PT  - JOURNAL ARTICLE
AU  - Alannah Macaulay
TI  - Developing evidence-based guidelines in a multifaceted learning environment
DP  - 2020 May 01
TA  - Journal of Nuclear Medicine
PG  - 3075--3075
VI  - 61
IP  - supplement 1
4099  - http://jnm.snmjournals.org/content/61/supplement_1/3075.short
4100  - http://jnm.snmjournals.org/content/61/supplement_1/3075.full
SO  - J Nucl Med2020 May 01; 61
AB  - 3075Objectives: There is a lot of excitement surrounding the journey a student makes going from the classroom to their practical field. However, with ever-changing protocols and guidelines, it creates gaps in training which may negatively impact patient care. Accredited nuclear medicine technology programs do an outstanding job at preparing their students for success; however, with an influx of student technologists starting out in their careers there needs to be strategies put in place to allow for these technologists to feel confident and proficient in their field. Steps can be taken by supervisors to ensure adequate training of their employees without sacrificing the safety and efficiency of their department. Implementing knowledge translation strategies is the key to developing evidence-based clinical guidelines into health care policy and practice. Advancing nuclear medicine through innovation to give student technologists the tools to succeed and further the developments in research. Patient care and professional development are both commonalities among established and student technologists; therefore, opportunities need to be put in place to allow student technologists the ability to practice and build the foundation in which they can engage in research and development. The goal is giving students the tools to advance the field of nuclear medicine while tending to their professional development in patient care. Changes in the way student technologists are trained at varying sites will lead to the future direction of nuclear medicine; where information is streamlined in a way that will challenge past principles of teaching. Informing student technologists of the advancements available and within their reach will develop and expand the way nuclear medicine is thought of in the future. Furthermore, the career advancement prospects for students appears to be an untouched yet favourable enterprise to give technologists the chance to change the field of nuclear medicine for the better.