Medical Education For Physicians Research Articles

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