mathematics.
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