Kathleen mears memorial lecture: educating the work force.
The roles and responsibilities of electroneurodiagnostic (END) technologists have changed significantly. The variety and complexity of procedures defined within the Scope of Practice for END Technology require that technologists be true professionals. External factors like state licensure, reimbursement issues, and the absorption of END procedures into the scope of practice of other allied health professions are a driving force toward mandated education and credentialing of END technologists. As a profession we must insist on formal education and proven competency through credentialing as entry-level requirements. Where does this leave non-degreed, non-credentialed technologists currently working in the field? How can these technologists continue to work and still fulfill these requirements? Or should they be required to do so? There are educational opportunities, resources, and a way to "fast track to boards" that will assist such technologists in educational endeavors and board preparation, equipping them to become true END professionals. The more qualified the END profession becomes through the continued educational pursuit of its members and the declaration of personal competency through the credentialing process, the greater impact it will have on the quality of patient care, employer attitudes, financial benefits, and legislative decisions that can directly affect it.
Head
Larry
L
Larry Head Institute, Electroneurodiagnostic Training Courses, Monroe, Michigan, USA.
D016390:Allied Health Occupations / Q000193:education* / Q000592:standards*; D003162:Competency-Based Education / Q000379:methods / Q000592:standards; D003406:Credentialing / Q000592:standards* / Q000639:trends; D004568:Electrodiagnosis / Q000592:standards*; D007318:Inservice Training / Q000379:methods* / Q000639:trends; D011361:Professional Competence / Q000592:standards*; D014481:United States