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EFOMP PROJECT ‘BIOMEDICAL
PHYSICS EDUCATION FOR THE
MEDICAL / HEALTHCARE
PROFESSIONS’
AN UPDATE FOR MEDPHYS2010
Violeta KarenauskaitePhysics Faculty, Vilnius University
Carmel J. CaruanaEFOMP Chairperson, Education and Training Committee
Biomedical Physics, Faculty of Health Sciences, University of Malta
www.efomp.org14-16 October, 2010, Kaunas, Lithuania
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EFOMP policy statements describing the role of the
medical physicist include the responsibility of teaching
medical & healthcare professionals (in both universities
and hospitals).
In 2005, the EFOMP council set up a Special Interest
Group (SIG) to develop this role.
This presentation:
Introduces the SIG
Explains the background to the project
Summarises the research achievements of the SIG
Indicates future research directions
Introduction
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SIG ‘Biomedical Physics Education
for the Healthcare Professions’ C.J. Caruana, SIG Chair, University of Malta
M. Wasilewska-Radwanska, AGH University of Science and Technology, Krakow, Poland
A. Aurengo, Faculty of Medicine, University Pierre et Marie Curie, Paris, France
P.P. Dendy, Formerly, Faculty of Chemistry and Physics and Faculty of Medicine, Cambridge University, Cambridge, England
V. Karenauskaite, Faculty of Physics, Vilnius University, Vilnius, Lithuania
M.R. Malisan, University Hospital, University of Udine, Udine, Italy
J.H. Meijer, VU University Medical Center, Amsterdam, Netherlands
D. Mihov, Department of Medical Physics and Biophysics, Medical University of Sofia, Bulgaria
V. Mornstein, Faculty of Medicine, Masaryk University, Brno, Czech Republic
E. Rokita, Faculty of Medicine, Jagiellonian University, Krakow, Poland
E. Vano, Faculty of Medicine, Complutense University, Madrid, Spain
M. Weckstrom, Department of Physical Sciences, Faculty of Science, University of Oulu, Finland
M. Wucherer, Klinikum Nuremberg, Nuremberg, Germany
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Background
Very little educational research has been carried out
by biomedical physicists regarding their role in the
education of medical & healthcare professionals
No international coordination regarding curricula
Choice of curriculum content by physicists subjective
Healthcare professions often don’t know what they want
except that their students ‘need some physics’
The Bologna process requires all academics to look with
a critical eye at their curricula to ensure that they agree
with the present and future learning needs of their
students.
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Consequences
Learning objectives that may not be useful to theeveryday practice of the medical & healthcareprofessions leading to a low level of satisfaction andmotivation on the part of the students.
No focus or harmonisation. Curricular content variestremendously across Europe even for a singleprofession e.g., for medical students we find generalphysics, medical devices, physical biochemistry,biomolecular and cellular biophysics, physiologicalphysics, the effects of physical agents on the humanorganism, safety.
Consequently the biomedical physics educator is notseen by the medical & healthcare professions to have aclear, valuable and easily identifiable role.
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Lit. Review: Main Conclusions
Role has never been studied in a systematic way
Role has been limited to the teaching of the following
professions only: physicians, dental surgeons,
radiographers (diagnostic & therapy), some post-
graduate medical specialisations
No internationally agreed mission statement which
would provide focus and contribute towards a
harmonised approach
No curriculum development model has been found to
help role-holders develop their curricula
C.J. Caruana, M. Wasilewska-Radwanska, A. Aurengo, P.P. Dendy, V. Karenauskaite, M.R. Malisan,
J.H. Meijer, V. Mornstein, E. Rokita, E. Vano, M. Wucherer. The role of the biomedical physicist in the
education of the healthcare professions: An EFOMP project. Physica Medica - EJMP, 2009;25(3),133-
140.
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Initial Research Objectives
Carry out a Europe-wide SWOT audit for the role
Produce a strategic role development model
(including an updated mission statement)
Produce a curriculum development model which
would be structured enough for systematic
curriculum development yet generic enough to
be applicable to all medical & healthcare
professions and easily modifiable to national and
local needs
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SWOT Audit : Methodology
Strengths and Weaknesses
Qualitative pan-European survey
120 case studies of Medical / Dental /
Pharmacy / Healthcare faculties in Europe
In-depth document analysis of webpages
and curricula
Opportunities and Threats: systematic
survey of the medical and healthcare
educational journals
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SWOT Themes (1)
Strengths (5) : S1) Highly qualified academics S2) Strongmedical device competences S3) Strong competencesregarding safety with regard to physical agents S4) StrongInformation and Communication Technology competencesS5) Strong research competences
Weaknesses (11): W1) Absence of a clear mission W2)Poorly determined scope W3) Absence of internationalnetworking and curricular harmonization W4) Absence of aunique internationally agreed title for the discipline W5) Lowlevel of pedagogical expertise, pedagogical materials andeducational research W6) Narrow range of client groupsW7) Role overlaps W8) Absent departments W9) Lowmarketing competences W10) Conflict between the self-perceived role and the role expectations of the healthcareprofessions W11) Insufficient awareness of the ethical andhumanistic aspects of healthcare
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SWOT Themes (2) Opportunities (10): O1) The European Higher Education
Area and recognition of professional qualifications O2) TheEuropean Research Area O3) EC directives O4) Theescalating cost of health care and health technologyassessment O5) Human resource requirements in the HCPsector O6) Increased public awareness of quality and safetystandards in healthcare O7) The rise of the new healthcareprofessions O8) Increased regulation of the healthcareprofessions O9) Increased awareness of occupational safetyissues O10) The explosion in the number and sophisticationof biomedical devices
Threats (5): T1) The escalating cost of higher education T2)Low incentives for biomedical physicists to join academiaT3) Resistance to multi-disciplinarity in HCP education T4)Insufficient curriculum time T5) The perception of physics asa difficult subjectC.J. Caruana, M. Wasilewska-Radwanska, A. Aurengo, P.P. Dendy, V. Karenauskaite, M.R. Malisan, J.H.
Meijer, D. Mihov, V. Mornstein, E. Rokita, E. Vano, M. Weckstrom, M. Wucherer. A comprehensive
SWOT audit of the role of the biomedical physicist in the education of healthcare professionals in
Europe, Physica Medica - EJMP, 2010;26(2),98-110.
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SWOT Analysis: Conclusions The biomedical physicist’s role in the education of the
healthcare professions is blessed with many opportunities -indeed the number of opportunities is quite extraordinary and ifbiomedical physicists rise to the challenge a good future for the roleis achievable.
The main opportunities are: the many EC directives, theincreasing number and sophistication of biomedical devices used bythe healthcare professions, the need for healthcare technologyassessment, the ever increasing need for technically trained humanresources, importance of quality and patient safety issues andincreased awareness of occupational safety.
However, in the past the role has been generally weakened insome countries. In the case of university based physicists theeducator role has not been given its due importance owing toover-emphasis on the scientific research role. In the case ofclinically based physicists the educational role is consideredsubsidiary to the clinical service role or is not included in the remit ofthe physicist.
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Role Development Model -
Strategic Planning
Portfolio analysis - identification of core competences
Benchmarking themes
Identification of key environmental factors & opportunities
Mission statement
Vision statement
Gap analysis: gap between vision and the present state of
the role
Strategies to bridge the gap
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Portfolio Analysis – Core Competence
“The ability to identify and transfer to medical
and healthcare students the technical-
scientific knowledge/skills/competences
underpinning the clinically-effective,
evidence-based, safe, and economical use
of biomedical devices in healthcare practice
and experimental medicine” .
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Benchmarking Themes The formulation and dissemination of a clear updated
mission statement. Unlike other biomedical sciences
(anatomy, physiology etc) which have well-defined
missions biomedical physics lacks a definite focus (W1).
Internationally harmonized and research based
curriculum development is sorely lacking (W3, W5).
The establishment of education as a valid and
respected area of research within the biomedical
physics community. Other disciplines have whole
journals dedicated to education e.g., Advances in
Physiology Education, Pathology Education,
Biochemistry and Molecular Biology Education,
Anatomical Sciences Education (W5).
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Key Environmental Factors /
Opportunities
The emphasis on quality, safety and economic issues in
healthcare (O3, O4, O6, O9),
The rapid expansion in number and sophistication of
medical devices (O2, O4, O10),
Human resource development particularly when involving
much use of medical devices (O5, O7, O8),
Major challenges arising from the medical & healthcare
professional educational environment: the move towards
learning outcomes and practice oriented curricula,
integrated curricula, the problem-based-learning
approach to curricular delivery, and the emphasis on
inter-professional learning and ethics (W5, W11)
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Mission Statement
“We will make a key contribution to quality healthcare throughknowledge transfer activities concerning the technical-scientificknowledge/skills/competences supporting the clinically-effective,evidence-based, safe (physical agents linked to devices) andeconomical use of biomedical devices. Our efforts will be guided byan appreciation of the value of all healthcare professions andunderpinned by research-based curriculum development”‚
Me
dic
al &
He
alth
ca
re
Pro
fes
sio
nsB
iom
ed
ica
l
devic
e
pro
vid
ers
& d
evic
e
res
ea
rch
lite
ratu
re Our major mission is to act as a ‘knowledge
transfer bridge’ between biomedical device
providers / device research literature and the
medical & healthcare professions
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Vision Statement
“The biomedical physicist will be recognized bythe educational leaders of all medical &healthcare professions across Europe as theeducator of first call with respect to the technical-scientific knowledge/skills/competencesunderpinning the clinically-effective, evidence-based, safe (physical agents) and economicaluse of biomedical devices and be perceived asproviding a practice-oriented, competence-based, well-integrated, research-based,internationally harmonized, ethically oriented,contribution to the education of medical &healthcare students”.
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Gap Analysis
Gap 1: The physics educator is at present only
recognized by the leaders of a few medical & healthcare
professions as the educator of first call with respect to
the technical-scientific knowledge/skills/competences
underpinning the clinically-effective, evidence-based,
safe (physical agents) and economical use of
biomedical devices and the level of recognition varies
widely across Europe (W2, W4, W6, W7, W9, W10).
Gap 2: International harmonization of curricular content
is practically non-existent whilst not enough physics
curricula are based on learning outcomes and practice,
well-integrated, research-based, and ethically oriented
curricula are few (W3, W5, W11).
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Strategies to Bridge Gap 1
Specialization: Physicists must focus on and concentrate resources on theproposed mission statement.
Diversification: Physicists should not limit their role to radiation based devicesbut involve themselves in the teaching of all biomedical devices.
Innovation: Physicists must be proactive and use all opportunities to set up newmodules related to medical devices. The opportunities presented by the currentemphasis on quality and safety in healthcare should be exploited fully.
Elimination of critical weaknesses: Steps must be taken to strengthen theweak strategic planning, marketing and publicizing competences of physicists(W9).
Strategic alliances: Whenever possible a biomedical physics-engineering-medical department should be set up within the medical & healthcare faculty toensure a stronger presence (W8). This would help build bridges to theseprofessions.
External agencies: The physics community should use its relations with externalagencies to insist that in the interest of quality and safe healthcare, biomedicaldevice education be made mandatory via appropriate directives.
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Strategies to Bridge Gap 2
Elimination of critical weaknesses: The absence of
international harmonization of curricula needs to be
addressed with urgency. EFOMP must be encouraged to
publish a policy statement in this regard.
Develop weak competences and resources: More
attention must be given to the development of the
communication and pedagogical competences of
biomedical physicists as much as is given to their
technical-scientific competences (W5). Pedagogical
resources must be developed, collected and made
available via the EFOMP website.
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Thank You for Your Attention!
carmel.j.caruana@um.edu.mt
violeta.karenauskaite@ff.vu.lt
SIG publications:
1. C.J. Caruana, M. Wasilewska-Radwanska, A. Aurengo, P.P. Dendy, V. Karenauskaite,
M.R. Malisan, J.H. Meijer, V. Mornstein, E. Rokita, E. Vano, M. Wucherer. The role of
the biomedical physicist in the education of the healthcare professions: An
EFOMP project. Physica Medica - EJMP, 2009;25(3),133-140.
2. C.J. Caruana, M. Wasilewska-Radwanska, A. Aurengo, P.P. Dendy, V. Karenauskaite,
M.R. Malisan, J.H. Meijer, D. Mihov, V. Mornstein, E. Rokita, E. Vano, M. Weckstrom,
M. Wucherer. A comprehensive SWOT audit of the role of the biomedical
physicist in the education of healthcare professionals in Europe, Physica
Medica - EJMP, 2010;26(2),98-110.
3. C.J. Caruana, M. Wasilewska-Radwanska, A. Aurengo, P.P. Dendy, V. Karenauskaite,
M.R. Malisan, J.H. Meijer, D. Mihov, V. Mornstein, E. Rokita, E. Vano, M. Weckstrom,
M. Wucherer. A development model for the role of the biomedical physicist in
the education of healthcare professionals in Europe. (Under review by Physica
Medica)
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