Highlights
- •First curriculum development model for teaching the non-physics healthcare professions.
- •Model includes definitions of proficiency levels for users of medical devices.
- •Model applicable to all healthcare professionals at all levels.
- •Model applicable to present and future medical devices.
Abstract
The objective of the study was the construction of a generic curriculum development
model for the use of biomedical physics (BMP) educators teaching the non-physics healthcare
professions (HCP) in Europe. A comprehensive, qualitative cross-sectional Europe-wide
survey of the curricula delivered by BMP in Faculties of Medicine and Health Sciences
(FMHS) was carried out. Curricular content was collected from faculty web-sites, curricular
documents and textbooks. The survey data was supplemented with semi-structured interviews
and direct observation during onsite visits. The number of faculties studied was 118
from 67 universities spread all over Europe, whilst the number of onsite visits/interviews
was 15 (geographically distributed as follows: Eastern Europe 6, North Western Europe
5, and South Western Europe 4). EU legislation, recommendations by European national
medical councils, educational benchmark statements by higher education quality assurance
agencies, research journals concerning HCP education and other documents relevant
to standards in clinical practice and undergraduate education were also analyzed.
Best practices and BMP learning outcomes were elicited from the curricular materials,
interviews and documentation and these were subsequently used to construct the curriculum
development model. A structured, comprehensive BMP learning outcomes inventory was
designed in the format required by the European Qualifications Framework (EQF). The
structures of the inventory and curriculum development model make them ideally suited
for use by BMP involved in European curriculum development initiatives for the HCP.
Abbreviations:
BMP (Biomedical Physics/Physicists), CPD (Continuous Professional Development), EQF (European Qualifications Framework), FMHS (Faculty of Medicine and/or Health Sciences (including dentistry, pharmacy when these are separate faculties)), HCP (Healthcare Professions), KSC (Knowledge Skills Competences), SWOT (Strengths, Weaknesses, Opportunities, Threats)Keywords
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Article info
Publication history
Published online: May 05, 2021
Accepted:
April 14,
2021
Received in revised form:
March 23,
2021
Received:
January 4,
2021
Identification
Copyright
© 2021 Published by Elsevier Ltd on behalf of Associazione Italiana di Fisica Medica.
