EFOMP policy statement 18: Medical physics education for the non-physics healthcare professions

Although Medical Physics educators have historically contributed to the education of the non-physics healthcare professions, their role was not studied in a systematic manner. In 2009, EFOMP set up a group to research the issue. In their first paper, the group carried out an extensive literature review regarding physics teaching for the non-physics healthcare professions. Their second paper reported the results of a pan-European survey of physics curricula delivered to the healthcare professions and a Strengths-Weaknesses-Opportunities-Threats (SWOT) audit of the role. The group's third paper presented a strategic development model for the role, based on the SWOT data. A comprehensive curriculum development model was subsequently published, whilst plans were laid to develop the present policy statement. This policy statement presents mission and vision statements for Medical Physicists teaching non-physics users of medical devices and physical agents, best practices for teaching non -physics healthcare professionals, a stepwise process for curriculum development (content, method of delivery and assessment), and summary recommendations based on the aforementioned research studies.

Automated summary

Although Medical Physics educators have historically contributed to the education of the non-physics healthcare professions, their role was not studied systematically until 2009 when EFOMP set up a group to research the issue. The group conducted a literature review, carried out a survey, and proposed a development model for the role based on the research findings. A comprehensive curriculum development model was subsequently published, and plans were made to develop a policy statement.