An inventory of biomedical imaging physics elements-of-competence for diagnostic radiography education in Europe

Purpose: To develop an inventory of biomedical physics elements-of-competence for diagnostic radiography education in Europe.Method: Research articles in the English literature and UK documentation pertinent to radiography education, competences and role development were subjected to a rigorous analysis of content from a functional and competence analysis perspective. Translations of radiography curricula from across Europe and relevant EU legislation were likewise analysed to ensure a pan-European perspective. Broad Subject Specific Competences for diagnostic radiography that included major biomedical physics components were singled out. These competences were in turn carefully deconstructed into specific elements-of-competence and those elements falling within the biomedical physics learning domain inventorised. A pilot version of the inventory was evaluated by participants during a meeting of the Higher Education Network for Radiography in Europe (HENRE), held in Marsascala, Malta, in November 2004. The inventory was further refined taking into consideration suggestions by HENRE members and scientific, professional and educational developments. Findings: The evaluation of the pilot inventory was very positive and indicated that the overall structure of the inventory was sensible, easily understood and acceptable – hence a good foundation for further development. Conclusions: Use of the inventory by radiography programme leaders and biomedical physics educators would guarantee that all necessary physics elements-of-competence underpinning the safe, effective and economical use of imaging devices are included within radiography curricula. It will also ensure the relevancy of physics content within radiography education. The inventory is designed to be a pragmatic tool for curriculum development across the entire range of radiography education up to doctorate level and irrespective of whether curriculum delivery is discipline-based or integrated, presentation-based or problem-based. It is suggested that the methodology used in the evolution of the inventory be applied to the development of inventories of elements-of-competence for other learning domains within health professional curricula.peer-reviewe

An initial set of exploratory case studies regarding the role of the biomedical physics-engineering educator as practiced in health science faculties in Europe

The role of biomedical physics-engineering (BMPE) educator in faculties of health science has historically not been well defined with the result that its status within such faculties has sometimes been questioned. It is therefore important that the role be thoroughly researched and good practices identified so that the presence of the role within such faculties be properly justified. This paper reports briefly the results of an initial set of exploratory case studies regarding the role as practiced in universities from three European states having diverse health science faculty and higher educational structures, namely the Czech Republic, the Republic of Ireland and the Netherlands. Data was collected from university websites, published documents, curricular materials and textbooks. This data was supplemented when necessary with semi-structured interviews and direct observation during on-site visits.peer-reviewe

An initial biomedical physics elements-of-competence inventory for first cycle nursing educational programmes in Europe

This paper presents an initial version of a biomedical physics elements-ofcompetence inventory for first cycle nursing educational programmes in Europe and describes the process used in its development. EU legislation and documentation, standards of proficiency promulgated by professional councils, educational benchmark statements published by higher education quality assurance agencies and articles in the healthcare, healthcare professional and higher education literature relevant to standards of nursing practice, role development and undergraduate nursing education were analyzed. The current outcome competence list for First Cycle nursing programmes developed by the nursing group working within the Tuning Educational Structures in Europe framework was examined. Nursing curricula across Europe were surveyed. Competences expected of a First Cycle nursing graduate that included major biomedical physics components were identified via document analysis. These competences were in turn broken down into specific elements-of-competence and those elements falling within the biomedical physics domain singled out. A structured elements-of-competence inventory was designed to serve as a practical curriculum development tool for biomedical physics educators servicing nursing programmes within Europe.peer-reviewe

A SWOT audit for the educator role of the biomedical physics academic within Faculties of Health Science in Europe

Although biomedical physics academics provide educational services in the majority of Faculties of Health Science (alternatively known as Faculties of Medicine) in Europe, their precise role with respect to the education of the healthcare professions has not been appropriately defined nor studied in a systematic manner. This has often led to role ambiguity and role conflict and their associated ensuing effects, role stress and role strain. In order to address this issue we are conducting a research project with the purpose of producing a strategic development model for the role. Central to the study is a position audit for the role which we have carried out via the wellestablished SWOT (Strengths, Weaknesses, Opportunities, Threats) methodology. 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 within Europe. External environmental opportunities and threats were inventorized via a systematic survey of the healthcare, healthcare professional education and higher education literature. This paper reports the results of the SWOT audit.peer-reviewe