Selected Radiographic Special Procedures II continues RTE2563C, extending the study of imaging techniques and procedures beyond general diagnostic radiography. It covers surgical imaging, computed tomography, magnetic resonance imaging, sonography, radiation therapy, nuclear medicine, and interventional and catheterization procedures — a structured survey of the modalities and specialties a radiographer works alongside and may later enter.
Within the SCNS taxonomy, RTE is the Radiologic Technology prefix. This course sits at the end of the associate-degree radiography sequence. Daytona State publishes it at 4 credits with prerequisite RTE2563C, offered in fall. It appears at approximately four Florida institutions.
Its purpose is orientation rather than qualification, and that distinction is the most important thing in this guide. A radiographer who understands what CT, MRI, sonography, and nuclear medicine actually do — their physics, their indications, their contraindications, and their limitations — communicates better with radiologists, prepares patients properly, and makes informed decisions about which specialization to pursue. What the course does not do is qualify anyone to operate those modalities.
Florida course inventories carry this number as "Special Imaging Modalities." Daytona State publishes "Selected Radiographic Special Procedures II" — and the roman numeral matters, because it signals that a prerequisite course covers the first half. That first half is RTE2563C "Selected Radiographic Special Procedures I", which Daytona State publishes at 5 credits, covering cardiac, nervous, and reproductive system anatomy, cross-sectional anatomy, and the imaging and therapeutic procedures for those systems.
Two consequences. A student registering for a course called "Special Imaging Modalities" may not realize a 5-credit prerequisite stands in front of it. And a transfer student who completed a single "special procedures" course elsewhere may map to neither number cleanly. SCNS equivalency does not cross numbers — read the credit value and the prerequisite chain, not the title.
The most important clarification in this guide. Students complete a survey of CT, MRI, sonography, and nuclear medicine and reasonably conclude they are prepared to work in them. They are not, and the course does not claim to be a qualification.
Practising in an advanced modality requires ARRT post-primary certification, which is earned through a combination of documented structured education and documented clinical experience — a specified number of repetitions of specified procedures, performed and signed off in a working department — followed by an examination. That clinical experience is obtained through an employer, not through a college. There is no way to complete it as a student.
The practical route, which this course should make explicit:
Two corollaries. Sonography and nuclear medicine are different — they are not ARRT post-primary add-ons for radiographers in the usual sense but separate primary pathways with their own accredited programs and credentials (ARDMS for sonography). And ARRT requirements are revised periodically; verify the current structured education and clinical experience requirements directly with ARRT rather than relying on a textbook, an instructor's recollection, or this guide.
Of all the modality content here, MRI safety has the most immediate potential for catastrophic harm, and radiographers rotating through or transporting patients are frequently the people at the door.
The magnetic field is always on. It does not switch off between scans, and it does not switch off when the scanner is idle or when the power is out. Ferromagnetic objects brought into the room become projectiles — oxygen cylinders, IV poles, wheelchairs, scissors, and floor buffers have all caused serious injury and death in real incidents.
The controls that matter:
The ACR Manual on MR Safety is free and is the reference standard. Read it beyond what the course assigns.
A radiographer moving between modalities should carry an accurate sense of scale. CT delivers substantially higher patient dose than plain radiography, and fluoroscopically guided interventional procedures can deliver very high skin doses over long procedures — deterministic skin injury from prolonged interventional fluoroscopy is a documented and reportable event.
Three professional habits follow: pediatric dose deserves specific attention — children are more radiosensitive and have more years for effects to manifest, which is the entire rationale behind the Image Gently campaign; fluoroscopy time and dose must be monitored and recorded during long procedures, with the operator informed; and occupational dose in the interventional suite is real — scatter is the dominant exposure, and lead apron, thyroid shield, eye protection, and the inverse square law are the working defenses.
C-arm work in the operating room is where many radiographers first meet the sterile field, and the rules are not intuitive to someone trained in a radiology department. The equipment must be draped correctly; a non-sterile person does not reach over a sterile field; the C-arm is moved in ways that do not contaminate; and communication with the surgeon happens on the surgeon's terms and timing.
The two practical points students most need: if you are unsure whether something is contaminated, it is — say so and have it corrected, because the alternative is a surgical site infection. And learn the room's protocol before the case, not during it.
Daytona State publishes RTE2573C at 4 credits with prerequisite RTE2563C, offered in fall. The 80 contact hours given here follows the 20-hours-per-credit convention this repository's RTE integrated courses use (RTE2563C carried at 3 credits / 60 hours; RTE1457C and RTE1523C at 4 credits / 80 hours) and is a derived value — confirm on your syllabus. Note that this repository's published RTE2563C entry carries a different credit value from Daytona State's current catalog, so verify the prerequisite's weight in your own program.
Assessment is typically written, covering modality principles, safety, and appropriate selection, and frequently includes an observation or clinical rotation component in specialty departments — which is the most valuable part of the course and the best available way to decide which modality to pursue.
The first digit of an SCNS number denotes the year of offering, not transferability. Courses at the 1000 and 2000 levels transfer transparently between Florida public institutions, and 3000 to 4000 is unproblematic since both are upper division. The boundary that actually matters is 2000 to 3000, where lower-division credit generally cannot satisfy an upper-division requirement.
One caveat overrides the general rule in accredited health programs: they are lock-step cohorts with sequenced clinical placements, and they accept transfer into the professional sequence rarely and only case by case. Expect to repeat coursework when moving between programs, and get any transfer evaluation in writing.
Generated September 2, 2026 · Updated September 2, 2026