This program will run in its current format for the August 2020 start date. Please review the admission requirements and submit your application as soon as you can meet the requirements and related deadlines. Please note the design and delivery of this program are currently under review, and changes are expected for the August 2021 start date. Changes will be posted on this website.
Description
Diagnostic Cardiac Sonography, also known as Echocardiography, is a technology involving the application of high-frequency sound waves on patients to aid in cardiac diagnoses. As part of the patient care team, Diagnostic Cardiac Sonographers assess patients and provide information to Cardiologists for diagnoses and monitoring patients' health statuses.
The Diagnostic Cardiac Sonography program prepares students, through theoretical and clinical training, to conduct Echocardiography examinations, focusing on the heart. This content is cross-referenced to the national competency profile set up by Sonography Canada.
This is a specialized profession requiring a high degree of technical skills and hand eye coordination, and exceptional interpersonal skills.
As part of training, students will perform scans on each other therefore all students must be agreeable to participate in scanning procedures.
Sonography Canada administers the Canadian credentials. To qualify for certification as a Cardiac Sonographer, candidates will be required to successfully complete two exams:
The certification application fee is $100.00.
Your application will be cancelled without a refund of the non-refundable/non-transferable application fee if you apply:
This is a special selection program. Offers of admittance will be made based on Multiple Mini Interviews results in descending order until all available seats are filled. Therefore, not all applicants who meet admission requirements will be offered a seat. Applicants who meet admission requirements but do not receive an offer of admittance may reapply for a future academic year by submitting a new application and application fee.
Annual application deadline: January 15
We require verification of your complete academic history including any public or private high school, college, university, or technical institutions you have attended.
Post-secondary transcripts must have been issued within 6 months prior to your application date, and submitted in a sealed envelope directly from the post-secondary institution.
If you are required to complete an English language assessment, do not submit your transcripts until requested to do so. See Regular Admission Requirement 4 for more information.
Regular Admission Requirements
Program Progression Requirements
Program progression requirements are not due within 30 days of applying and should be submitted after you start classes.
All Allied Health programs have Multiple Mini Interviews (MMI) as part of their admission process.
In an MMI, applicants will complete a 1.5 hour circuit of approximately eight, 10-minute mini-interview stations, rotating from station to station. At each station, candidates will be presented with a ‘scenario’ or question. They will then have the opportunity to discuss with an interviewer before proceeding to the next station.
MMI utilizes multiple stations where each station is comprised of a scenario designed to evaluate a candidate’s core traits/competencies critical to success in health care professions. This includes competencies such as problem solving, critical thinking, teamwork, responsibility, ethical and moral judgement, self-awareness, conflict resolution and management skills. Applicants have essentially 7 to 8 minutes to respond. Once completed, the interviewer rates the applicant in predetermined areas using a rubric and rating scale. In the end, the scores from all stations are totaled for an overall score for each applicant. Applicants are then ranked accordingly and offered a seat in the program.
Applicants who have applied to more than one AHS program will only participate in one Multiple Mini Interview session.
Recently, the Prime Minister of Canada raised the issue of deterrent fees (a small charge, say $10, which everyone who initiates a visit to a health professional would have to pay at the first contact) as a way to control health care costs. The assumption is that this will deter people from visiting their doctor for unnecessary reasons.
Consider the broad implications of this policy for health and health care costs. For example, do you think the approach will save health care costs? At what expense?
Discuss this issue with the interviewer.
Being a healthcare practitioner is a moral undertaking, and our admission process aims to admit students:
The Academic Success Centre offers optional Workshop/Information Sessions for the MMI during the month of March. Information about the workshop is emailed to applicants.
Please note:
Any applicant requiring accommodation for a documented disability for the MMI must notify the Allied Health Sciences Department in writing 5 business days prior to the first interview date at ahsadmissions@rrc.ca. Complete documentation must be provided to support the request.
| English Language Assessment | Minimum Required Levels | |||
|---|---|---|---|---|
| L - Listening, S - Speaking, R - Reading, W - Writing | L | S | R | W |
| CAEL (Canadian Academic English Language) | 70 | 70 | 70 | 70 |
| CanTEST
(Canadian Test of English for Scholars and Trainees)
RRC Institutional or Official CanTEST accepted EXCEPT for the Medical Laboratory Sciences (MLS) program. The MLS program requires the Official CanTEST (the RRC Institutional CanTEST will not be accepted). | 4.5 | 4.5 | 4.5 | 4.5 |
| Communication for Health Professionals
(RRC Pathway)
Canadian Citizens: LINC programs are not available. | 8 | 8 | 8 | 8 |
| Communication for Internationally Educ Health Prof
(RRC Pathway)
Canadian Citizens: LINC programs are not available. | 8 | 8 | 8 | 8 |
| IELTS - Academic (International English Language Testing System) | 7.0 | 7.0 | 7.0 | 7.0 |
| TOEFL-iBT (Test of English as a Foreign Language - internet Based Test) | 24 | 23 | 24 | 27 |
You may be interested in a career in Diagnostic Cardiac Sonography if you:
When working in the health care profession, there are many physical and emotional demands. As a Diagnostic Cardiac Sonographer, you must:
Additionally, you may:
| Location | Start Date | Apply Link |
|---|---|---|
| Notre Dame Campus | Aug 31, 2020 | Apply now |
Red River College is a participating institution in the HigherEdPoints program. Through this program, students are able to convert Aeroplan® Miles and TD Points into funds to help cover their tuition. Family members and friends can also contribute to a student’s education by converting their loyalty points - anyone can donate their points to an individual student.
Visit the HigherEdPoints website for more information about the program and/or to set up an account to convert your points.
A clear understanding of interprofessional relationships is necessary for effective patient care in the clinical setting. Interprofessional education will develop the learners’ understanding of their role and the role of other professions in the health care team. The course covers topics such as health sciences professions, collaboration, consultation, team-building, and developing partnerships through active presentations, discussion, and interaction between all students registered in programs of the department of Allied Health Sciences.
A clear understanding of interprofessional relationships is necessary for effective patient care in the clinical setting. Interprofessional education will develop the learners’ understanding of their role and the role of other professions in the health care team. The course covers topics such as health sciences professions, collaboration, consultation, team-building, and developing partnerships through active presentations, discussion, and interaction between all students registered in programs of the department of Allied Health Sciences.
This course is a self-study course. The course focuses on study of prefixes, suffixes, combining forms from which medical terms are derived. Medical abbreviations are also included.
This course introduces the physics and instrumentation relevant to the safe and effective practice of diagnostic medical sonography. The following topics will be covered: sonographic terminology, the physics of sound, pulsed ultrasound, sound amplitude, power and intensity, sound attenuation, the interaction of sound in tissue, diagnostic ultrasound transducers, ultrasound sound beams and focusing, spatial and temporal resolution, real-time scanning and real-time timing, and ultrasound instrumentation.
This course introduces cardiac sonography and cardiac scan techniques. It is designed to enable the student to recognize and understand normal anatomy, physiology, and the sonographic appearance of the heart. Diagnostic Cardiac Sonography 1 integrates anatomy and physiology with sonographic principles in the imaging of the heart. The focus of this course is on the assessment and interpretation of patterns in the normal heart as seen with Two Dimensional, M-mode, and Doppler (color, CW, and pulsed wave) imaging. The focus of the course then shifts to the etiology, hemodynamics, signs and symptoms, and sonographic patterns as relevant to the interpretation and quantification of cardiac disease including mitral, aortic, tricuspid, pulmonary, segmental wall anatomy, coronary artery, cardiomyopathy, heart failure, hypertension (systemic and pulmonary), cardiac masses, pericardial disease, cardiac masses, prosthetic heart valves, diseases of the aorta, and Diastolic Function (provocative maneuvers). The course will integrate theory and laboratory practices.
Cardiac Laboratory Techniques 1 and Laboratory Modules introduce students to sonographic imaging of the heart. The course will teach communication, professional responsibility, patient care, PHIA, ergonomics, and workplace safety with the operation of sonographic equipment in the creation and interpretation of 2 Dimensional, M-mode and Cardiac Doppler imaging. These topics will be reinforced in Cardiac Laboratory Techniques 2, as well as the clinical practicum.
The focus in Term 3 is to build on the theoretical knowledge learned in the didactic phase of the program and application in a clinical setting. This term should reinforce the practical skills introduced in DCS Laboratory Techniques 1 and 2. The main focus of Term 3 clinical will be the introduction and participation in an Echocardiography departmental setting, while under the supervision of qualified professionals; the student should demonstrate increasing independence and progress from a novice performance level to entry level of competency in the profession of Cardiac Sonography (Term 5). During Term 3 the students will be introduced to scanning of actual patients, while applying and strengthening: theoretical knowledge, recognition of theoretical pathology, patient care skills, patient history taking, the completion of a cardiac technical impression, case presentation to a Cardiologist as required, all while participating in all aspects of an Echocardiography Department.
This course is designed to develop the student’s awareness and demonstration of safety practices when performing ultrasound exams and transporting equipment. It will identify the principles and application of Routine Practices, Medical Techniques, patient care, patient transfers, cultural awareness, and ethics and professionalism as per Sonography Canada.
This course builds upon the content in ULTR-1001 covering the physics and instrumentation relevant to the safe and effective practice of diagnostic medical sonography. Specific topics covered included Instrumentation, Doppler, Artifacts, Quality Assurance, and Bioeffects.
Diagnostic Cardiac Sonography 2 is a continuation of Diagnostic Cardiac Sonography 1. The focus of this course has shifted to the etiology, hemodynamics, signs and symptoms and sonographic patterns as relevant to the interpretation and quantification of cardiac disease processes, including, Diastolic Function, Cardiac Embryology and Fetal Circulation, and Congenital Heart Disease. Sonographic techniques and modalities such as Transesophageal Echocardiography, Stress Echocardiography, Contrast Echocardiography and Provocative Maneuvers, and 3D/RT3D (4D) Echocardiography will also be covered in this term. Students will be challenged throughout this course to fully appreciate the many variables and factors in the accurate assessment and documentation of cardiac pathology.
Cardiac Laboratory Techniques 2 will continue to teach communication, professional responsibility, patient care, PHIA, ergonomics, and workplace safety with the operation of sonographic equipment. Using appropriate safety techniques, students will complete final preparations for clinical practicum by transitioning to complete independent cardiac sonography examinations (routine/protocol).
While participating in Echocardiogram examinations performed in the clinical sites Echocardiography Department (under direct clinical supervision) students will build upon the theoretical knowledge gained from the didactic phase of the program. Skills learned in ULTR-1008 are expanded, and an increasing level of independence from novice to entry to practice should be demonstrated. Throughout ULTR-2008 the students will continue to scan patients (hands-on experience), while applying and strengthening: theoretical knowledge, recognition of theoretical pathology, patient care skills, patient history taking, the completion of a cardiac technical impression, case presentation to a Cardiologist as required, all while participating in all aspects of an Echocardiography Department.
This course is designed to complement the material taught in Term 1 and provide the students with tools/techniques they can utilize in their hospital training and future roles as sonographers. The content in this course will cover Department communication procedures and how to handle an emergency situation; Differing hospital codes; Aseptic techniques; Geriatrics and Pediatrics; Communication skills; Sensitive practices; Recognizing signs of sexual abuse, Ethics and Professionalism as per Sonography Canada.
In Term 5 (last 8 week duration) of the DCS Program, students continue in their clinical practicum with an emphasis on successfully completing their Canadian Clinical Skills Assessment (CCSA). The focus in Term 5 is to continue to build on the theoretical knowledge learned in the didactic phase of the program and application in a clinical setting. The main focus of Term 5 clinical will be to build upon skills introduced in terms 3 and 4 while participating in all aspects of an Echocardiography departmental setting, under the supervision of qualified professionals; the student should be demonstrating increasing independence and progression from a novice performance level to now building into the entry level of competency in the profession of Cardiac Sonography (Term 5). During Term 5 the students will continue to scan patients (hands on experience), while applying and strengthening: theoretical knowledge, recognition of theoretical pathology, patient care skills, patient history taking, the completion of a cardiac technical impression, case presentation to a Cardiologist as required, all while participating in all aspects of an Echocardiography Department.
Addition of Multiple Mini Interview (MMI)
The MMI process is designed to assess attributes essential for success in health professions. This process is being adopted by colleges and universities across Canada and globally as a fair and effective method of interviewing candidates for health care profession programs.
The MMI utilizes multiple interview stations. Each station is comprised of a scenario designed to evaluate core traits/competencies essential for success in health care professions. This includes competencies such as problem solving, critical thinking, teamwork, responsibility, ethical and moral judgement, self-awareness, conflict resolution, and management skills.
At each station, applicants will read a scenario and then respond. The interviewer(s) will assign ratings using a rubric, which is a guide listing specific criteria for grading or scoring, as well as a rating scale. In the end, the scores from all stations are totaled for an overall score for each applicant.
The MMI process is not meant to be perceived as a barrier. It is a way of identifying applicants who exhibit critical competencies for success and those who may need additional supports prior to program entry.
Prior to participating in an MMI, applicants will be invited to attend an MMI workshop.
Recognition of Prior Learning (RPL) is a process which documents and compares an individual's prior learning gained from prior education, work and life experiences and personal study to the learning outcomes in College courses/programs. For more information, please visit www.rrc.ca/rpl.
Red River College surveys its graduates on an annual basis to collect data related to the graduates’ employment status, salary, occupation and skill use. In addition, graduates are asked to indicate their level of satisfaction regarding the education they received at Red River College.
Visit www.rrc.ca/numbers/reports/graduate-satisfaction for graduate satisfaction and employment reports.
Ultrasound is practiced in major urban and rural hospitals. In Manitoba there is also mobile ultrasound, where the sonographer travels with a portable ultrasound machine to service smaller rural communities. In other provinces there are also private clinics.
Some graduates are working in related teaching, management, and research positions. Others are employed as application specialists, technical advisors, or representatives for diagnostic imaging equipment and supply manufacturers.
In 2013, an entry level technologist in Manitoba could expect to make approximately $31.56 per hour as a starting wage.
As of June 2015, there is a shortage of these qualified professionals.
For information on how to apply to this program, follow the link below.
Every year Red River College surveys students, in all full-time programs, to learn more about their college experience. The questionnaire includes questions about students’ experiences with College programs, facilities, and services offered.
Visit www.rrc.ca/numbers/reports/student-evaluation-of-program for student evaluation of program reports.
Red River College is committed to student success and provides valuable support services to assist in helping students make the most of their time at RRC.
Visit www.rrc.ca/supports for more information.