Medical Education For Physicians Research Articles

E-Learning system ERM for medical radiation physics education

The objective of this paper is to present the Education for Radiation in Medicine (ERM) e-Learning System. The system was developed, tested and piloted in the Inter-University Medical Physics Centre, Plovdiv, Bulgaria. It was based on the results of EU Project TEMPUS S-JEP 09826. The ERM e-Learning System is an integrated on-line system for remote education covering aspects of Medical Radiation Physics education (M.Sc. level). It provides user-friendly interface and optimised functionality with three different access levels: trainee, professor and administrator. The minimum server requirements and the standard client side working environment turn the system into a good, cost effective and easy to support solution for remote education.

Po‐Poster ‐ 36: Using the internet for real‐time medical physics education

This presentation is an update on the Remote Real‐Time Learning Project (http://www.neteinfach.com/rrtl/index.htm). The goal of the project is to promote the use of Internet to provide classroom style real‐time interactive education in Medical Physics. This project was started 3 years ago as a collaboration between the Department of Medical Physics at the Toronto‐Sunnybrook Regional Cancer Centre in Canada and the Department of Radiology at the University of Malaya in Malaysia. A class of Medical Physics graduate students at the University of Malaya attended lectures provided by lecturers in Toronto, using the Internet as the main tool of communication. As part of the study, the different methods that can be used to provide real‐time interactive remote education were explored, and various topics including traditional classroom lectures as well as hands‐on workshops were also delivered. Based on our experience, a reasonably stable methodology has been established. This methodology allows a fairly smooth set‐up and conduction of the lectures, at an insignificant cost, while offering flexible convenience to the lecturers as well as the students, despite the widely different time zones. The current plan is to expand the process to allow students at multiple sites of the world to attend the online lectures at the same time. Our project welcomes the participation of both lecturers and students who are interested in taking advantage of the advance of the Internet to promote greater accessibility of quality education in the field.

TU‐E‐T‐6E‐03: MDCB Perspective On “Teaching Physics to Dosimetrists”

Goal of the organization or project: The Medical Dosimetry Certification Board (MDCB) provides examination for competency in clinical and medical physics area for dosimetrist. The candidates who pass the examination are called Certified Medical Dosimetrist (CMD). Medical physics education and training curriculum is essential for a good patient care and qualifying the MDCB examination. Accomplishments: Since 1988, over 2200 dosimetrist are certified through MDCB examination. There are limited number of medical dosimetry programs that provide training and education. JRCERT accreditation is highly recommended for programs offering dosimetry training. The MDCB popularity has grown internationally. Last year Korea was added as MDCB examination site. Several other countries are being considered for MDCB test sites. Resources to help physicists know what to teach: There are nine categories in the examination; radiation physics, dose calculation methods, treatment planning, localization, brachytherapy, radiation protection, quality assurance, professional responsibility and computers with 20%, 25%, 30%, 8%, 5%, 2%, 3%, 2% and 5% questions, respectively. Proper medical physics education and training responsibility rests on medical physicists. A physicist who is planning to teach dosimetry course should visit www.MDCB.org and familiarize with the didactic and training requirements and other valuable information. Upcoming changes: The examinations are critically evaluated every year and at a regular interval through strategic planning that was conducted in 2003. The outcome is being implemented in 2005 examinations. Continuing education is being updated to maintain CMD certification. Formal training and accredited programs are given more importance.

SU-FF-E-04: Using the Internet for Real-Time Education and Knowledge Exchange in Medical Physics

Purpose: This work provides an update to the ongoing project of Remote Real‐Time Learning. (http://www.neteinfach.com/rrtl/index.htm). The goal of the project is to promote the use of Internet to provide classroom style real‐time interactive education in Medical Physics.Method and Materials: This project was started 3 years ago as a collaboration between the Department of Medical Physics at the Toronto‐Sunnybrook Regional Cancer Centre in Canada and the Department of Radiology at the University of Malaya in Malaysia. A class of Medical Physicsgraduate students at the University of Malaya attended lectures provided by lecturers in Toronto, using the Internet as the main tool of communication. As part of the study, the different methods that can be used to provide real‐time interactive remote education were explored, and various topics including traditional classroom lectures as well as hands‐on workshops were also delivered. Results: Based on our experience, a reasonably stable methodology has been established. This methodology allows a fairly smooth set‐up and conduction of the lectures, at an insignificant cost, while offering flexible convenience to the lecturers as well as the students, despite the widely different time zones. Conclusion: The current plan is to expand the process to allow students at multiple sites of the world to attend the online lectures at the same time. Our project welcomes the participation of both lecturers and students who are interested in taking advantage of the advance of the Internet to promote greater accessibility of quality education in the field.

SU‐BB‐E‐6C‐02: Educational Council Symposium On Residency Programs

In 1990, the AAPM published Essentials and Guidelines for Hospital Based Medical Physics Residency Training Programs (Report 36). Since then, many clinical residencies were initiated. Simultaneously, the Committee for Accreditation of Medical Physics Education Programs (CAMPEP) began a program of accreditation, charging the Residency Education Program Review Committee with this task. As of March 2005, there are 12 accredited programs with more applying. Today we will discuss; the forthcoming update to AAPM Report 36, the accreditation process and sources of funding, and most importantly we will hear from three resident graduates in regards to their training and how their careers have progressed post residency. AAPM Report Number 36 gathers in one document the didactic knowledge and concepts that constitute the foundation of clinical medical physics. It lists equipment and procedures that embodies the breadth of medical physicist practice in radiation oncology, diagnostic imaging, and nuclear medicine. The new version acknowledges AAPM Report Number 79 “Academic Program Recommendations for Graduate Degrees in Medical Physics” as providing the standard for basic medical physics knowledge. However, didactic knowledge and concepts specific to specialized area of medical physics practice have been retained. Most of the equipment and procedures listed in the original report have been retained and many new ones have been added. Obvious examples include computed radiography, PET imaging, and IMRT. CAMPEP offers accreditation of clinical residency programs in radiation oncology or medical imaging physics. The goal is to ensure a residency program provides rigorous and thorough clinical training (24 months) in a similar fashion to that provided by medical residency training programs. The graduating resident should be prepared to start the board certification process. The Process of CAMPEP accreditation requires a program submit a self‐assessment report giving evidence of consistency clearly stated guidelines. After report review, a survey team conducts a program site visit to validate the assessment. If successful, accreditation is granted for 5 years with brief annual update submissions. To facilitate the application process, guidelines are available for download from campep.org. In addition, an application template is available from this link. Funding is an important issue that has many solutions. CMS (formally HCFA) offers reimbursement to facilities with accredited programs. This falls under the paramedical education category, whereby portions of direct cost (salary & benefits) can be reimbursed. In addition, the AAPM (with co‐support from Varian) and ASTRO supply grants ideal for established or startup programs, respectively. This symposium should be attended by, directors of physics programs, physics educators, and students contemplating residency programs.Educational Objectives:1. To understand the history and necessity of residency programs2. Receive and update on AAPM Report 36 on Essentials and Guidelines3. Learn about the accreditation process4. Sources of funding for residency programs5. Obtain a clear picture of residency from resident graduates

301 poster Real-time remote education and knowledge exchange in medical physics using the internet

301 poster Real-time remote education and knowledge exchange in medical physics using the internet

A model for online interactive remote education for medical physics using the Internet.

BackgroundMedical physics is a relatively small community but it spans great geographical distances, usually with a scarcity of experts whose expertise could greatly benefit students entering into the field. In addition there are many software systems for which an interactive education method would be most advantageous.ObjectiveTo develop a process to optimally use the Internet for real-time interactive remote education of medical physics and to present the experience of the study.MethodsThe project is a collaboration of the Department of Medical Physics at the Toronto-Sunnybrook Regional Cancer Centre in Canada and the Department of Radiology at the University of Malaya in Malaysia. A class of medical-physics graduate students at the University of Malaya attended lectures provided by lecturers in Toronto, using the Internet as the main tool of communication.ResultsThe different methods that can be used to provide the real-time interactive remote education were explored, and various topics — including traditional classroom lectures as well as hands-on workshops — were also delivered.ConclusionsThe concept of real-time interactive remote education is viable and holds promise for providing economical and practical tele-education to the medical physics community, but depends heavily on the availability of the Internet in many developing countries.

109 A model for on-line interactive remote education of medical physics using the internet

109 A model for on-line interactive remote education of medical physics using the internet

Medical physics education programs should include an in‐depth course in statistics and mathematical modeling of human anatomy and physiology

Medical physics education programs should include an in‐depth course in statistics and mathematical modeling of human anatomy and physiology

Requirements for radiation oncology physics in Australia and New Zealand.

This Position Paper reviews the role, standards of practice, education, training and staffing requirements for radiation oncology physics. The role and standard of practice for an expert in radiation oncology physics, as defined by the ACPSEM, are consistent with the IAEA recommendations. International standards of safe practice recommend that this physics expert be authorised by a Regulatory Authority (in consultation with the professional organization). In order to accommodate the international and AHTAC recommendations or any requirements that may be set by a Regulatory Authority, the ACPSEM has defined the criteria for a physicist-in-training, a base level physicist, an advanced level physicist and an expert radiation oncology physicist. The ACPSEM shall compile separate registers for these different radiation oncology physicist categories. What constitutes a satisfactory means of establishing the number of physicists and support physics staff that is required in radiation oncology continues to be debated. The new ACPSEM workforce formula (Formula 2000) yields similar numbers to other international professional body recommendations. The ACPSEM recommends that Australian and New Zealand radiation oncology centres should aim to employ 223 and 46 radiation oncology physics staff respectively. At least 75% of this workforce should be physicists (168 in Australia and 35 in New Zealand). An additional 41 registrar physicist positions (34 in Australia and 7 in New Zealand) should be specifically created for training purposes. These registrar positions cater for the present physicist shortfall, the future expansion of radiation oncology and the expected attrition of radiation oncology physicists in the workforce. Registrar physicists shall undertake suitable tertiary education in medical physics with an organised in-house training program. The rapid advances in the theory and methodology of the new technologies for radiation oncology also require a stringent approach to maintaining a satisfactory standard of practice in radiation oncology physics. Appropriate on-going education of radiation oncology physicists as well as the educating of registrar physicists is essential. Institutional management and the ACPSEM must both play a key role in providing a means for satisfactory staff tuition on the safe and expert use of existing and new radiotherapy equipment.

Home Study Course: Summer 2000

▪ : The Home Study Course is intended for the practicing colposcopist or practitioner who is seeking to develop or enhance his or her colposcopic skills. The goal of the course is to present colposcopic cases that are unusual or instructive in terms of appearance, presentation, or management, or that demonstrate new and important knowledge in the area of colposcopy or pathology. Participants may benefit from reading and studying the material or from testing their knowledge by answering the questions. ▪ : The American Society for Colposcopy and Cervial Pathology (ASCCP) is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to sponsor continuing medical education for physicians. The ASCCP designates this continuing medical education activity for 1 credit hour in Category I of the Physician's Recognition Award of the American Medical Association. Credit is available for those who choose to apply. The Home Study Course is planned and produced in accordance with the ACCME's Essential Areas and Elements.

Home Study Course: Spring 2000

▪ : The Home Study Course is intended for the practicing colposcopist or practitioner who is seeking to develop or enhance his or her colposcopic skills. The goal of the course is to present colposcopic cases that are unusual or instructive in terms of appearance, presentation, or management, or that demonstrate new and important knowledge in the area of colposcopy or pathology. Participants may benefit from reading and studying the material or from testing their knowledge by answering the questions. ▪ : The American Society for Colposcopy and Cervical Pathology (ASCCP) is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to sponsor continuing medical education for physicians. The ASCCP designates this continuing medical education activity for 1 Credit hour in Category 1 of the Physician's Recognition Award of the American Medical Association. Credit is available for those who choose to apply. The Home Study Course is planned and produced in accordance with the ACCME's Essential Areas and Elements.

Epidemiological aspects and cost of managing hypertension in Saudi Arabian primary health care centres

The main epidemiological features and the direct cost of management of hypertension for a sample of registered patients in primary health care centres in Al-Khobar, Saudi Arabia were examined. Epidemiological features were gathered through patient interviews and from medical records, while direct cost of management was obtained using a standard formula. Consultation accounted for the highest direct cost of disease management [67%] ; investigations and drugs were responsible for 16% and 17%, respectively. Number of visits, frequency of follow-up and use of additional drugs were significantly associated with higher total direct cost and higher cost of consultation. Medical education for physicians regarding cost containment and the complete documentation of medical treatment is advised

Patient and Physician Responsibility in the Treatment of Chronic Illness

Acute illness treatment models fail to meet the needs of the chronically ill. Traditional medical education of physicians fails to adequately prepare them to deliver effective care to community-based patients who will never be well. The wants and needs of patients with chronic illness may be dramatically opposed to the wants and needs of the treating physicians. The patients want a competent, sensitive, and caring physician. Medical training programs graduate disease-oriented specialists. These models need to be integrated. This article proposes a more realistic disease model based on a humanistic approach to illness and the education of physicians. This model will allow patients and physicians to be more satisfied with their treatment alternatives and more comfortable with their outcomes—a paradigm for delivering improved health care services for the patients medicine cannot cure.

Significance of Medical Physics Education

Significance of Medical Physics Education

Status Of Education And Training In Medical Physics And Radiation Protection In India

Status Of Education And Training In Medical Physics And Radiation Protection In India

「医学物理学」教育の目的・意義・可能性

「医学物理学」教育の目的・意義・可能性

“Medical Physics Education - Present State and for Future Development”

“Medical Physics Education - Present State and for Future Development”

Education of medical physicists in USA

Education of medical physicists in USA