Background:Tumour vasculature is an important component of tumour growth and survival. Recent evidence indicates tumour vasculature also has an important role in tumour radiation response. In this study, we investigated ultrasound and microbubbles to enhance the effects of radiation.Methods:Human bladder cancer HT-1376 xenografts in severe combined immuno-deficient mice were used. Treatments consisted of no, low and high concentrations of microbubbles and radiation doses of 0, 2 and 8 Gy in short-term and longitudinal studies. Acute response was assessed 24 h after treatment and longitudinal studies monitored tumour response weekly up to 28 days using power Doppler ultrasound imaging for a total of 9 conditions (n=90 animals).Results:Quantitative analysis of ultrasound data revealed reduced blood flow with ultrasound-microbubble treatments alone and further when combined with radiation. Tumours treated with microbubbles and radiation revealed enhanced cell death, vascular normalisation and areas of fibrosis. Longitudinal data demonstrated a reduced normalised vascular index and increased tumour cell death in both low and high microbubble concentrations with radiation.Conclusion:Our study demonstrated that ultrasound-mediated microbubble exposure can enhance radiation effects in tumours, and can lead to enhanced tumour cell death.

Continuing professional development (CPD) is essential for radiographers to maintain and update their specialised knowledge base in light of constant professional changes. CPD is the continuous and systematic maintenance, improvement, and broadening of knowledge and skills and the development of personal qualities necessary for the execution of professional and technical duties. Professional and regulatory bodies are increasingly relying on proof of CPD through a variety of learning opportunities to provide evidence of clinical competence. Importantly, CPD has been linked not only to competence but also to motivation and job satisfaction. However, for CPD to be embraced fully, the individual needs to see how activity can be planned and recorded in a way that is meaningful to them in the context of their career aspirations. This article will review basic principles of why evidence is needed for CPD, what constitutes evidence (direct and indirect), and how that evidence can be presented. This will be discussed in the context of having a longer-term career vision, and embedded within Donner and Wheeler's five-phase career planning and development model. R ESUM E Le perfectionnement professionnel continu (PPC) est essentiel pour permettre aux radiographes de maintenir et de mettre a jour leur base de connaissances sp ecialis ees au vu de l' evolution continuelle de la profession. Le PPC est « l'entretien, l'am elioration et l' elargissement continu et syst ematique des connaissances et des comp etences et le d eveloppement des qualit es personnelles requises pour l'ex ecution des tâches professionnelles et techniques » Henwood (2000). Les organismes professionnels et r eglementaires s'appuient de plus en plus sur les preuves de PPC par une vari et e d'occasions d'apprentissage dans la d etermination de la comp etence clinique. Il est important de noter que le PPC est li e non seulement aux comp etences, mais aussi a la motivation et a la satisfaction au travail. Cependant, pour que le PPC soit adopt e pleinement, l'individu doit pouvoir constater de quelle façon les activit es peuventêtre planifi ees et consign ees d'une façon significative pour lui dans le contexte de des aspirations de carri ere. Cet article passe en revue les principes de base autour desquels s'articule le besoin de preuves du PPC, ce qui constitue une preuve (directe ou indirecte) et comment ces preuves peuventêtre pr esent ees. Ces el ements sont trait es dans le contexte d'une vision de carri ere a long terme, et inscrite dans le mod ele de planification et d eveloppement de carri ere en cinq phases d evelopp e par Donner & Wheeler (2001).

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Heidi Probst-Current Position Research and Teaching Interests:Senior Lecturer and research co-ordinator for the Radiotherapy and Oncology subject team within the Faculty of Health and Wellbeing. Teaching focuses on research methods at post graduate level and breast cancer oncology and radiotherapy. Research covers both interest areas (breast cancer radiotherapy and e learning). Current research includes an evaluation of audio feedback (using mp3 files) compared with traditional word-processed (written) feedback concentrating on student satisfaction with feedback, quality of feedback provided and staff time required to produce both methods. In the field of breast cancer current research involves an investigation of patient preferences for different health states and quality of life based on a trade off or standard gamble techniques. 2 AbstractTraining health professionals within University environments has traditionally focused on face-to-face methods. Practitioners working within the UK National Health Service (NHS) have found it difficult to gain leave from work to attend for study due to the demands of the NHS and staff shortages. In response, we developed a distance e learning course to match our current traditional taught programme.The first e learning module (a research methods module) was comparable in content to the traditional taught module, and developed to incorporate a formative assessment design throughout; embodying the Constructivist approach and the principle of assessment for learning. We evaluated student experiences with the e learning module using a pre and post module questionnaire, with the taught cohort used as a comparison. We tested the importance of support, levels of information technology (IT) skills, preferences for e learning and intrinsic motivation. The results identified that highly satisfied e learning students were more likely to report a preference for e learning initially, show higher levels of intrinsic motivation and report good support from tutors and fellow students. This article discusses the development and evaluation of the pilot module and some of the lessons learned from providing e learning to health workers.3