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

Caruana, Carmel J.; Wasilewska-Radwańska, Marta; Aurengo, André; Dendy, P P; Karenauskaite, Violeta; Malisan, M.R.; Meijer, Janne‐Mieke; Mornstein, Vojtěch; Rokita, E.; Vañó, Eliseo; Wucherer, Michael

doi:10.1016/j.ejmp.2008.11.001

Cited by 17 publications

(6 citation statements)

References 23 publications

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“…Both medical and physics experts noted that although cooperation is common in the area of scientific research, there is a substantial lack of cooperation in the preparation of teaching and learning materials for medical studies and continuing medical education. This point confirms the assertion of Caruana et al (16).…”

Section: Discussionsupporting

confidence: 92%

“…At the very least, a basic understanding of the physics involved in the functioning of medical devices is essential for medical professionals to use them safely (9)(10)(11); several EU directives, binding on all member states, deal with this important issue as well as with safety from physical agents and personal protective equipment (12)(13)(14)(15). For these reasons, the role of biomedical physics educators takes on greater importance due to their strong competency in the safe, effective, and efficient use of medical devices (16).…”

Section: Introductionmentioning

confidence: 99%

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Biomedical physics in continuing medical education: an analysis of learning needs

Rotomskis¹,

Karenauskaite

Balžekienė

2009

Medicina

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Objective. To examine the learning and practice needs of medical professionals in the field of continuing education of biomedical physics in Lithuania.Material and methods. The study was based on a questionnaire survey of 309 medical professionals throughout Lithuania, 3 focus group discussions, and 18 interviews with medical and physics experts.Results. The study showed that medical professionals lack knowledge of physics: only 15.1% of the respondents admitted that they had enough knowledge in biomedical physics to understand the functioning of the medical devices that they used, and 7.5% of respondents indicated that they had enough knowledge to understand and adopt medical devices of the new generation. Physics knowledge was valued more highly by medical professionals with scientific degrees. As regards continuing medical education, it was revealed that personal motivation (88.7%) and responsibility for patients (44.3%) were the most important motives for upgrading competencies, whereas workload (65.4%) and financial limits (45.3%) were the main obstacles. The most popular teaching methods were those based on practical work (78.9%), and the least popular was project work (27.8%).Conclusions. The study revealed that biomedical physics knowledge was needed in both specializations and practical work, and the most important factor for determining its need was professional aspirations. Medical professionals' understanding of medical devices, especially those of the new generation, is essentially functional in nature. Professional upgrading courses contain only fragmented biomedical physics content, and new courses should be developed jointly by experts in physics and medicine to meet the specialized needs of medical professionals.Correspondence to V.Išvados. Tyrimas parodė, kad biomedicinos fizikos žinios yra reikalingos įvairiose medicinos specializacijose bei praktiniame medikų darbe, o pagrindinis motyvas kelti kvalifikaciją yra profesinis tobulėjimas. Medikų biofizikos žinios, naudojant medicininę įrangą, yra daugiau instrumentinės. Profesinės kvalifikacijos kėlimo kursuose biofizikos žinios pateikiamos labai fragmentiškai, todėl, bendradarbiaujant fizikos ir medicinos ekspertams, turi būti kuriami nauji tęstinio mokymo kursai, atitinkantys specializuotus medicinos personalo poreikius.Adresas susirašinėti: V. Karenauskaitė, VU Fizikos fakultetas, Saulėtekio al. 9, 3 korp., 10222 Vilnius

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Biomedical physics in continuing medical education: an analysis of learning needs

Rotomskis¹,

Karenauskaite

Balžekienė

2009

Medicina

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“…This means a person who, in addition to having a detailed understanding of radiological protection, has knowledge about the clinical practice in the use of radiation. Different aspects of the role of MPs in education of healthcare professionals in Europe have been deliberated [15][16][17]. The shortage of diagnostic MPs in large parts of the world has been pointed out by the IAEA [11,12].…”

Section: Discussionmentioning

confidence: 99%

Evaluation of medical physics training in radiology residency in 67 countries

2018

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The main aim of medical physics training in radiology residency is to have appropriate and safer imaging of patients and safety of personnel. The need to have adequate coverage of medical physics and radiation safety in curricula of radiology residency is well perceived, but it is not known how far it is implemented in practice. Methods: We have analysed the data from 67 countries on medical physics teaching and assessment of residents in radiology programs, considering differences between countries in function of their human development index (HDI). Results:The results indicate that teaching of medical physics by radiologists rather than by medical physicists is very common and there is relationship with the developmental status of a country. The majority of countries with very high HDI used a written test (69%) for medical physics topics, often in combination with other subjects (63%). Further, there is lack of direct involvement of medical physicists during the examination phase of residents. Geographically, it can be seen that Latin American countries in particular lack involvement of medical physicists during both the teaching and examination phase. Conclusion: The lack of adequate involvement of medical physicists in training and in the formal examination of radiology residents in both developed and developing countries is a matter of concern with likely implications on patient and staff safety. Material & methodsThis study is a part of a worldwide survey on radiology education that spans countries in Africa,

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“…The studies were focused on professional education of Master students in international affairs (TRETKO, 2013), border guard students (KUZ, 2015), teaching chemical engineering on an interdisciplinary degree programme in biotechnology (FOLEY, 2016) and medical physicists (MARCU, 2007;CARUANA et al, 2009) through interdisciplinary approach. However, studies on interdisciplinary approach to http://www.ijmp.jor.br v. 10, n. 7, Special Edition PDATU 2019ISSN: 2236 the issue of teaching physics to students majoring in agrarian engineering and agronomy are still lacking.…”

Section: Introductionmentioning

confidence: 99%

Interdisciplinary approach to teaching physics to students majoring in agrarian engineering and agronomy

Збаравська

Chaikovska

Semenyshena

et al. 2019

Ind. Jour. Manag. & Prod.

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This study reports on interdisciplinary approach to teaching physics to the students majoring in agrarian and mechanical engineering. Physics plays a crucial role in mastering major disciplines by students of technical universities. Ukrainian higher education provides primarily mono-disciplinary approach to teaching academic and major subjects, so called teaching isolated disciplines. The interdisciplinary aspect of teaching physics corresponds to the requirements of modern society to educate competitive and qualified specialists in agricultural and engineering spheres. The study aims at defining the essence of interdisciplinary links between physics and major subjects, at specifying the peculiarities of job-focused physics tasks, at demonstrating the necessity of implementation the professional context in the process of studying. The paper investigates this issue by analyzing, comparing, systematizing the pedagogical literature.The study is based on monitoring and pedagogical experiment that proved the insufficient level of professional orientation of physics course. Pedagogical experiment was carried (out from 2014 to 2017). The students of State Agrarian and Engineering University in Podilya, Tavriyskiy State Agrarian University majoring in Agrarian Engineering and Agronomy and the students of Sumy National Agrarian University majoring in Agricultural mechanization took part in the survey. The sample involved 150 students. The study demonstrated such advantages of interdisciplinary approach to teaching physics through occupation-based task scenarios as student engagement and highly qualified specialists, subject interaction. The results of the experiment showed the insufficient level of professional competence of physics course. The material in this article, he patterns of physics course tasks accompanied by illustrations for students of mechanical engineering and agrarian departments, in particular, can be used in educational process.

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

Cited by 17 publications

References 23 publications

Biomedical physics in continuing medical education: an analysis of learning needs

Biomedical physics in continuing medical education: an analysis of learning needs

Evaluation of medical physics training in radiology residency in 67 countries

Interdisciplinary approach to teaching physics to students majoring in agrarian engineering and agronomy

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