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Caruana CJ, Karenauskaite V, Mornstein V, Vano E, Pace E, Lammertsma AA, Maas AJJ, Bert C, Byrne B, Colgan N, Essers M, Isidoro J, Koniarova I, Makridou A, Pesznyak C, Rønde HS, Winiecki J. A generic curriculum development model for the biomedical physics component of the educational and training programmes of the non-physics healthcare professions. Phys Med 2021; 85:32-41. [PMID: 33964550 DOI: 10.1016/j.ejmp.2021.04.015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/04/2021] [Revised: 03/23/2021] [Accepted: 04/14/2021] [Indexed: 11/19/2022] Open
Abstract
The objective of the study was the construction of a generic curriculum development model for the use of biomedical physics (BMP) educators teaching the non-physics healthcare professions (HCP) in Europe. A comprehensive, qualitative cross-sectional Europe-wide survey of the curricula delivered by BMP in Faculties of Medicine and Health Sciences (FMHS) was carried out. Curricular content was collected from faculty web-sites, curricular documents and textbooks. The survey data was supplemented with semi-structured interviews and direct observation during onsite visits. The number of faculties studied was 118 from 67 universities spread all over Europe, whilst the number of onsite visits/interviews was 15 (geographically distributed as follows: Eastern Europe 6, North Western Europe 5, and South Western Europe 4). EU legislation, recommendations by European national medical councils, educational benchmark statements by higher education quality assurance agencies, research journals concerning HCP education and other documents relevant to standards in clinical practice and undergraduate education were also analyzed. Best practices and BMP learning outcomes were elicited from the curricular materials, interviews and documentation and these were subsequently used to construct the curriculum development model. A structured, comprehensive BMP learning outcomes inventory was designed in the format required by the European Qualifications Framework (EQF). The structures of the inventory and curriculum development model make them ideally suited for use by BMP involved in European curriculum development initiatives for the HCP.
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Affiliation(s)
- C J Caruana
- Medical Physics, Faculty of Health Sciences, University of Malta, Msida, Malta.
| | | | - V Mornstein
- Department of Biophysics, Medical Faculty, Masaryk University, Brno, Czech Republic
| | - E Vano
- Medical Physics, Radiology Department, School of Medicine, Complutense University, Madrid, Spain
| | - E Pace
- Medical Physics, Medical Imaging Department, Mater Dei University Hospital, Msida, Malta
| | - A A Lammertsma
- Chair of EFOMP Education & Training Committee & Radiology & Nuclear Medicine, Amsterdam UMC, Amsterdam, Netherlands
| | - A J J Maas
- Chair of EFOMP Professional Matters Committee & Member MREC Brabant, Tilburg, Netherlands
| | - C Bert
- Department of Radiation Oncology, Universitätsklinikum Erlangen, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Germany
| | - B Byrne
- Medical Physics, Mater Misericordiae University Hospital, Dublin, Ireland
| | - N Colgan
- School of Physics, National University of Ireland & Medical Physics, Galway University Hospital, Galway, Ireland
| | - M Essers
- Medical Physics and Instrumentation, Institute Verbeeten, Netherlands
| | - J Isidoro
- Medical Physics and Radiation Protection, Centro Hospitalar e Universitario de Coimbra, Coimbra, Portugal
| | - I Koniarova
- National Radiation Protection Institute, Department of Radiation Protection in Radiotherapy, Prague, Czech Republic
| | - A Makridou
- Medical Physics, Thessaloniki Cancer Hospital "Theagenio", Thessaloniki, Greece
| | - C Pesznyak
- Radiotherapy Centre, National Institute of Oncology & Institute of Nuclear Techniques, Budapest University of Technology and Economics, Budapest, Hungary
| | - H S Rønde
- Medical Physics, Danish Centre for Particle Therapy, Aarhus Universitetshospital, Aarhus, Denmark
| | - J Winiecki
- Medical Physics Department, prof. Franciszek Lukaszczyk Memorial Oncology Centre & Collegium Medicum Nicholas Copernicus University, Bydgoszcz, Poland
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Castillo J, Caruana C, Morgan P, Westbrook C, Mizzi A. Development of an inventory of biomedical imaging physics learning outcomes for MRI radiographers. Radiography (Lond) 2019; 25:202-206. [DOI: 10.1016/j.radi.2019.01.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2018] [Revised: 12/23/2018] [Accepted: 01/03/2019] [Indexed: 10/27/2022]
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Sá Dos Reis C, Pires-Jorge JA, York H, Flaction L, Johansen S, Maehle S. Curricula, attributes and clinical experiences of radiography programs in four European educational institutions. Radiography (Lond) 2018; 24:e61-e68. [PMID: 29976346 DOI: 10.1016/j.radi.2018.03.002] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2017] [Revised: 02/26/2018] [Accepted: 03/05/2018] [Indexed: 11/16/2022]
Abstract
INTRODUCTION The aim of this study was to compare radiography curricula, teaching/learning strategies, skill development, clinical practice outcomes and research development delivered by four European educational institutions. METHODS This study was carried out in two phases: the first focused on curricula analysis; the second involved online questionnaires to ascertain data from two key-informants: students who had recently completed their bachelor thesis and teaching-staff. Questionnaires were designed to capture teaching and learning strategies, skill acquisition and outcomes of clinical practice and research. Descriptive statistics and thematic analysis were performed according to the nature of the questions. RESULTS The European Credits Transfer System dedicated per core subject area (natural sciences, clinical practice, research, imaging technology, humanities) differed between institutions. Students classified technical, practical and communication skills as the most important, teaching-staff highlighted also critical thinking. The students defined as "very good" their experience in radiography (58.5%) and computed-tomography (45%). Magnetic resonance imaging practice was considered "Average" by 53% of the UK-students and "Good" by the other European students (40%). According to 71% (55/78) of the students, research work contributed to the development of critical/reflective thinking. CONCLUSIONS The four radiography programs presented variations in curricula, contact-hours, clinical experience and outcomes. Research units allowed the participant-students to develop their critical thinking capabilities. The outcomes from clinical practice differ across the institutions, mainly due to differences in background and access to specialities. Further work is necessary to assess the real impact of different radiography programs on professional and academic mobility across Europe.
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Affiliation(s)
- C Sá Dos Reis
- Medical Radiation Sciences, Curtin University, Perth, Western Australia, Australia; Escola Superior de Tecnologia da Saúde de Lisboa/Instituto Politécnico de Lisboa (ESTeSL/IPL), Portugal.
| | - J A Pires-Jorge
- Haute École de Santé Vaud/University of Applied Sciences and Arts Western Switzerland (HES-SO), Switzerland
| | - H York
- University of Hertfordshire, Hatfield, United Kingdom
| | - L Flaction
- Haute École de Santé Vaud/University of Applied Sciences and Arts Western Switzerland (HES-SO), Switzerland
| | - S Johansen
- Oslo and Akershus University College of Applied Sciences, Faculty of Health Sciences, Norway; Department of Oncology (AKB), Division of Cancer Medicine, Surgery and Transplantation (KKT), Oslo University Hospital (OUS), Norway
| | - S Maehle
- Oslo and Akershus University College of Applied Sciences, Faculty of Health Sciences, Norway
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Castillo J, Caruana CJ, Wainwright D. The changing concept of competence and categorisation of learning outcomes in Europe: Implications for the design of higher education radiography curricula at the European level. Radiography (Lond) 2011. [DOI: 10.1016/j.radi.2010.12.008] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Caruana CJ, Wasilewska-Radwanska M, Aurengo A, Dendy PP, Karenauskaite V, Malisan MR, Meijer JH, Mihov D, Mornstein V, Rokita E, Vano E, Weckstrom M, Wucherer M. A comprehensive SWOT audit of the role of the biomedical physicist in the education of healthcare professionals in Europe. Phys Med 2009; 26:98-110. [PMID: 19800276 DOI: 10.1016/j.ejmp.2009.08.001] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/26/2009] [Revised: 07/16/2009] [Accepted: 08/26/2009] [Indexed: 10/24/2022] Open
Abstract
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.
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Affiliation(s)
- C J Caruana
- EFOMP, SIG Biomedical Physics Education for the Healthcare Professions and Biomedical Physics, Institute of Health Care, University of Malta, Msida, Malta.
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