Carmel J. Caruana

The role of the biomedical physicist in the education of the healthcare professions: An EFOMP project

The role of the biomedical physicist in the education of the healthcare professions has not yet been studied in a systematic manner. This article presents the first results of an EFOMP project aimed at researching and developing this important component of the role of the biomedical physicist. A background to the study expands on the reasons that led to the need for the project. This is followed by an extensive review of the published literature regarding the role. This focuses mainly on the teaching contributions within programmes for physicians, diagnostic radiographers, radiation therapists, and the postgraduate medical specializations of radiology, radiotherapy, interventional radiology and cardiology. Finally a summary list of the specific research objectives that need to be immediately addressed is presented. These are the carrying out of a Europe-wide position audit for the role, the construction of a strategic role development model and the design of a curriculum development model suitable for modern healthcare professional education.

A comprehensive SWOT audit of the role of the biomedical physicist in the education of healthcare professionals in Europe

Although biomedical physicists provide educational services to the healthcare professions in the majority of universities in Europe, their precise role with respect to the education of the healthcare professions has not been studied systematically. To address this issue we are conducting a research project to produce a strategic development model for the role using the well-established SWOT (Strengths, Weaknesses, Opportunities, Threats) methodology. SWOT based strategic planning is a two-step process: one first carries out a SWOT position audit and then uses the identified SWOT themes to construct the strategic development model. This paper reports the results of a SWOT audit for the role of the biomedical physicist in the education of the healthcare professions in Europe. Internal Strengths and Weaknesses of the role were identified through a qualitative survey of biomedical physics departments and biomedical physics curricula delivered to healthcare professionals across Europe. External environmental Opportunities and Threats were identified through a systematic survey of the healthcare, healthcare professional education and higher education literature and categorized under standard PEST (Political, Economic, Social-Psychological, Technological-Scientific) categories. The paper includes an appendix of terminology. Defined terms are marked with an asterisk in the text.

Curriculum for education and training of Medical Physicists in Nuclear Medicine: Recommendations from the EANM Physics Committee, the EANM Dosimetry Committee and EFOMP.

PURPOSE To provide a guideline curriculum covering theoretical and practical aspects of education and training for Medical Physicists in Nuclear Medicine within Europe. MATERIAL AND METHODS National training programmes of Medical Physics, Radiation Physics and Nuclear Medicine physics from a range of European countries and from North America were reviewed and elements of best practice identified. An independent panel of experts was used to achieve consensus regarding the content of the curriculum. RESULTS Guidelines have been developed for the specialist theoretical knowledge and practical experience required to practice as a Medical Physicist in Nuclear Medicine in Europe. It is assumed that the precondition for the beginning of the training is a good initial degree in Medical Physics at master level (or equivalent). The Learning Outcomes are categorised using the Knowledge, Skill and Competence approach along the lines recommended by the European Qualifications Framework. The minimum level expected in each topic in the theoretical knowledge and practical experience sections is intended to bring trainees up to the requirements expected of a Medical Physicist entering the field of Nuclear Medicine. CONCLUSIONS This new joint EANM/EFOMP European guideline curriculum is a further step to harmonise specialist training of Medical Physicists in Nuclear Medicine within Europe. It provides a common framework for national Medical Physics societies to develop or benchmark their own curricula. The responsibility for the implementation and accreditation of these standards and guidelines resides within national training and regulatory bodies.

The European Federation of Organisations for Medical Physics Policy Statement No 14: the role of the Medical Physicist in the management of safety within the magnetic resonance imaging environment: EFOMP recommendations.

This European Federation of Organisations for Medical Physics (EFOMP) Policy Statement outlines the way in which a Safety Management System can be developed for MRI units. The Policy Statement can help eliminate or at least minimize accidents or incidents in the magnetic resonance environment and is recommended as a step towards harmonisation of safety of workers, patients, and the general public regarding the use of magnetic resonance imaging systems in diagnostic and interventional procedures.

A strategic development model for the role of the biomedical physicist in the education of healthcare professionals in Europe

This is the third of a series of articles targeted at biomedical physicists providing educational services to other healthcare professions, whether in a university faculty of medicine/health sciences or otherwise (e.g., faculty of science, hospital-based medical physics department). The first paper identified the past and present role of the biomedical physicist in the education of the healthcare professions and highlighted issues of concern. The second paper reported the results of a comprehensive SWOT (strengths, weaknesses, opportunities, threats) audit of that role. In this paper we present a strategy for the development of the role based on the outcomes of the SWOT audit. The research methods adopted focus on the importance of strategic planning at all levels in the provision of educational services. The analytical process used in the study was a pragmatic blend of the various theoretical frameworks described in the literature on strategic planning research as adapted for use in academic role development. Important results included identification of the core competences of the biomedical physicist in this context; specification of benchmarking schemes based on experiences of other biomedical disciplines; formulation of detailed mission and vision statements; gap analysis for the role. The paper concludes with a set of strategies and specific actions for gap reduction.

Visualizing and Measuring the Temperature Field Produced by Medical Diagnostic Ultrasound Using Thermography.

The heating of tissues by diagnostic ultrasound can pose a significant hazard particularly in the imaging of the unborn child. The demonstration of the temperature field in tissue is therefore an important objective in the teaching of biomedical physics to healthcare professionals. The temperature field in a soft tissue model was made visible and measured using thermography. Temperature data from the images were used to investigate the dependence of temperature increase within the model on ultrasound exposure time and distance from the transducer. The experiment will be used within a multi-professional biomedical physics teaching laboratory for enhancing learning regarding the principles of thermography and the thermal effects of ultrasound to medical and healthcare students and also for demonstrating the quantitative use of thermographic imaging to students of biophysics, medical physics and medical technology.

An Initial EFOMP Position on the Tuning Process for Masters Programs in Medical Physics in Europe

The EFOMP (European Federation of Organisations for Medical Physics) Council at its September 2008 meeting in Krakow set in motion the ’Tuning Educational Structures in Europe’ process for Masters’ programmes in Medical Physics in Europe. For the medical physics profession a fundamental component of Tuning would be the setting up of an inventory of agreed pan-European learning outcome competences for such programs. This would represent the minimum set of competences that a student should acquire at the exit point of the program. An initial form of this inventory is presented. The inventory was set up on the basis of a thorough analysis of Tuning documentation, lists of medical physics competences used by universities in the various EU states and other competence inventories such as those of ESTRO (European Society for Therapeutic Radiology and Oncology) for radiotherapy physicists. Best-practice elements of these inventories were identified and used as inputs for the inventory. The final form of the inventory must be acceptable for the medical physics profession and associated stakeholders on a European scale. It is important to ensure that this inventory dovetails seamlessly with any EFOMP policy statements regarding the competences of the Qualified Medical Physicist (QMP) and Specialized Medical Physicist (SMP). It is also suggested that in future EFOMP would use the inventory to propose a system of accreditation for programs in Europe similar to that used by CAMPEP (Commission on Accreditation of Medical Physics Educational Programs) in the US.

Biomedical Device Learning Needs of General Nurses in First Cycle Programs in the Czech Republic

The objective of this study was to assess the bio-medical device learning needs of General Nurses in the Czech Republic so that we could design an updated biomedical physics curriculum for them. The methodology consisted of a postal survey targeting heads of academic and hospital Nursing departments in Czech universities and university hospitals. We were interested in knowing which device groups First Cycle General Nursing students are expected to know about and the level of competence expected for each device group. We were also interested to know whether there is agreement or other-wise between the expectations of hospital based clinical nursing departments and university based academic nursing departments. We present the results of the survey and discuss their relevance to biomedical physics curriculum development in the Czech Republic.

Application of Advanced Techniques for Online Presentation of Educational Material for Education and Training Developed within the EUTEMPE-RX Project

This paper discusses approaches for presenting complex educational material for education and training in Medical Physics and Biomedical Engineering through electronic and online tools. Issues and solutions throughout the development of the electronic presentation for the materials are demonstrated and explained. An example with a dedicated educational application is given. The application is a cross-platform online tool that can be implemented in both conventional computers and hand held devices. Materials in the paper are developed within the framework of the EUTEMPE RX project related to the qualification of the Medical Physics Experts in Diagnostic and Interventional Radiology.

How Can Biomedical Engineers Benefit from the New Expert Level Course of the EUTEMPE-RX Project

The profession of Biomedical Engineering (BME) is presently one of the fastest developing and demandable professions in Europe and the world. BME is a discipline that advances knowledge in engineering, biology and medicine, and improves human health through cross-disciplinary activities that integrate the engineering sciences with the biomedical sciences and clinical practice. This field seeks to close the gap between Engineering and Medicine. Due to the rapidity of technological developments and the complex underlying science, Biomedical Engineers need to constantly update their knowledge, skills and competences.