MEDICAL PHYSICS INTERNATIONAL Journal, vol.1, No.1, 2013Table 1: Membership <strong>of</strong> the CAMPEP Board <strong>of</strong> Directors and CAMPEP <strong>of</strong>ficers, Officers: President, Vice-President, Secretary/TreasurerSponsoring OrganizationYear AAPM ACMP ACR COMP(CCPM prior to 2010)1994 B Paliwal RL Tanner L Rothenberg ES Sternick - - - -1995 B Paliwal RL Tanner L Rothenberg ES Sternick GD Frey J Trueblood - -1996 B Paliwal RL Tanner L Rothenberg ES Sternick GD Frey J Trueblood - -1997 B Paliwal CA Kelsey L Rothenberg ES Sternick GD Frey J Trueblood - -1998 B Paliwal CA Kelsey L Rothenberg ES Sternick GD Frey J Trueblood - -1999 B Paliwal CA Kelsey L Rothenberg ES Sternick GD Frey J Trueblood - -2000 B Paliwal CA Kelsey L Rothenberg E McCullough GD Frey J Trueblood - -2001 PJ Biggs CA Kelsey JB Smathers E McCullough GD Frey M McKetty BG Clark P Dunscombe2002 PJ Biggs P Steward JB Smathers E McCullough RA Geise M McKetty BG Clark P Dunscombe2003 PJ Biggs P Steward JB Smathers E McCullough RA Geise M McKetty BG Clark P Dunscombe2004 PJ Biggs P Steward JB Smathers JCH Chu RA Geise M McKetty BG Clark P Dunscombe2005 PJ Biggs P Steward JB Smathers JCH Chu RA Geise M McKetty BG Clark P Dunscombe2006 PJ Biggs P Steward JB Smathers JD Hazle RA Geise M McKetty BG Clark P Dunscombe2007 R Maughan P Steward TD Solberg JD Hazle GD Clarke M McKetty E Podgorsak P Dunscombe2008 R Maughan W Hendee TD Solberg JD Hazle GD Clarke M McKetty E Podgorsak P Dunscombe2009 R Maughan W Hendee TD Solberg JD Hazle GD Clarke C C<strong>of</strong>fey E Podgorsak BG Fallone2010 R Maughan W Hendee TD Solberg JD Hazle GD Clarke C C<strong>of</strong>fey W Beckham BG Fallone2011 R Maughan W Hendee TD Solberg JD Hazle GD Clarke C C<strong>of</strong>fey W Beckham BG FalloneYear AAPM ACR ASTRO COMP RSNA2012 R Maughan W Hendee GD Clarke C C<strong>of</strong>fey TD Solberg J Buatti W Beckham BG Fallone M Giger D Balfe2013 J Prisciandaro W Hendee EF Jackson C C<strong>of</strong>fey J Antolak J Buatti W Beckham BG Fallone M Giger D BalfeTable 2: Review Committee LeadershipYear Graduate Residency Continuing Education1994 Gary T Barnes Kenneth R Hogstrom -1995 Gary T Barnes Kenneth R Hogstrom -1996 Gary T Barnes Kenneth R Hogstrom Perry Sprawls1997 Richard L Morin Kenneth R Hogstrom Perry Sprawls1998 Richard L Morin Kenneth R Hogstrom E Russell Ritenour1999 Paul M DeLuca Richard G Lane E Russell Ritenour2000 Paul M DeLuca Richard G Lane E Russell Ritenour2001 Paul M DeLuca Richard G Lane E Russell Ritenour2002 Paul M DeLuca Richard G Lane E Russell Ritenour2003 Richard L Maughan Eric E Klein Bruce R Thomadsen2004 Richard L Maughan Eric E Klein Bruce R Thomadsen2005 Richard L Maughan Eric E Klein Bruce R Thomadsen2006 Richard L Maughan Bruce J Gerbi Bruce R Thomadsen2007 Edward F Jackson Bruce J Gerbi Bruce R Thomadsen2008 Edward F Jackson Bruce J Gerbi Bruce R Thomadsen2009 Edward F Jackson Bruce J Gerbi Bruce R Thomadsen2010 Edward F Jackson Bruce J Gerbi Bruce R Thomadsen2011 Edward F Jackson Bruce J Gerbi Bruce R Thomadsen2012 Edward F Jackson Bruce J Gerbi Steven J Goetsch2013 Brenda G Clark Chester Reft Steven J Goetsch24
MEDICAL PHYSICS INTERNATIONAL Journal, vol.1, No.1, 2013The next part <strong>of</strong> the Self-Study is the ProgramStructure and Governance. This part allows theCAMPEP reviewers to assess the stability and continuity<strong>of</strong> the organizational structure in which the trainingprogram is conducted.The fourth section <strong>of</strong> the Self-Study describes theeducational requirements for the program. In the case <strong>of</strong>graduate programs, this would be the program’scurriculum. The curriculum for graduate programs mustbe consistent at a minimum with the recommendationspresented in AAPM Report 197 “Academic ProgramRecommendations for Graduate Degrees in <strong>Medical</strong>Physics.”[4] Sample academic plans also must beprovided along with the process by which the institutionapproves the curriculum and course content. Forresidency programs, this section includes a listing <strong>of</strong> theclinical rotations that constitute the training schedule,along with the didactic prerequisites required for acandidate to enter a residency program. The elements <strong>of</strong>clinical training should be consistent at a minimum withrecommendations presented in AAPM Report 90,"Essentials and Guidelines for Hospital-Based <strong>Medical</strong>Physics Residency Training Programs." [5]The fifth section <strong>of</strong> the Self-Study addresses thetrainees in the educational program, the students andresidents. Application materials need to be describedalong with admission requirements. CAMPEP requiresthat students entering a <strong>medical</strong> <strong>physics</strong> graduate programhave either an undergraduate degree in <strong>physics</strong> or adegree in physical science or engineering with a <strong>physics</strong>minor (three upper-level undergraduate courses in <strong>physics</strong>or their equivalent), while individuals entering aresidency program after January 1, 2014, have either adegree from a CAMPEP-accredited graduate program ora PhD in <strong>physics</strong>, physical sciences, or engineering,together with successful completion <strong>of</strong> the didacticcourses identified in AAPM Report 197S, “The Essential<strong>Medical</strong> Physics Didactic Elements for PhysicistsEntering the Pr<strong>of</strong>ession through an AlternativePathway.”[6]The sixth section <strong>of</strong> the Self-Study for residencyprograms addresses program administration. Theadministrative structure <strong>of</strong> the program must be welldefined,with a clear description <strong>of</strong> the responsibilities <strong>of</strong>the Program Director and the Residency ProgramCommittee. Sometimes residency programs spanmultiple institutions and departments, in which case theroles <strong>of</strong> each component institution must be clearlyexplained. Extensive record keeping is required <strong>of</strong>residency programs, and the applicant institution mustidentify these records and how they may be accessed.The next section <strong>of</strong> the Self-Study asks the applyinginstitution to identify its resources. Resources includefaculty and staff and their roles in the educationalprogram, availability and extent <strong>of</strong> funding for studentsand residents, and a description <strong>of</strong> the facilities availableto the students and residents.The final section <strong>of</strong> the Self-Study asks the applicantprogram to summarize the program’s strengths and needsas perceived by the program staff, and to elucidate thegoals that, if achieved, would improve the program bycapitalizing on its strengths and addressing its needs.The main body <strong>of</strong> text <strong>of</strong> the Self-Study is followed bya series <strong>of</strong> Appendices, including letters <strong>of</strong> invitation andinstitutional commitments, documentation <strong>of</strong> institutionalaccreditation, summaries <strong>of</strong> the various components <strong>of</strong>the educational curriculum (course summaries forgraduate programs and clinical rotation summaries forresidency programs), lists <strong>of</strong> program graduates for thepast 10 years if the program has been in existence for awhile, and biographical sketches <strong>of</strong> faculty and staffalong with identification <strong>of</strong> their roles in the educationalprogram.Once the Self-Study and the application fee arereceived by CAMPEP, the Chair <strong>of</strong> the appropriatereview committee, the Graduate Education ProgramReview Committee (GEPRC) or the Residency EducationProgram Review Committee (REPRC), assigns tworeviewers to review the Self-Study. In some cases thereview is accepted by the reviewers, while in other casesthe reviewers require further clarification <strong>of</strong> the Self-Study, sometimes necessitating several rounds <strong>of</strong> review.After the Self-Study has been accepted by thereviewers, a site visit is scheduled. The purpose <strong>of</strong> thesite visit is to examine selected areas <strong>of</strong> the programidentified in the self-study review where questions mayexist; to meet and talk personally with faculty members,students, and administrative <strong>of</strong>ficials; to observe theadequacy <strong>of</strong> facilities; to assess the aptitude andcommitment <strong>of</strong> students and faculty; to observe thegeneral educational and scientific environment at theinstitution; and to obtain any additional data required forevaluation. The site visit typically takes 1½ to 2 days.During this time, the review team meets with the ProgramDirector, faculty and staff, trainees, and administrative<strong>of</strong>ficials.At the conclusion <strong>of</strong> the site visit, the review teamprepares a final report and makes a recommendation foror against accreditation to the appropriate reviewcommittee. The possible actions are as follows:Initial accreditation: A program may be granted initialaccreditation for a period <strong>of</strong> three years. If the programsubmits acceptable annual reports during the first threeyears <strong>of</strong> accreditation, the program accreditation may beextended to five years on the recommendation <strong>of</strong> theappropriate review committee and granted by thePresident upon recommendation by the Chair <strong>of</strong> thereview committee.Provisional accreditation: New educational programsthat have yet to graduate one student or resident may begranted provisional accreditation for a period less than25
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