actually have learned. Two separate exams could be taken dependent on level of skill and/or education. The CRTT, which labeled the individual a certified respiratory therapy technician, this was the entry-level exam. When a practitioner became certified a certain amount of prestige was achieved. These credentials showed that these technician demonstrated more competence that those who did not have these credentials. The RRT or registered respiratory therapist indicated a higher level of understanding of reparatory skills and typically involved an increase in pay scale. At that time only a minimal amount of autonomy was present with this certification, however the prestige was greater in that typically only supervisors and directors were "registered".
             (1)As the implementation of formalized training began many of the number of technical schools teaching these skills began to arise. More importantly for the profession many colleges began associate degree programs in the area of respiratory care. These programs were focused directly on the treatment of respiratory patients. These programs had many of the same requirements such as nursing degrees at the time but had also respiratory specific classes. The individuals were required to take Chemistry, Physics, Anatomy and Physiology, Microbiology, Pharmacology, and more. As these new "educated" therapist began to arise the responsibilities and tasks of the therapist began to increase. The therapist was now not only involved in physically treating the sick individual but now knowing what and why to treat on a sick individual. As more and more formally educated practitioners were put into the work force the on the job trainee began to lose their positions to better-trained individuals. This was initially hospital policies or departmental preference but soon became to be the law with the advent of state licensing. With the increase knowledge base of practitioners came a st...