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MEDICAL PHYSICS INTERNATIONAL Journal, vol.1, No.1, 2013APPENDIX 12111 PHYSICISTS AND ASTRONOMERSPhysicists and astronomers conduct research and improve or developconcepts, theories and operational methods concerning matter, space,time, energy, forces and fields and the interrelationship between thesephysical phenomena. They apply scientific knowledge relating tophysics and astronomy in industrial, medical, military or other fields.Tasks include -(a) conducting research and improving or developing concepts,theories, instrumentation, software and operational methods related tophysics and astronomy;(b) conducting experiments, tests and analyses on the structureand properties of matter in fields such as mechanics, thermodynamics,electronics, communications, power generation and distribution,aerodynamics, optics and lasers, remote sensing, medicine, sonics,magnetism, and nuclear physics;(c) evaluating results of investigations and experiments andexpressing conclusions, mainly using mathematical techniques andmodels;(d) applying principles, techniques and processes to develop orimprove industrial, medical, military and other practical applications ofthe principles and techniques of physics or astronomy;(e) ensuring the safe and effective delivery of radiation(ionising and non-ionising) to patients to achieve a diagnostic ortherapeutic result as prescribed by a medical practitioner;(f) ensuring the accurate measurement and characterization ofphysical quantities used in medical applications;(g) testing, commissioning and evaluating equipment used inapplications such as imaging, medical treatment and dosimetry;(h) advising and consulting with medical practitioners andother health care professionals in optimizing the balance between thebeneficial and deleterious effects of radiation;(i) observing, analysing and interpreting celestial phenomenaand developing methods, numerical models and techniques to extendknowledge of fields such as navigation, satellite communication, spaceexploration, celestial bodies and cosmic radiation;(j) developing, implementing and maintaining standards andprotocols for the measurement of physical phenomena and for the use ofnuclear technology in industrial and medical applications;(k) preparing scientific papers and reports.Examples of the occupations classified here:- Astronomer- Medical Physicist- Nuclear Physicist- PhysicistSome related occupations classified elsewhere:- Specialist physician (nuclear medicine) - 2212- Radiation oncologist - 2212- Radiologist - 2212- Radiographer - 3211NotesIt should be noted that, while they are appropriately classified in thisunit group with other physicists, medical physicists are considered to bean integral part of the health work force alongside those occupationsclassified in sub-major group 22, Health Professionals and othersclassified in a number of other unit groups in major group 2,Professionals.14
MEDICAL PHYSICS INTERNATIONAL Journal, vol.1, No.1, 2013IOMP MODEL CURRICULUM FOR POSTGRADUATE (MSC-LEVEL)EDUCATION PROGRAMME ON MEDICAL PHYSICSS Tabakov 1,5 , P Sprawls 2 , A Krisanachinda 3 , E Podgorsak 4 , C Lewis 51 King’s College London, UK2 Sprawls Educational Foundation, Montreat, NC, USA3 Chulalongkorn University, Bangkok, Thailand4 McGill University, Montréal, Canada5 King’s College Hospital, UKAbstract— The IOMP project for Model Curriculum forMedical Physics Education was completed in 2012. It aims topresent guidance on the organisation of post-graduate (MSclevel) courses. The project presents several models for this:modular, distributed, mixed, topical and e-Learning. Theadvantages/disadvantages of these models are discussed fromthe point of view of specificity in the country. The project alsosuggests topics for the Curriculum and indicative percentageof these, as well as introduces criteria and method for IOMPValidation of MSc courses in Medical Physics..Keywords— Education, MSc Curriculum in MedicalPhysics, Accreditation of MSc courses.INTRODUCTIONThe expansion of Medical Physics as a professionrequires dedicated academic programs for the education andtraining of the young colleagues. At this time manycountries do not have guidance on how to develop theireducation programmes. The experience in other countriesprovides the foundation for a project to produce a veryuseful Guide for development of new programs.The Model Curriculum (Model Teaching programme)project was a spin off activity of the World Conference onPhysics and Sustainable Development (November 2005,Durban, South Africa). It was supported both by the IUPAP(International Union of Pure and Applied Physics) and theIOMP (International Organization for Medical Physics).The project was discussed at the IOMP Education andTraining Committee (ETC, 2006) and resulted in theformation of Work Group of experts (the authors of thearticle), which had a meeting during the EMITELConference in ICTP, Trieste, October 2008 and a number ofInternet discussions. Being all active educators, the authorsgathered expertise from countries with advanced MedicalPhysics education, as well as from countries whichsuccessfully developed their current education on thissubject. This paper presents an overview of the main issuesaddressed by the Model Curriculum project. These include:- Overall number of classroom contact and self-readinghours;- MSc project and thesis;- Structure of the Curriculum and Models of contentdelivery;- Entry requirements and students’ assessment;- Principles of validation of courses/programs;- Indicative content of the Curriculum.OVERALL NUMBER OF CONTACT AND SELF-READING HOURSMedical Physics education is usually provided at theMaster level (final University year). In general, the totalnumber of learning hours associated with a postgraduate(MSc-level) educational programme (also called UniversityMSc course) include:- Contact hours (lectures, seminars, tutorial, labs andpractical exercises);- Self-study hours (reading specified books an web-basedresources and preparation for course works / exams);- MSc project related hours (including the research andthe writing of the MSc thesis)The total number of contact hours (lectures, seminars andlabs) in a postgraduate (MSc-level) education programmecan vary according to the local University requirements andthe level of self-reading requested by students. There aretwo educational models representing the approximate lowerand upper limits of contact hours.In case of high self-reading expectation, the overallcontact hours could be of the order of 300 – 400 hours.However in this case each lecture hour has to becomplemented by at least 2 hours additional self study(depending on the difficulty of the subject). This modelrequires the existence of a good reference list and the15
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