Anti-fat Bias: Considerations for MRTs

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1.25 Category A credits/credit hours

This QSS, launched 2024, was written by Jenna MacLaine BSc MRT(R) FCAMRT & Megan Brydon MSc BSc MRT(N) FCAMRT. This course acknowledges that bodies come in many shapes, sizes, configurations, and abilities and that variations in these attributes are normal and broad reaching. It will explore how weight stigma negatively impacts individuals with large bodies and how MRTs can recognize and mitigate harms caused by such stigma. This is accredited for 1.25 Category A/CAMRT credits.

This course seeks to meet the following learning objectives, to allow the learner to:
- Understand the concepts of weight bias
- Challenge misinformation perpetuated by weight bias
- Discuss the historical context of weight bias and intersectionality
- Recognize the harms of weight bias
- Appreciate the context of weight bias in regards to access to care
- Recognize signs of weight stigma in MRT practice
- Recognize factors contributing to weight bias in MRT departments
- Perform a simple weight bias and stigma audit for MRT department
- Identify accommodation strategies in MRT departments
- Identify harm reduction strategies for weight bias as an MRT
- Recognize factors of the “Bariatric Friendly Hospital Initiative”
- Suggest positive changes in departmental policies and practices

Applied Ethics for Healthcare Practitioners

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3.00 Category A credits/credit hours

This QSS, launched 2024, was written by Lori Boyd, RT(R), BA, MA. The modules of this course cover the ethical frameworks and theories that underpin a healthcare provider’s work. This includes discussion of ethical theory; consent to treatment and decision-making, and privacy and confidentiality. It is accredited for 3 Category A/CAMRT credits.

Upon completion of this self-study course, participants will be able to:
- Outline the relevance of ethical theory and principles to health care provision
- Explore the philosophical roots of various ethical theories
- Identify the distinguishing features of two main ethical theories
- Consider the implications for practice of applying these theories to decision-making - Differentiate between personal, institutional and professional values
- Describe an ethics case analysis
- Explore potential causes of conflict in the clinical setting
- Explain the process of dispute resolution
- Define consent and discuss its importance for health care provision
- Differentiate between implicit and explicit consent
- Identify the standards of consent
- Provide examples of when informed consent can be waived
- Discuss the importance of maintaining confidentiality
- Differentiate between deliberate and inadvertent breaches of confidentiality
- Provide examples for when it is permissible to breach confidentiality

Bonds and Boundaries: Meaningful Connections as Fuel in the Workplace

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1.50 Category A credits/credit hours

This QSS, launched in 2024, was authored by Heather Gaunt, who holds a Master of Science in Organizational & Business Psychology from University of Liverpool, worked as clinical faculty for University of Alberta, and is currently a practicing radiation therapist. This module acknowledges that Canadian MRTs serve diverse patients with complex procedures in overextended conditions and the strain on individuals, teams, and organizations can erode patient care and the motivation and satisfaction of healthcare providers. This course examines evidence from psychology, social science, and health literature to explain how our workplace relationships influence our thoughts, feelings, and behaviour. It will explore practical self-management strategies which allow MRTs to protect their energy and insulate themselves from the very real pressures of the workplace environment. This course is accredited for 1.50 Category A/CAMRT credits. By the end of this course you will have new awareness and practical tools to understand, refine, and optimize your energy at work through mindful bonds and firm boundaries.

Upon completion of this self-study course, participants will be able to:
- Differentiate the types of relationships which medical radiation technologists commonly have in the workplace
- Describe the influence these relationships have on worker and patient outcomes
- Define relational boundaries
- Identify common relational boundaries required within MRT practice
- Examine the relationship between relationship boundaries and compassion
- Evaluate scripts for communicating boundaries and resolving conflicts
- Manage the scope and depth of feelings that can emerge from interpersonal connections

Engaging Indigenous Teachings to Help Communication Thrive

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2.50 Category A credits/credit hours

This QSS, launched in 2024, was authored by Tracey Lundstrom (RTT), who is a Métis radiation therapist. This course will demonstrate meaningful cultural teachings from North American Indigenous traditions and the ways they are relevant to working MRTs. Through an introductory lens, a traditional Seven Grandfather Teaching will begin each chapter and then be followed by chapter content, which will include a description of the concepts, and how both the Teaching and the Western-concepts can be applied to the MRT experience at the end of each chapter. The hope is that this method will open the learner’s mind to traditional principles and the way they can be applied to a clinical setting. It is accredited for 2.50 Category A/CAMRT credits.

Upon completion of this self-study course, participants will be able to:
- Discuss Indigenous Grandfather Teachings, including how to use these teachings to improve communication in healthcare settings
- Describe how important human-centered care (HCC) or "person-centered care" (PCC) is in a medical imaging setting
- Explain the journey we take from cultural awareness to cultural safety
- Identify how we move from cultural safety into advocacy in the healthcare setting
- Understand how to start assessing our own cultural biases
- Understand the importance of what language we use and how we communicate in a healthcare setting
- Explain how and why we can use language and communication to empower patients
- Develop appropriate use of language for HCC with diverse populations with a focus on Indigenous patients and your call to action

Professionalism and Applied Ethics for End of Life Care

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2.50 Category A credits/credit hours

This QSS, launched 2024, was written by Lori Boyd, RT(R), BA, MA. The modules of this course cover the ways in which healthcare is challenging, and how MRTs can contextualize actions when things go wrong, such as with errors or mishaps, lapses in professional judgment, or during the final stages of care for patients. This quick self-study will examine these areas and consider some of the theory, best practices, philosophical foundations and recommendations proposed by experts, organizations and governing bodies. The focus will be on professionalism, managing errors in practice, end of life decision-making and care, and palliative care. It is accredited for 2.50 Category A/CAMRT credits. This is a recommended companion piece to another QSS by the same author, Applied Ethics for Healthcare Practitioners.

Upon completion of this self-study course, participants will be able to:
- Describe the characteristics of a profession and a health professional
- Describe the difference between ethical codes and patient bill of rights
- Discuss the prevalence of errors in healthcare practice
- Describe ways to reduce errors in healthcare practice
- Describe the four subcategories of euthanasia
- Discuss prominent legal cases surrounding medical aid in dying and cessation of treatment in Canada
- Describe the benefits of appointing a Power of Attorney for Personal Care or nominating a representative or agent to make health care decisions
- Describe the concept of palliative care and identify the benefits
- Explore the disadvantages of Advance Directives or Living Wills