By Roger A. Boles, MS, EdD, CBET
I just read the June 2016 issue of TechNation and two things really stuck out to me. First, the need for entry-level biomedical equipment technicians will continue to increase at an exponential pace. And second, the supply of entry-level BMETs seems to be decreasing. As a follow up to my esteemed colleague, John Noblitt’s comments in his column… our enrollment too has been taking a steady dive.
Several years ago we were busting at the seams with 250 students. This fall, I’m hoping we are over 100. I’m not sure of the cause of this steady decrease. In the past year, we have recruited more than we ever have in the past, visiting well over 40 high schools and taking part in multiple career expos and other events. Just in the past six months, our department received a much needed shot in the arm when the school allowed us to replace aging equipment with more modern devices.
Global Medical Imaging has helped us tremendously by allowing us to buy modern ultrasound equipment at a deeply discounted price … and then providing training at our facility to local BMETs, our students, and of course, me. When I was an active BMET and working on ultrasound equipment (20 years ago), ultrasound systems were hardware based. Our school still has a few of the old Acuson 128 and ATL Ultramark 9 systems. Yes, the systems still work but they are antiquated for training purposes … big ugly CRTs, dozens and dozens of huge circuit boards, and are not networkable. Now, thanks to GMI, and our administration, we have Philips IU22, GE Logic E9 and Acuson S2000 ultrasounds.
Thanks to the generosity of Fresenius, we have two brand new dialysis machines, donated free of charge. We also have newer ventilators, centrifuges, defibrillators and other items. The equipment is more modern and is still found in hospitals.
We have an increasing number of internship partners and employers asking about students. In fact, there are more jobs available than there are graduates. This is good for the students to have and it should make the program very enticing to someone trying to choose a career path. We plan on using the June 2016 issue of TechNation in our recruiting efforts. But how do we get the students in the door and keep them until graduation? Retention seems to be another problem.
Some students understandably change their mind and their major if they simply decide it isn’t for them or have extreme academic difficulties. Some have work/life issues, financial issues, etc. And some, unfortunately, cannot bridge the gap between high school and college. They have difficulty making it to class, completing assignments, or taking the time to get everything they can out of each lab (choosing instead to leave as soon as possible and then wondering why their grades suffer).
Our administration has recently floated the idea of “badges.” Basically, students would earn badges at several steps along the way to graduation. This, they believe, will hold their attention through the rough parts and give them mini milestone accomplishments. I’m open to the idea but it makes me think about people’s ability to focus on the goal, and keep their “eyes on the prize.”
I teach motorcycle safety on the weekends. The novice class is 5 hours in the classroom and 10 hours on the range over the course of a weekend. The students complete 17 range exercises consisting of basic skills like braking, throttle control, shifting, turning, etc. The exercises build on each other and at the end of the day; the students take a skill evaluation on the motorcycle. If they pass the on-cycle evaluation, and the written test, they are given a certificate that they can take to the Department of Public Safety and get the “M” endorsement on their license.
Are they expert riders at the conclusion of riding two days in the parking lot? No way. And I tell them that they are beginners and should continue receiving training and practicing to build their skill levels before they blast out onto the interstate. Competency-based education at its best, right?
The students do not receive a badge for turning, a badge for braking, a badge for clutch control, etc. The goal is the certificate that they earn at the end of the second day if they are successful in the class. Badges would mean nothing.
I feel the same way about awarding badges in an associate degree program. The goal is the degree that will gain them entry to the field. Breadcrumbs along the way don’t make sense to me. Just like in the motorcycle class, I encourage BMET students to “look up” and see the whole picture. Know that not everything is simple and it takes motivation, determination, skill and perseverance to earn the “trophy.”
