Half Way

Orchid v2

I hit the half way point of my second semester today. We had our mid-semester clinical conference with our instructor, and I’m doing well so far. I got a very high evaluation from my clinical preceptor, which makes me very happy. My rotation in the orthopedic office is over and I’m going back into a hospital for 8 weeks starting next Thursday.

I got a lot of comps during the first 8 weeks. I collected 22, which is the requirement for the maximum grade for the entire semester, so I’m satisfied with that. I expect to get some more comps during the second half of the semester, but I’ll need to dig through my opportunities and decide which ones I want to focus on and get them done. As I posted earlier, I’m going to try to focus as much as possible on portables.

Clinical confidence as of today: very high.

Going back into a hospital will be more of a challenge to my confidence, so I’ll have to work on that quite a bit as well. The patients in the hospital are usually much more difficult to work with due to their conditions. In-patients aren’t usually as mobile, if they are mobile at all, so positioning and technique play a greater role in the process. This is one reason I hope to become a lot more proficient with portables during the next 8 weeks.

On Monday, I have a rather difficult test in my positioning class. We’re having the written test on the skull anatomy and positioning, so I’ll need to spend a significant amount of time studying for that this weekend.

To cap off a rather decent week in class, my desktop PC has crashed. I’m going to be stuck with just my laptop for quite a while unless I can figure out what’s wrong with the other machine and find a reasonably inexpensive fix for it. I’m 98% confident that the motherboard is bad, which is not an inexpensive fix. There is a very small chance that the power supply is the problem but it’s not a good chance… Hopefully I’ll find a solution for that. My photography is going to suffer tremendously at the hands of this underpowered laptop computer. I never intended this to be my primary computer and it’s not sufficiently powered to run much of my graphics processing software…

Portable Radiography

Peppermint

Having completed my procedure and competency requirements for the semester before the half way point, I’m planning to work on some areas of weakness during the second half of this semester. There are several comps and objectives I need to complete in the second half of the semester, but having met my quantity requirements early, I think I can take advantage of some real opportunities to advance my confidence and abilities during this time.

During my last clinical rotation, I had a very difficult experience with portable radiography.  I’m not really sure which particular aspect of it was most difficult for me, but I do believe that being rushed was a significant part of my problem.  As a student, I find it very difficult to learn some concepts without adequate time to perform an exam.  Most of the portable exams I have done so far are the chest and abdomen/KUB routines on patients in emergency rooms, ICU, and in regular hospital rooms.  They come in a variety of flavors, including unconsciousness. 

My experience with the abdomen and KUB exams was that the techs would use a slip-on grid and adjust the technique accordingly.  The images usually were acceptable.  For the chest, on the other hand, I never saw a grid used.  A large majority of these images were severely fogged from scatter radiation.  If I remember correctly, all of these x-rays were done with the grid placed crosswise behind the patient (AP Chest).  I can’t recall any exams being done with the IR placed lengthwise behind the patient. 

Issue 1:

I never saw an SID measurement taken.  The SID was always eyeballed for accuracy but never measured.  As a student, I would prefer to take a physical measurement until I become comfortable eyeballing 72″. 

Issue 2:

I never saw any angle measurements taken to make sure that the central ray was perpendicular to the image receptor.  This was another eyeball measurement.  I saw lots of chest x-rays with the apex of the lungs severely foreshortened due to improper tube angles.  I would like to be able to make sure that the tube is angled properly for the placement of the image receptor.

Issue 3:

When I was trying to perform portable radiography under the supervision of a tech, I was often pulled away from the exam for the sake of getting it done more quickly.  In those instances, I really didn’t get to learn much.  I would rather spend time working with portable exams where the time isn’t as critical in the beginning so I can get myself comfortable and confident with what I’m doing. 

I realize that time is of the essence in some cases, especially when a stat order is placed for diagnostic imaging.  In those cases, I really believe that a first-year student would be better off observing rather than performing the exam.  I think there are a lot of other exams where a couple extra minutes of time in making the image would not create any issues.  I need to find a way to get myself into those exams so I can begin to master the techniques and become confident and efficient enough to perform the stat exams quickly and efficiently.  It does nothing for my confidence when I start a procedure and then get pulled off of it before I can assure a quality image.  It’s also VERY helpful to be working with a tech who wants to help you learn, but it’s not always possible. 

So…  In the second half of this semester, my personal goal is to become as efficient as possible in portable radiography.  I will find a tech who will work with me and help me master these techniques. 

Goals Met

7/26/2007 - Sergeant Slaughter

I’m currently in week 7 of the 16-week semester. The interesting news is that I have completed my master competencies and required number of procedures for the entire semester. I have logged 304 procedures, and I needed 300 for the entire semester for the maximum grade. I have also completed 22 master competencies this semester, which is the requirement for the maximum grade. I consider myself extremely lucky to have been placed at my current clinical location during the first half of this semester. I’m in an orthopedic office that only has one x-ray room and one tech, so I’m involved in every procedure that comes through the door. That makes life rather easy, and it allows me to stay on top of what’s going on when it comes to collecting comps. I don’t have to chase multiple techs to let them know what comps I need. There are a couple comps I didn’t get that I had hoped to see in the ortho office. I did not get the femur, forearm, or humerus. I need all of those so I’ll just have to keep looking for those opportunities.

I’ll be moving back into a hospital environment for the second half of the semester, and there are still plenty of comp opportunities that I can get there. Hopefully, having completed my requirements, I can focus on some areas where I think I’m weak when I get back into that environment. After my last rotation in a hospital, I consider myself weak on portables. I really want to be effective and efficient with portable radiography, so maybe I can spend some extra time pursuing that skill this semester.

I think I might write some of my thoughts on portable radiography over the weekend. I have a lot of things rolling around in my mind about that topic…

An easier week…

1/15/2005 - DZ Bid Day

This week hasn’t been so difficult. We had a lab test yesterday in our imaging class which, to my surprise, didn’t turn out to be quite as difficult as I had imagined. Our lab tests seem to be general applications of what we have learned, so I’m definitely comfortable with this content at this point. We have been concentrating on film density through a series of lab experiments were we modify mAs, kVp, SID, and film/screen speeds to observe density changes. We have also implemented the inverse square law and density maintenance formulas to manipulate density as well. Another purpose of these experiments is to gain an understanding of what happens in the primary and secondary beam when these changes are made. We’ll be having a written test on Tuesday that covers the classroom material from this section.

This weekend is going to be fairly full with study time. The imaging test will be followed on Thursday by a film test from the clinical class. After I get those two tests knocked out, I’ll be digging in pretty hard to prepare for the skull anatomy and positioning test that comes the following week.

I’ll be back at my regular clinical site tomorrow morning. I have a couple goals that I definitely need to complete tomorrow and Friday. I want to comp the knee, patella, and shoulder exams. After those, I’m not sure what else I’ll comp in the ortho office unless I get a couple forearm and femur exams. I might be able to comp the hip if another exam comes up also. I’ll eventually see a humerus exam somewhere hopefully…

Outpatient

Chickadee

My current clinical site has no doctor on staff tomorrow (orthopedic office) so I have been reassigned to one of the local hospital’s outpatient imaging center for the day. This is the site where I did my first 8 weeks of clinical. I might get an opportunity to comp something that I won’t see in the ortho office. I’ll be back in a hospital in a few weeks for the rest of the semetser, but I’m almost approaching a stall point for comps in my current location. I have almost comped everything that I can currently comp. There are some exams that I still need, but they just don’t show up very often. I had hoped to get the erect abdomen last semester but it didn’t happen. Maybe that opportunity will happen tomorrow. I picked up the navicular/scaphoid (wrist ulnar deviation) today to bring my comp total for this semester to 18. I only have to get 22 for the maximum grade, so I’ll have that with some to spare hopefully. I know that I’ll get the knee, shoulder, and hip in the ortho office, which will almost get me to the goal. When I move to the hospital, I should be able to finish my spinal stuff and some more portables. I might even get lucky and knock out some of the trauma stuff as well.

My confidence is still climbing…

Head Games

Traffic

I survived the written test on the ribs and sternum positioning. This test wasn’t too complicated. The amount of material to know just wasn’t that significant compared to other sections we have covered in the past. I made a 96 on the test plus 2 points of extra credit for a 98 total.  I’m not exactly sure when we are gonna pass of on those positions in lab, but it won’t be long… I’m guessing a week from Monday. 

We started on the skull anatomy today, and this section is going to be covering a lot of material.  I find it ironic that this section will probably cover the most detailed anatomy that we’ll have in this program while it will encompass the positioning that we will encounter the least in the real world.  In my clinical experience, the only x-ray imaging I have seen done above the C-spine is a couple orbits (looking for metal fragments before sending a patient to MRI) and one mandible.  I realize that my experience in clinical is limited, but these exams don’t happen as often.  I’m already feeling overwhelmed just after the first hour of lecture on the skull anatomy.  I remember this material very well from my two semesters of Anatomy & Physiology last semester.  My lowest grade in both semesters of that class was the skeletal anatomy, oddly enough.  It’s not that I couldn’t learn the material, I just couldn’t swallow all the detail of the entire skeleton in the amount of time we had to do it.  I’m doing fine with skeletal anatomy in this program since we are taking it one section at a time though.  This particular segment is still going to be difficult…  The flash cards I mentioned in an earlier post are going to be quite helpful…

Keeping up with Comps

Art of the Game - 09

Keeping up with master competencies is getting more difficult. The paperwork we were given at the beginning of this program is not the absolute best solution to the problem of staying on top of comps and comp opportunities. Our grading system is interesting though… This semester, we have to get 22 master competencies to make the maximum grade. In the beginning, this sounded like a lot to me. I felt like it would be a lofty goal to say the least. Being in an orthopedic office this rotation has presented a lot of opportunities for me though. I’m not going to have any trouble meeting the 22 comp goal for the semester.

The trick to maximizing your comp opportunities is simply to know what comps are available. There are more out there than you might imagine. The paperwork we received at the beginning of the program is basically a list of the required comps, and it does not include most of the actual opportunities that are out there. I think it’s important to spend some time looking through the comp manual and staying on top of the actual opportunities that are in the book. These extra comps obviously do not count toward the required comps, but they do count toward our grade and the 22 total required for the semester.

I developed a spreadsheet to help me keep up with the actual and required opportunities. You can download it by CLICKING HERE if you like. I think this is going to help me quite a bit. It’s also a good idea to review the list of comps you DON’T have at the beginning of each day in clinical. Here is a list of ‘oddball’ comps that I have picked up just by knowing what’s available in the competency manual:

Bone Age Study
Bi-Lateral Weight Bearing Knee
Tangential Sesamoids
Cervical Spine (Flexion/Extension)
Lumbar Spine (Flexion/Extension)
Casted Extremity

These all count toward the grade, just not towards the required comp list…

I have picked up 17 out of the 22 comps I need for this semester and there are quite a few more that I expect to complete by the end of the semester. I’m actually confident that I’ll exceed the requirement and have some to carry over into next semester’s requirements.

Powered by ScribeFire.

Life & Death of a Photon (part 2)

The Little River Band

In part one of this article, we left off with the process of x-ray creation in the tube. Through the process of creating Brems and Characteristic radiation, we have an isotropic beam of x-rays being created at the rotating tungsten anode. Since the beam travels in all directions from the source, the x-ray tube housing is lined with lead to absorb x-ray photons that are traveling in directions that aren’t useful for diagnostics and to prevent unwanted and harmful leakage. The diagnostic x-ray beam is allowed to leave the tube housing through the window of the tube housing where it is directed at a patient subject. As the x-ray photons leave the tube housing through the window, there is some special beam filtration that takes place. When we discussed Brems radiation, we learned that the x-ray photos generated through this process are heterogenous, meaning that they have different levels of energy. Some of the photos do not have enough energy to be useful as diagnostic x-rays. These photons would simply be absorbed by the patient, adding to patient radiation dose and not contribute to diagnostic imaging in any way. Thin aluminum filters are added at this stage to absorb the low-energy photons. The size and shape of the beam leaving the x-ray tube is also controlled by collimators. These lead leaves allow the technician to modify the size and shape of the beam that interacts with the patient. The collimator leaves are made of lead, so they simply absorb additional radiation.

Primary Beam

At this stage of the x-ray process, we have the primary beam. The primary beam consists of x-ray photos that have left the tube housing but have not had any interactions with the patient. The primary beam has two important characteristics which are quantity of photons and the amount of energy they carry.

mAs

The quantity of x-ray photons in the primary beam is controlled by the mAs setting on the controller. mAs stands for milliamperes x time (in seconds). This refers back to the thermionic emission process at the filaments when electrons are boiled off in the x-ray tube. The milliamperage number refers to the number of electrons per second that flow from cathode to anode within the tube, and the time is the duration of that flow. You can consider the mAs setting to represent the total volume of photons that will be produced

kVp

Those photons that are produced at the cathode are pushed from the cathode to the anode by kilovoltage that is applied to the tube. The potential difference between the negatively charged cathode and the positively charged anode determines the velocity of the electron flow within the tube. Higher velocity electrons produce higher energy x-ray photons during their interaction with the tungsten atoms in the anode target. These higher energy photons have more penetrating ability than lower energy photons.

In brief summary of mAs and kVp, the mAs represents the volume of x-ray photons in the beam, and the kVp represents their penetrating ability.

Patient Interaction

Once our x-ray photons in the primary beam interact with the patient, one of three things will happen…

Transmission

The incoming x-ray photon may pass through the anatomy without interacting with any atoms in the body. When this happens, the photon passes directly through to the image receptor and becomes part of the diagnostic x-ray image.

Scatter

The incoming x-ray photon may interact with electrons in the anatomy. If the photon interacts with outer-shell electrons in the anatomy, the electrons will be ejected from their orbit and the photon will change direction and continue with less energy. The photon may or may not find its way to the image receptor after changing direction. If it does hit the image receptor, the exposure that it creates is unwanted and contributes to a phenomenon known as fog. The photon may also scatter in directions other than the image receptor. This scattered photon may also interact with other electrons in the body several times before it either becomes absorbed or leaves the body. At any rate, the scattered photon is not useful in the diagnostic imaging process. This process of scattering photons via interaction with outer shell electrons in the anatomy is known as the Compton Effect.

Absorption

The incoming x-ray photon may be completely absorbed within the body. Complete absorption occurs when the incoming photon ejects an inner-shell (K-shell) electron within the anatomy from its orbit. The incoming photon gives up all of its energy during this process. The ejected electron is called a photoelectron and the photon’s ability to eject this electron is known as ionization. This process is known as the photoelectric effect. When the inner shell electron is ejected from its orbit, an outer shell electron will cascade into the open space. This process gives off a second x-ray photon. This secondary photon is in the form of scatter radiation which may leave the patient or interact with other electrons.

The Secondary Beam

The secondary beam is the radiation that passes through the patient and strikes the image receptor. This beam consists of both transmitted and scatter radiation. Transmitted radiation passes directly through the patient and strikes the image receptor, exposing the film or digital sensor. This exposure creates dark areas on the film or digital image. The unexposed areas on the film or digital sensor are created by absorption of photons in the anatomy. When a photon is absorbed, that photon will not strike and expose the image receptor. The white or light colored areas on the radiograph represent areas of the anatomy that absorbed x-ray photons.

The secondary beam is responsible for creating the radiograph. There are a lot more details to be discussed about the radiation that exists in the secondary beam and how we manipulate that radiation through various technique changes. Contrast and density are the two primary photographic qualities of a radiograph. My next essay on this site will dig in to the processes of manipulating contrast and density…

Until then…

Powered by ScribeFire.

Sternum & Ribs

Junco

We started looking at the Bony Thorax this week in our positioning class. I expect this section to go rather quickly, and there aren’t many positioning routines that we have to study and practice for this one. We are going to be looking at the AP and PA (bilateral and unilateral) positions and then the posterior and anterior obliques. Each of these will be broken into above and below the diaphragm views. There are only two views of the sternum that we will be working with… the RAO and the lateral. I think the anterior oblique of the sternum will be the most difficult of these exams since the patient rotation is a bit tricky with a 15-20 degree oblique to separate the sternum from the spinal column. The book makes it look easy, but it’s also sort of funny how the patients pictured in the book are average to below average in size. I don’t know where they find these people, but a huge majority of the patients I work with in my clinical setting fall into the hypersthenic category. Making that rotation for the sternum won’t be easy at all with these patients. 

We’ll also be looking at another rather simple procedure as well.  The sternoclavicular joints positioning looks fairly easy with simple PA and RAO/LAO views. 

I think this section is going to be a nice breather before we dive into the skull anatomy and positioning.  I have thumbed ahead in the book to look at these, and the positioning routines don’t seem to be that difficult, but there is a great deal of anatomy to learn in this section…

Powered by ScribeFire.

Trick Questions

I felt cheated after this morning’s written test on spinal positioning.  I’m so used to seeing questions worded in ways that are designed to trip us up, I read too far into one of my questions and got it wrong. 

The question was:  What is the transverse centering position for the posterior oblique lumbar spine x-ray?

The interesting part of this was that I had just done a LPO lumbar in my physical positioning test in lab an hour earlier.  I’m fully aware that the proper CR centering point for this exam is 2″ medial to the upside ASIS.  No problem… Easy answer…

I can’t remember what all four of my multiple choice options were, but two of them were as follows:

A. 2″ medial to upside ASIS
B. ASIS

I chose B.  The reason I chose B is because of the way the question was worded.  Why were we asked for the TRANSVERSE centering position?  The plane on which the ASIS is found is a transverse plane of the human body.  When you introduce the fact of a point 2″ medial to the upside ASIS, you have introduced the intersection of a transverse plane and a sagittal plane.  I made an assumption that the question wording was designed to make me pick the obvious answer rather than the correct one, and I was wrong. 

Oh well… I made a 92.8 on the test, but this question kept me just below the level of an A…

Powered by ScribeFire.