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A new EC supported project: EUTEMPE-RX,
Training and Education for the Medical
Physics Expert in Radiology
Hilde Bosmans1,2, Carmel Caruana1,3, Peter Sharp1
1
EFOMP
2 KU Leuven
3 University of Malta
EUTEMPE-RX
• Call identifier: FP7-FISSION2013 (EURATOM)
• Activity code: Euratom Fission
Training Schemes (EFTS) in
‘Nuclear Fission, Safety and
Radiation Protection’
• Project/Grant agreement no:
605298
• EU contribution: € 1,658,000
• Aug. 1, 2013 – Jul 31, 2016
Motivation: EC-Call
Topic Fission-2013-5.1.1: Euratom Fission Training Schemes (EFTS) in 'Nuclear Fission, Safety and
Radiation Protection'
Aligned with the above principles of the 'European Credit system for Vocational Education and
Training' (ECVET), an EFTS should address the challenges of borderless mobility and lifelong learning in
specific domains. This implies: (i) modularity of courses and common qualification criteria, (ii) common
mutual recognition system, (iii) facilitation of mobility for trainers and trainees across the EU, and (iv)
feedback from the 'employers' from public or private sectors. For this purpose, wherever justified, a
European Passport ("individual transcript of record") should be developed in each EFTS, based on
learning outcomes (knowledge, skills and attitudes). Proposals should be submitted by networks of
organisations of pan-European relevance consisting of education and training organisations as well as
industry, aiming at setting up ECVET partnerships. An EFTS should consist of a variety of learning paths,
including PhD student coaching, mentoring of new professionals, internships / apprenticeships in
industry, regular or virtual classroom training, face-to-face or distance learning, etc. Special attention
should be devoted to the assessment / validation methodology of the individual's learning outcomes
at the project level (host provider 􀃙 sending provider).
At the EU level, competent bodies should be identified or set up to ensure the mutual recognition of
the European Passports, thereby facilitating the mobility of professionals in Europe.Euratom funding is
intended principally for the coordination and networking aspects, i.e. scientific secretariat,
implementation of joint training programmes and events, mobility of trainers and trainees, access to
research and training facilities, etc. The active participation and contribution of 'employers', i.e.
representatives of system suppliers, energy providers, safety authorities and Technical Safety
Organisations (TSOs), users of ionising radiation in medicine and industry, waste management
agencies, etc., is essential.
Motivation: EC-Call
An EFTS should consist of a variety of learning paths,
including PhD student coaching,
mentoring of new professionals, customer training,
internships in industry, regular or virtual classroom training,
face-to-face or distance learning, etc.
An EFTS should also address:
a variety of profiles as appropriate (from young recruits to top managers in all nuclear sectors).
The drafting and co-funding of co-authored textbooks at higher education
level should take place under the control of an international review
committee.
'Think tank' activities should be organised (preferably in collaboration with
SNE-TP, IGD-TP or MELODI) with the aim to anticipate future training needs
and to support policies for the continuous improvement of nuclear safety
culture.
It is viewed that the active participation of relevant partners from third
countries or international organisations should add …
Any applied or basic science theme within scope of Euratom FP 2012-13 can
be proposed provided it is not already the subject of an EFTS from previous
calls.
Motivation:
‘Guidelines for the MPE project’
• The MPE is defined as an MP who has developed his
expertise to expert level i.e., to the highest level - level 8 of the EQF
• An MP becomes an MPE after advanced experience and
CPD leading to level 8 of the EQF (not merely
maintenance CPD or simply number of years experience)
EFOMP board: ‘We urgently need to set up an
agreed programme of education and training that
would lead an MP to MPE in each particular
specialty as specified in the ‘Guidelines on the MPE’
document and at level 8 of the EQF.’
Motivation from the EMAN project:
(workshop in May 2012,
optimization in radiology)
How to be prepared for nucl
incidents/accidents?
We just bought a CBCT
system for maxillo-facial
presurgical treatment.
Can you come and do
the test?
Advice in nation
wide…
A pneumologist bought a (cheap) digital
chest X-ray system. Is it good enough?
QC: Which patient dose
parameters should we monitor
on a per patient basis?
Which image quality parameters
tell us about the radiological
performance?
Obese, pregnant patient was CT
scanned. Conceptus dose?
Shall we add the
breast
tomosynthesis option
on our new
modalities in the
screening?
Situation
• Most EC member states may not have the capability to train
their MP to become MPE
• Sharing is more efficient.
Access to:
–
–
–
–
–
–
high end systems (for practical training)
hospital environment (esp. for colleagues in industry & authorities)
high end applications (ex. automated dose monitoring, …)
preparation of ‘future procedures’ (ex. Virtual clinical trials)
prototype / preclinical systems (ex. phase contrast)
specific software platforms (ex. Monte Carlo; simulation of the
imaging chain,…)
– experience
– standards
– world wide networks & organisations
Situation
• Most EC member states may not have the capability to
train their MP to become MPE
• Sharing is more efficient.
Acccess to:
–
–
–
–
–
–
high end systems (for practical training)
hospital environment (esp. for col. In industry & authorities)
high end applications (ex. Automated dose monitoring, …)
preparation of ‘future procedures’ (ex. Virtual clinical trials)
prototype / preclinical systems (ex: phase contrast)
specific software platforms (ex: Monte Carlo; simulation of the
imaging chain,…)
– experience
– standards
– world wide networks & organisations
-> Solution: EC supported teaching platform
Successful application
(score of 14.5/15)
 Built upon MPE project & supported by the new BSS
 Project in line with FP7-Euratom & MELODI
 KU Leuven support (coordinator)
 Selection of partners (and their networks)
 EFOMP board ‘network’ & EFOMP as company
Letters of support:
Organisations of medical physicists in Bulgaria, Malta,
Sweden, Macedonia, UK, Italy, Belgium, Germany, Hungary,
Spain, France; Poland, Portugal
IAEA & IEC
Medical device companies: Agfa, GE, Philips, Siemens
Objectives
(1) to create a network of excellent teaching centers
in diagnostic and interventional RX
to prepare courses at a sufficiently high level
to bring the MP ------ > MPE
(2) to set up a multicampus Educational and
Training platform (for course material, on-line
teaching activities, …)
(3) to get the course either accredited or serve as
an example in as many as possible Member
States (sustainability of the network)
Learners
• The MP in radiology and interventional
radiology (in hospitals)
• The MP or scientist in medical device industry
• The MP in regulatory authorities
• (PhD students)
Workpackages
Number
Title
Type
Leader
1
Coordination of the project and management
Management
KU LEUVEN
H. Bosmans
2
Practical organisation of the EUTEMPE-RX teaching
activities
Coordination
TUV
Bulgaria,
K. Bliznakova
3
Development of an educational framework and
strategy for dedicated teaching activities
Coordination
KU LEUVEN
H. Bosmans, W;
Vanpetegem
4
Organisation of the first EUTEMPE-RX course
Teaching course
AOUUD
Udine, Renato
Padovani
5
Sustainability of the EUTEMPE-RX course
Coordination
EFOMP
Partners
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Prof. Hilde Bosmans & Prof. Wim Van Petegem Katholieke Universiteit Leuven
Dr. Viriginia Tsapaki & Dr. Carmel J Caruana European Federation of Organisations
for Medical Physics
Prof. Eliseo Vano Servicio Madrileno de Salud, Spain
Prof. Andrea Otoolenghi Universita Degli Studi di Pavia, Italy
Dr. Josep Sempau Universitat Politècnica de Catalunya, Spain
Prof. Mauro Gambaccini & Dr. Angelo Taibi Universita Degli Studi di Ferrara, Italy
Dr. Kristina Bliznakova, Assoc. Prof. Ivan Buliev & Prof. Dr. Vencislav Valchev
Technical University of Varna, Bulgaria
Prof. Kenneth Young & Alistair Mackenzie Royal Surrey County Hospital NHS
Foundation Trust, UK
Prof. Francis Verdun & Dr. Pascal Monnin Hospices Cantonaux CHUV, CH
Ruben van Engen & Dr. Wouter Veldkamp Stichting Landelijk ReferentieCentrum
voor Bevolkingsonderzoek, NL
Prof. John Damilakis University of Crete, Greece
Dr. Renato Padovani Azienda Ospedaliero Universitaria S. Maria della Misericordia,I
Dr. Markus Borowski & Prof. Martin Fiebich Klinikum Braunschweig, D
Partners
EFOMP &
its professional &
educational matters
Teaching hospitals
Universities
- Med. physics
- Radiobiology
- Physics
Screening organisations
(Industry) (Authorities)
Via the Scientific Advisory Board, even more of Europe is covered
Timing
• M1 – M18: preparation
– Planning and syllabus of 12 modules
– PR plan
– Quality manual
– Accreditation
• M18: mid term workshop & 1st module
• M19 – M33: all 11 remaining modules
• M36: final workshop
– Business plan for sustainability
Knowledge-Skills-Competences
(MPE project)
Modules
Number
Title
Lead
1
Developments of the profession and the challenges of the
MPE: Legal aspects, professional matters, communication and
risk assessment, incidents and accidents, today and
tomorrow. Raising the public profile of the profession. Basics
of teaching RX users, including the RPE
Dr. C. Caruana & Prof. E. Vano
2
Radiation biology for MPEs
Prof. A. Ottolenghi
3
Monte Carlo simulation of the complete X-ray imaging chain
Dr. J. Sempau
4
Fundamental physics of X-rays: energy, absorption and their
phase
Prof. M. Gambaccini
5
Antropomorphic phantoms
Dr. K. Bliznakova
6
From routine QA to advanced QA and performance testing
Prof. H. Bosmans, Prof. F.
Zanca, Dr. N. Marshall & Prof.
E. Vano
Modules
Number
Title
Lead
7
Advanced measurements of the performance of X-ray imaging
systems
Prof. K. Young & A. McKenzie
8
CT imaging and dose optimized with objective means
Prof. F. Verdun
9
Achieving quality in the medical physics aspect of breast
cancer screening
R. van Engen, W. Veltkamp
10
High dose X-ray procedures in Interventional radiology and
cardiology
Dr. R. Padovani & Prof. E. Vano
11
Dosimetry, from conceptus to the adolescent
Prof. J. Damilakis
12
Personnel dosimetry, including techniques to communicate
practical results to the users (RPE)
Dr. M. Borowski, prof. Fiebich
Example: Module 6, From QA to
advanced QA and performance testing
Example: Module 6, From QA to
advanced QA and performance testing
Work-in-progress
• A logo & website
• Prepare teaching platform
• Study on-line teaching possibilities
• Define quality standards
• Fix timing and duration of course modules
• Board to evaluate examinations (accreditation?)
• Targeted number of participants, …
…. Run the courses ….
• Sustainability & maybe expand to other
specialities (business plan)
Work-in-progress
ECTS:
• Aim: ………
• Previous knowledge: ………..
• Content: …………
• Explanatory category: …………..
• Evaluation: ………..
KSC
Conclusion
• Opportunity and challenge
• Feedback of learners and stake holders
appreciated
Follow us at: www.efomp.org
Email us:
[email protected]
[email protected]
[email protected]
Thanks
• to everyone helped in getting the project in its
current form submitted
• to everyone for a warm welcome to this
initiatieve
Course modules at EQF level 8
Generic Skills to be developed
•
Demonstrate a systematic understanding of a field of study and mastery of the skills and
methods of research associated with that field.
Find, select and define problems of interest.
Reflect upon the questions raised, the types of knowledge produced and the impact their
knowledge might have on society
Organize a number of relevant facts in a coherent framework, which allows the development of
an “economy of knowledge, based on experimental facts and overarching ideas”.
Apply the acquired knowledge and understanding in different contexts and to innovate.
Conceive, design, implement and adapt a substantial process of research with integrity.
Make a contribution through original research that extends the frontier of knowledge some of
which merits national or international refereed publication.
Demonstrate critical analysis, evaluation and synthesis of new and complex ideas.
Communicate with peers, the larger professional community and with society in general about
their areas of expertise.
Promote within professional contexts, technological, social or cultural advancement in a
knowledge based society.
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Builds upon the MPE project