EPISODE 103: LET'S GET SPOOKY
Aired: October 06, 2026
Alexis Juveland: Well, welcome, everyone, to the “Beam the Way” podcast. On behalf of myself and our whole team here, we want to wish you a very happy Halloween. I'm Alexis.
Asa Walden: And I'm Asa.
Alexis Juveland: And let's get spooky. All right. So, Asa, for your school, do you have any Halloween themes? Because, you know, skeletons, spooky skeletons —
Asa Walden: [laughs]
Alexis Juveland: — x-rays, you know, all that jazz falls into our category. We're like the shining stars.
Asa Walden: We love Halloween at my school.
Alexis Juveland: Yeah?
Asa Walden: Yes. So, number one, trauma sim. Ever heard of that?
Alexis Juveland: I have not. Tell me more.
Asa Walden: All right. Let me break it down for you. Five people in a group, OK?
Alexis Juveland: OK.
Asa Walden: One pretend doctor, which is our lab assistant, one pretend patient, which is a dummy, and a whole book of trauma x-rays.
Alexis Juveland: Wow.
Asa Walden: OK? So, we're working through the entire book of trauma x-rays, and then at the end we get graded on our teamwork. And so, so the whole goal of the trauma sim is to see how well we work as a team and to see if each person can take turns taking charge of one exam at a time.
Alexis Juveland: Wow. That's really great being able to interact with people in those situations, because —
Asa Walden: Yes. And I learned a very important lesson —
Alexis Juveland: Yeah.
Asa Walden: — which was do not directly or indirectly diagnose the patient, so.
Alexis Juveland: Oh, yeah. You know, and it's so hard in those situations because when you have patients and you — like, they know something is up. But you can't — and they're like, "You can tell me," but you got to uphold your professional standard.
Asa Walden: Well, I was just grateful it happened during a sim and not in a real-life situation.
Alexis Juveland: Absolutely, yes.
Asa Walden: So, it's a learning experience. That's what we're here to do as students. We're here to learn.
Alexis Juveland: Absolutely, yes. So, I'm interested more a little bit in that debriefing process —
Asa Walden: Yes.
Alexis Juveland: — afterwards. So, do you talk with your professor afterwards in a group, or how does that exactly work?
Asa Walden: We got graded by a rubric, and the greatest piece of feedback that we were said that we could have improved on was that we worked as a team for each exam, whereas they wanted to see us taking turns taking charge of each exam.
Alexis Juveland: OK.
Asa Walden: So, have one person really direct the exam, whereas we were all sort of doing a little bit in each of the exams. So, you know.
Alexis Juveland: Got you.
Asa Walden: Yeah.
Alexis Juveland: You know what it reminds me of? I don't know if you've seen them. Sometimes they have CPR modules —
Asa Walden: Mm.
Alexis Juveland: — and the team, when they have the team come in, they say, "Who's the leader? Who's the recorder?" It reminds me of that. Something that's similar to my program, and — let me first ask you this. How often do you do those trauma sims?
Asa Walden: It was just a — it was a one-time thing.
Alexis Juveland: OK.
Asa Walden: Yeah.
Alexis Juveland: And so, I hope that somehow I could get that integrated into my program, because I would love to do that. But something unique that my program does is we actually do a disaster simulation. So you can —
Asa Walden: What?
Alexis Juveland: Yeah. So, you have to be a second-year student, and you have to have all your competencies done for that summer semester. But what you do is, they have some type of disaster, whether it's a multiple vehicle crash, an active shooter, a domestic violence incident, and they bring actors in —
Asa Walden: Ohh.
Alexis Juveland: — all different ages, all in makeup —
Asa Walden: OK, I need that job.
Alexis Juveland: Exactly —
Asa Walden: [laughs]
Alexis Juveland: — describing their injuries. And what we have to do, because we have a nursing lab upstairs, so we have to work with the nursing students, with the paramedic students, and we have to all work together —
Asa Walden: It's an interprogram exercise?
Alexis Juveland: Yes.
Asa Walden: What?
Alexis Juveland: Yes, and even the local fire department's involved. I mean, they really, like, make this a chaotic situation for us, but it's great because it makes, it forces us out of our comfort zone and really being able to hone into our critical thinking skills.
Asa Walden: OK, when are you doing this next? Because I have to be there.
Alexis Juveland: [laughs] Yeah, it is coming up soon. So, I'm very excited, and I hope I have the opportunity to participate.
Asa Walden: OK, I might be taking my first trip to Illinois.
Alexis Juveland: [laughs] Come. We'd be happy to have you.
Asa Walden: Thank you. So, outside of the exercises, out in the field, have you seen anything spooky or any interesting cases that you would like to speak of?
Alexis Juveland: Yeah, so I would say during my second semester, my first — yeah, second semester, I actually did my hand competency on a gentleman who caught his hand in a meat grinder.
Asa Walden: [gasps]
Alexis Juveland: Yeah. Yep.
Asa Walden: Was there a hand to do an x-ray on?
Alexis Juveland: There was.
Asa Walden: OK.
Alexis Juveland: Thankfully there was.
Asa Walden: That's a good start.
Alexis Juveland: Yeah. There was lot of, lot of blood and all that. All —
Asa Walden: Poor patient.
Alexis Juveland: Exactly, yeah. And you know what? Considering the fact of how traumatic it was, he really held his composure well. I was really surprised.
Going off of that, I've also seen a lot of geriatric patients, females especially, who I've seen have hip fractures, and I mean terrible ones, and they are the calmest people I have ever met.
Asa Walden: Oh, because they're —
Alexis Juveland: They're like, "Oh, just do what you got to do, honey. You know, it's no problem at all." I'm like — [inhales]
Asa Walden: Oh, because they're tough as nails.
Alexis Juveland: "OK." Exactly. [laughs]
Asa Walden: It's the dislocations that come in bawling.
Alexis Juveland: Yes.
Asa Walden: Yes.
Alexis Juveland: Exactly. I know. It's, yeah, you get to see the worst of the worst. What type of — I mean, what type of trauma, level trauma center are you at?
Asa Walden: OK, so let me set the scene here. It is my second day ever as clinicals as a radiography student. I'm at a level I trauma center.
Alexis Juveland: OK.
Asa Walden: Someone come in on a LUCAS machine. Are you familiar with LUCAS machines?
Alexis Juveland: I don't think so.
Asa Walden: Automatic CPR pumps. So, it is a very big —
Alexis Juveland: Ohh.
Asa Walden: And if you haven't seen it, it's more violent than you're imagining right now. It is full-on. And when you see a patient come in on a LUCAS machine, it's an indicator that they've already been doing manual CPR for quite some time and it hasn't been working, so the LUCAS machine is sort of a last resort. The doctor cut open the ribcage and manually pump it. It's actually a procedure called an open cardiac massage. OK?
Alexis Juveland: Oh my goodness.
Asa Walden: And that is a last resort. And I will just say I took it a lot better than my classmate.
Alexis Juveland: That is — oh my gosh.
Asa Walden: Spooky?
Alexis Juveland: I can't even ima — yes.
Asa Walden: Yes.
Alexis Juveland: Spooky indeed. I can't even imagine. I can't imagine seeing that type of situation. I'm trying to think how I would handle it, because I feel like I can handle a lot, like the blood and the goriness that we see, but seeing that would be a whole different dynamic for me.
Asa Walden: My brain wasn't registering it as real, if that makes sense.
Alexis Juveland: Yeah, it was just like —
Asa Walden: It was happening —
Alexis Juveland: — you're there.
Asa Walden: — but it wasn't real.
Alexis Juveland: [laughs] Exactly. Oh my goodness, jeez.
Something I want to move on to is studying for the registry exam.
Asa Walden: Oh, we love studying.
Alexis Juveland: Exactly.
Asa Walden: [laughs]
Alexis Juveland: All day, every day, 24/7. [laughs]
Asa Walden: So, I know that the best way to study is to do what works for you, right?
Alexis Juveland: Absolutely.
Asa Walden: And so, what you need to do is seek out the resources that match your learning style.
Alexis Juveland: Mm-hmm.
Asa Walden: Right? So, for me, I love interactive stuff. I like to be able to track my progress, right? What works for you?
Alexis Juveland: Well, I really like taking a teaching method to it.
Asa Walden: Hmm.
Alexis Juveland: So, I actually use, I have a huge whiteboard at home. I write down all my notes, study it for a while, and then I'm like, "Hey, Mom, Dad, get in my room."
Asa Walden: Oh, I love this.
Alexis Juveland: Exactly. And I got a, I have them stay in there with me for 20, 30 minutes, and I go off of my whiteboard, and I just explain everything that I believe I have knowledge about and —
Asa Walden: Yeah, because if you can teach it, you understand it.
Alexis Juveland: Exactly.
Asa Walden: Right.
Alexis Juveland: Yeah. I feel like for me, that is the best way for me to know that, like, I have all this information honed down. I'm an expert.
Asa Walden: I think the most important thing to remember is that learning is more than just memorizing questions and answers.
Alexis Juveland: Absolutely.
Asa Walden: Does that make sense?
Alexis Juveland: Yeah.
Asa Walden: So, one of the best ways to make sure that you're understanding the content and not just the specific wording of a question is to check out those SEAL [Student Exam Assessment Library] exams that are offered by the ASRT. Have you heard of these?
Alexis Juveland: Absolutely, yep.
Asa Walden: So, the SEAL exams offer questions that cover content that you may already be familiar with, but it's worded differently. That way you know that you're actually understanding the material.
Alexis Juveland: Absolutely, yeah. I think that is a great method, to use the SEAL exams, because obviously the main goal is to take the registry exam and to pass it.
Going back to what you said about being able to know, not memorize the questions and the answers. And I think that's so important, especially for a field like this, because we're going to have to be able to take what we know and apply it to our career. And obviously not everything is perfect like it is in the book. It's not going to be picture perfect.
Asa Walden: Spoiler alert: Textbook patients don't exist.
Alexis Juveland: Exactly.
Asa Walden: They are not all underwear models like they are in our PowerPoint lectures.
Alexis Juveland: Yes, yes, and I'm part, I'm glad about that.
Asa Walden: Well, yeah.
Asa Walden and Alexis Juveland: [laugh]
Alexis Juveland: You know, you know you understand the material when you're able to put it in real-life situations and being able to adjust it based on your patient's condition, based on the situation that's given to you. So, that's when I know that like, OK, I know what I'm doing. I have this to the T.
Asa Walden: Oh, and one of my favorite ways to learn, like, a really complex or difficult concept is to create mnemonic devices.
Alexis Juveland: Ooh.
Asa Walden: But I do it with my classmates.
Alexis Juveland: OK.
Asa Walden: So, I remember one of our very first tests for physics class, we were all like, "What the heck are we learning right now?" It was like a completely new language, right? So, we came up with these mnemonic devices that were so silly that once you hear them one time, you can never forget them, right? Like, they were just so absurd, they were just so out of the box, that it really helped, it really helped the content stick with us.
Alexis Juveland: Huh!
Asa Walden: And so, I found that once I laugh with a classmate about something, I'm much more inclined to remember it because I have, like, a positive emotional experience associated with the content itself.
Alexis Juveland: Absolutely. You know, I wish I could create this, and I bet it's out there somewhere, but I like to sing sometimes. And, you know, it's always the case where we can have songs memorized, all the lyrics, but yet it can be really hard to memorize material. I would love if there would be a way that we could have some type, like, have our study material, but put it into a song in a way that it, like, the melody and the chorus all works together.
Asa Walden: OK, are you sitting down? I know you're sitting down because I'm looking at you.
Alexis Juveland: [laughs]
Asa Walden: But there — such a tool exists.
Alexis Juveland: Tell me. I need to know. [laughs]
Asa Walden: I will tell you. My friend Hannah uses a tool that's exactly that. She uploads her notes, and it creates a melody and a song associated with the notes, and it's actually hilarious.
Alexis Juveland: You know, that reminds me that in my first semester, my program director had introduced us to, I believe it's called LM Notes or LM Notebook, and what we did was we wrote up our study guide, all, for me, 68 pages or so, and I uploaded it to this app. And what it did was it made my study notes into a podcast.
Asa Walden: Yes, so, you're referring to NotebookLM, which is a —
Alexis Juveland: Yes.
Asa Walden: — it's a product by Google, and it's actually wonderful.
Alexis Juveland: You know, another study tool that's really awesome, well, two different ones that the ASRT offers for students is the interactive anatomy and physics modules.
Asa Walden: Oh, please do tell more.
Alexis Juveland: Well, with the anatomy, I believe that they have a patient set up, and then you can, they actually test you on where is this part of anatomy, and it's a matter of clicking on it. So, it actually really tests your knowledge on how well you know your anatomy.
Asa Walden: Oh, that's so cool, because anyone can memorize a diagram, but if you have to point out the anatomy on a whole body, that's different.
Alexis Juveland: Absolutely. And also mentioning the ASRT Roadmap, which actually helps you prepare for the registry six months until you take your exam. And so, it helps you with different tasks, anything that you might be struggling on, and you can always go back to any task that you may have finished if you still want more prep with it. And so, I think that's a great resource to use because it's going to really prep you for success for the exam.
Asa Walden: Yeah, that sounds like it's right up my alley. I love to be able to monitor my progress, so.
Alexis Juveland: Exactly. And now let's listen from Melissa Culp on the benefits of being an ASRT Student member.
Melissa Culp: My name is Melissa Culp, and I'm the executive vice president of member engagement at the ASRT. That means I think a lot about our members, especially our Student members and the future of the profession.
So, I want to talk to you a little bit about the benefits of being a Student member of the ASRT. Now, when I was a student, a long time ago, my program director told me, "Melissa, you must join the American Society of Radiologic Technologists and your affiliate. This is your way as a student of becoming a professional and entering into the profession to change the profession and how it engages with patient care."
So, I think that's one aspect of joining the ASRT as a Student member. You become part of something that's bigger than yourself. And if you're ever in clinical practice or you're going out to clinicals and you're like, "You know, I love this profession, but this little part of the process, I don't like that. I don't like this thing that I see," the ASRT is how you change that by being part of the Society. This is where we set our practice standards, what we can literally do in the profession, and this is where we establish as a profession what gets taught in the classroom. So, if you don't like something, this is the place where you change it and why being part of the ASRT is so important.
And as a student, there are some tangible benefits, like we have scholarships for you. The ASRT Foundation has ways for Student members to apply. But then also we have study tools and guides and clinical refreshers to help you in your day-to-day classroom and clinical experiences.
But I think the core benefit of what's so important about ASRT is the professional community that we have together. So, welcome to the ASRT, and thank you.
Asa Walden: I love that perspective. When you see something you don't like, make an effort to change it, right? I love that in this profession, we have that opportunity. It's not such a big profession to where you can't get in. You know what I mean?
Alexis Juveland: Absolutely. And I really think hearing people like Melissa encourage us to do that.
Asa Walden: Right.
Alexis Juveland: But for us, there is room to provide our feedback for improvement and to see, and to tell, you know, the ASRT what changes we would like to see within our profession.
Asa Walden: And not just room. They're actively promoting us to have that voice, right? They're investing in our future. They're — and I think I heard her mention a scholarship?
Alexis Juveland: Yes.
Asa Walden: So, that sounds pretty great.
Alexis Juveland: Absolutely. And what I also really liked is that beyond being a student, even when you're a new imaging tech or radiation therapy professional, they offer clinical refreshers for you. So, in case you're doing some exams and you're like, "You know, I'm not so sure about that. Let me go back to the ASRT, because I know they got some really astounding modules that I could probably study up on."
Asa Walden: OK, people talk about continuing education like it's evil. It's really not.
Alexis Juveland: No.
Asa Walden: It's really just —
Alexis Juveland: It's there to help you. [laughs]
Asa Walden: It's literally there to help you become a better professional, and if you're passionate about your profession, don't we want to do that?
Alexis Juveland: Exactly.
[sound effect]
Asa Walden: Who's that?
Marie: Hey, guys. Do you know what time it is?
Asa Walden: Would it be time for Starting Out Strong With Bianca?
Alexis Juveland: You got it. Let's hit it.
Bianca Strong: Welcome to Starting Out Strong With Bianca. Today, I'm going to talk to you about the House of Delegates. The ASRT is governed by its articles of incorporation, bylaws, House of Delegates and an elected Board of Directors. The House of Delegates is the legislative body of the ASRT and establishes professional standards of practice. It is comprised of chapter and affiliate delegates.
SLDP [Student to Leadership Development Program] participants attend the House of Delegates in the first year of their three-year program. They sit in the House with their affiliate leaders and learn more about the governance process. They also learn about motions, bylaws, changes that affect the profession and general association management and leadership principles from the affiliate leaders.
Attending the House of Delegates meeting is an unforgettable experience, and we are proud to share this with participants in SLDP now and for years to come. So, let's finish out strong. Learn more by visiting our website, asrt.org/SLDP.
Alexis Juveland: My second-year mentor from my school was in that video.
Asa Walden: What? So, you hear ASRT House of Delegates meeting, it sounds, honestly, it sounds overwhelming, you know?
Alexis Juveland: Yes.
Asa Walden: But from what I just saw, that was just a bunch of people having fun.
Alexis Juveland: Yep, exactly. You know, I really looked forward to meeting the Board of Directors and my affiliate, and I really think it's a great opportunity for students to meet those people —
Asa Walden: Yeah.
Alexis Juveland: — because you'll be able to understand who they are at their core and why they have such a passion for this profession and what led them to where they are now.
Asa Walden: It really feels like a passing of the torch from one generation to the next of professionals, right?
Alexis Juveland: Absolutely, and you get to see how they started and how they got to where they are now.
Asa Walden: And like, "Oh, these people aren't scary. They're actually really, really nice." [laughs]
Alexis Juveland: Exactly. And I think also learning the bylaws and the motions, that may sound scary. I know it scared me when I first heard it. But at its core, it's when you really learn about it and understand what it's there for. It's there to protect us and to protect our future. So, I think that's really important to understand for students.
Asa Walden: It is important.
Alexis Juveland: Mm-hmm, absolutely.
Meredith Check: Welcome back to Checking In With Check. Today, we're going to talk about resources. So, what resources exist for you to learn more about advocacy or to learn what's going on in your state or at the federal level? ASRT has worked really hard to create the advocacy tool kit, which can be found at asrt.org/ToolKit. Here you're going to find an advocacy guidebook as well as a lot of one-pagers that talk about all of the work that ASRT does and the positions that we promote.
Second, your affiliate societies are a great resource to learn what's going on in your area. There are also state legislative websites that can tell you if anything is being done on the legislative side, or your agency or licensure board websites have really great information on the state of the profession in your area.
Finally, congress.gov will give you a whole host of information related to the impact of what's going on at the federal level.
Alexis Juveland: You know, just seeing what Meredith just talked about and seeing how it affects our profession with the ASRT, you can see how an organization like the ASRT provides an extensive number of resources for us about advocacy, about giving us the tools to educate people and why it's essential that people understand our role to provide quality patient care.
Asa Walden: And I feel like when I came into my program, I learned about the Image Gently pledge, right? I learned about the Image Wisely pledge and those initiatives. And coming in as an outsider, you view the organization as something other than yourself, right? So, I had this preconceived notion that the ASRT has always existed, has always done these campaigns, and these were just, like, a part of the profession. Learning about people that actually are actively making the campaigns, and I think this'll come in more to play when we get R.T.(R) behind our name and we start to see the advances that happen throughout our careers —
Alexis Juveland: Mm-hmm.
Asa Walden: — we take for granted the campaigns that came before us, right? And I think that we do ourselves a disservice to just assume that things will always move forward.
Alexis Juveland: Mm-hmm.
Asa Walden: It's a lot of people that are putting in a lot of effort consistently to make things move forward. And I think what's important to remember about advocacy is even if a piece of legislation doesn't get passed, you're still spreading awareness about the issue.
Alexis Juveland: Exactly, and I think kind of on the opposite end, if you are trying to oppose a bill and stop it from getting passed, the more people you have filing witness slips against it, the more those legislators are going to wonder, "Why are people against this?" They're going to want to know the why behind it, and then they're probably going to be more inclined to want to have a conversation with us and see our perspective of why this can be intrusive upon our profession.
Asa Walden: Yeah, I like to go by the saying "We're responsible for the effort, not the outcome."
Alexis Juveland: Absolutely.
Asa Walden: Oh my goodness, do you know what time it is?
Alexis Juveland: I think I know, because you're so excited, I can tell.
Asa Walden: Of course, it's Museum Moments With Bill.
Alexis Juveland: All right, let's do it.
Bill Brennan: Welcome to another episode of Museum Moments With Bill Brennan. Today, we're going to talk a little bit about image receptors. You know, everybody knows what an x-ray looks like, right? Well, the x-rays years ago were actually done on glass plates, very much like this one from 1915. Most x-rays came from the time when we were doing photographs on glass plates, so it was a natural progression. This went on until about World War I when finally, we couldn't get glass because a lot of it came from Germany. But then we evolved.
The next evolution in image receptors was film, very much like this one. That's a cellulose nitrate film. Cellulose nitrate was an early type of film that we used that had problems. Problem was a) it was cellulose, which is organic, which means it's going to break down over time. Also, the nitrate, which can be highly flammable. Cellulose nitrate films were really dangerous, and in 1929, there was actually a fire in the Cleveland Clinic where it killed over 120 people, and it started in the x-ray storage facility.
So, then a man named George Eastman of the Eastman Kodak Company developed what he called safety film, and of course, that was made more of the plastic base. Today, we don't even use film. Today, we use a digital image receptor that instantaneously gives us an image from the x-ray.
Thank you for joining us on this episode of Museum Moments. And remember, history can be radical.
Alexis Juveland: I love the ending.
Asa Walden: Oh my goodness, he is so cool.
Alexis Juveland: Radical, just radical.
Asa Walden: Imagine getting an entire tour from him.
Alexis Juveland: I know.
Asa Walden: Of the whole museum [ASRT Museum and Archives].
Alexis Juveland: That would be really fun. Just his energy, I mean, it's just —
Asa Walden: So great.
Alexis Juveland: I bet that's what makes that tour so special.
Asa Walden: Right.
Alexis Juveland: Just seeing these videos just intrigues me so much. Because again, this isn't highlighted that much in radiology school at all. And so, I really like to learn about that evolution that we've come from and how we've progressed throughout the years to, again, focus on that patient safety and putting them first.
Asa Walden: Well, it goes back to exactly what I was talking about earlier, which is the normal human tendency to assume that things have always been the way they are, right? So, when you learn about the evolution of the image receptor, for example, like we just did, you really come to appreciate the simplicity of the way things are now, right? So, we take an image and instantaneously it pops up on the computer monitor. I mean, they were worried about the image receptor breaking down because it was made of an organic material called cellulose. Like, that's, we have such first world problems compared to that, right?
Alexis Juveland: I know. I think we really get spoiled with digital radiography and how instantaneous the images come from, considering that, you know, when we had CR [computed radiography], that you would have to put it through the image-reading device and wait for it to develop, and then we actually still have CR at my clinical site that we use for fluoro [fluoroscopy].
Asa Walden: So cool.
Alexis Juveland: And so, when I put it in and I'm taking my scout image for if it's an abdomen or a chest x-ray —
Asa Walden: Sure.
Alexis Juveland: — and the image comes in bits and, like, sections, and you're just hoping —
Asa Walden: Please be good. Please be good.
Alexis Juveland: — that costophrenic angle did not get cut off —
Asa Walden: [laughs] Oh, goodness.
Alexis Juveland: — and you have to redo an entire image because of that.
Asa Walden: So, take it a step further. Imagine back in the days of yore when they had film that they had to develop over time.
Alexis Juveland: Absolutely. Mm-hmm.
Asa Walden: And imagine having to do a repeat hours and hours and hours after you took the original image. I feel like that would be so frustrating.
Alexis Juveland: Oh, yeah. And I would assume that you would also be exposed to different types of chemicals while developing those images. So, not only safety for patients, but for us as medical imaging and radiation therapy professionals as well.
Asa Walden: So, thank you, Bill, for educating us on why —
Alexis Juveland: On why it's important to learn the evolution of x-rays and just seeing how far we've come.
Marie: We have a poll.
Alexis Juveland: All right, let's see what we got. Our question to you guys on social media was, how do you prefer to study for upcoming exams? Our choices were: one, study groups; two, online tools such as Quizlet, Kahoot!; and three, flashcards and self-made study guides. And our answer was 67% online tools.
Asa Walden: That doesn't surprise me at all.
Alexis Juveland: It's really a given, I feel like. But I have to say, I personally am an advocate for flashcards. I believe that writing, handwriting notes is so beneficial —
Asa Walden: Oh, there's —
Alexis Juveland: — for memorization.
Asa Walden: — there’s scientific data that proves that handwriting your notes actually helps you remember it way better than just typing it.
Alexis Juveland: Absolutely. So, hmm, Kahoot!, though. I really like Kahoot!
Asa Walden: There's nothing like a good Kahoot!
Alexis Juveland: I have considered myself a semicompetitive person throughout my life.
Asa Walden: [laughs] Until Kahoot! comes out. [laughs]
Alexis Juveland: But then radiography school started —
Asa Walden: Oh, goodness.
Alexis Juveland: — and we started Kahoot!, and I was like —
Asa Walden: Did they ever —
Alexis Juveland: "I'm going to be number one." [laughs]
Asa Walden: Did they ever offer bonus points to whoever won?
Alexis Juveland: They, you know what? We got a prize. We actually don't get extra credit in our program, but we did get a prize from the bag of, I forgot, like, bag of, not bag of doom, but bag of, like, cool stuff that we would get. And so, I remember getting, like, a cup that was shaped as a skull, which was really cool, so. [laughs]
Asa Walden: And you didn't bring it?
Alexis Juveland: I didn't, no. I should have been sipping my water through it. [laughs]
Hey, Marie. I heard you have some pretty spooky images for us to view.
Marie: You got it. Let me show you.
The spooky lab activity provided students an opportunity to produce radiographs using difficult-to-grasp concepts, such as spatial resolution, distortion, receptor exposure and differential absorption in an engaging, creative way.
Alexis Juveland: What a great episode, Asa, as always, working with you. Was there anything that stuck out in the podcast that you feel like you'll sit with for a while, and that really, something that made an impact on you?
Asa Walden: Yeah, I felt like there was this overarching theme of the work of previous radiographers, whether that be through, you know, inventing new image receptors or coming up with campaigns to improve patient safety. They, overall, the work of the generations before us really makes our lives easier, and I think that it's our responsibility to pay that forward and to continue putting in the effort in order to make this an even more safe and rewarding field for future radiographers.
Alexis Juveland: Absolutely. And I go back to the segment with Bill, because I just keep thinking about the museum and how, in my opinion, I really think the museum as a whole is a dedication to the pioneers that came before us in the field of radiology, and that the museum itself is a way to say thank you to them.
Asa Walden: Mm-hmm. I love that.
Alexis Juveland: For me, I would say the legislative aspect of the episode really stuck with me. You know, coming into this profession, I honestly had no idea that legislative governance policies, regulations, I would have anything to do with that. I thought I was just coming in, going to be training x-rays, and that's what I was going to do on a daily basis.
Asa Walden: I would not have believed you if you would have told me that I would be where I am in terms of advocating —
Alexis Juveland: Exactly.
Asa Walden: — at a state and a national level.
Alexis Juveland: Absolutely. And I think just for us, it's a great way to — it's a great reminder to become more aware and more informed about what's going on in your local and state governments, because you never know how it's going to be affecting you in your day-to-day life within your profession.
Asa Walden: Absolutely.
Alexis Juveland: Yeah. So, thank you all for joining us today. Remember to like and subscribe, and remember, we're all in this together —
Asa Walden: — one beam at a time.