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.

[Levels of N-nitrosamine in gastric juice of patients after surgery for ulcers]. / Stezenie N-nitrozoamin w soku zoladkowym u chorych operowanych z powodu choroby wrzodowej.

The concentration of N-nitrosamines was determined in the gastric juice of 170 patients between 6 months and 33 years after operation for ulcer disease, including 38 patients after resection with the Rydygier method (BI-R), 36 after Billroth II method (BII), 35 after truncal vagotomy with pyloroplasty (VP), 41 after highly selective vagotomy (WWW) and 20 after gastroenterostomy (ZZJ). The concentration of N-nitrosamines in the gastric juice was estimated chromatographically. It was confirmed that their concentration in the stomach was the highest after ZZJ and BII resection, lowest after WWW.

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.

Evaluation of dose area product vs. patient dose in diagnostic X-ray units.

Dose Area Product (DAP) meters which measure in units of [Gy*m(2)], are widely used in radiology, fluoroscopy and interventional cardiology X-ray units. However, assessment of the radiological hazard to the patient undergoing a given diagnostic procedure cannot be readily obtained from the measured value of DAP. We also developed simple relationships between Entrance Surface Dose (ESD) and the DAP value measured in air, for different collimator field sizes and patient thickness. To establish these relationships, measurements were performed in a water phantom using high-sensitive thermoluminescent detectors (LiF:Mg,Cu,P) calibrated in terms of Kerma in water. Using these relationships developed for a given X-ray unit, calculations of ESD (in mGy) could be performed on the basis of DAP by the X-Ray unit software itself, if the X-ray unit could also evaluate the Focus-to-Skin Distance (FID), e.g. by ultra-sound techniques.

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.