<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml"><p>The policy statements describing the role of the medical physicist (and engineer) published by organizations representing medical physics (and engineering) in Europe include the responsibility of providing a contribution to the education of healthcare professionals (physicians and paramedical professions). As a consequence, medical physicists and engineers provide educational services in most Faculties of Medicine / Health Science in Europe. In 2005, the EFOMP council took the decision to set up a Special Interest Group to develop the role of the medical physics educator in such faculties and to work with other healthcare professional groups to produce updated European curricula for them. The effort of the group would provide a base for the progress of the role, its relevance to contemporary healthcare professional education and provide input for future EFOMP policy documents regarding this important aspect of the role of the medical physicist. The present communication will present the group, summarise its latest research and indicate future research directions.</p></abstract>

The policy statements describing the role of the medical physicist (and engineer) published by organizations representing medical physics (and engineering) in Europe include the responsibility of providing a contribution to the education of healthcare professionals (physicians and paramedical professions). As a consequence, medical physicists and engineers provide educational services in most Faculties of Medicine / Health Science in Europe. In 2005, the EFOMP council took the decision to set up a Special Interest Group to develop the role of the medical physics educator in such faculties and to work with other healthcare professional groups to produce updated European curricula for them. The effort of the group would provide a base for the progress of the role, its relevance to contemporary healthcare professional education and provide input for future EFOMP policy documents regarding this important aspect of the role of the medical physicist. The present communication will present the group, summarise its latest research and indicate future research directions.

EFOMP project on the role of biomedical physics in the education of healthcare professionals

EFOMP, Special Interest Group ‘Biomedical Physics Education, University of Malta

AGH University of Science and Technology, Krakow, Poland

Faculty of Medicine, University Pierre et Marie Curie, Paris, France

Formerly, Faculty of Chemistry and Physics, and Faculty of Medicine, University of Cambridge, Cambridge, England

Faculty of Physics, Vilnius University, Vilnius, Lithuania

University Hospital, University of Udine, Udine, Italy

VU University Medical Center, Amsterdam, Netherlands

Faculty of Medicine, Masaryk University, Brno, Czech Republic

Faculty of Medicine, Jagellonian University, Krakow, Poland

Faculty of Medicine, Complutense University, Madrid, Spain

Polish Journal of Medical Physics and Engineering

The policy statements describing the role of the medical physicist (and engineer) published by organizations representing medical physics (and engineering) in...

EFOMP project on the role of biomedical physics in the education of healthcare professionals

Publié en ligne: 22 sept. 2010

Pages: 1 - 9

DOI: https://doi.org/10.2478/v10013-009-0001-0

Mots clés
biomedical physics education, medical education, academic role development, curriculum development

This content is open access.

EFOMP project on the role of biomedical physics in the education of healthcare professionals

Publié en ligne: 22 sept. 2010

Pages: 1 - 9

DOI: https://doi.org/10.2478/v10013-009-0001-0

Mots clésbiomedical physics education, medical education, academic role development, curriculum development

This content is open access.

Mots clés
biomedical physics education, medical education, academic role development, curriculum development