A strategic development model for the role of the biomedical physicist in the education of healthcare professionals in Europe

• Published in: Physica medica Vol. 28; no. 4; pp. 307 - 318
• Main Authors: Caruana, C.J, Wasilewska-Radwanska, M, Aurengo, A, Dendy, P.P, Karenauskaite, V, Malisan, M.R, Mattson, S, Meijer, J.H, Mihov, D, Mornstein, V, Rokita, E, Vano, E, Weckstrom, M, Wucherer, M
• Format: Journal Article
• Language: English
• Published: Italy Elsevier Ltd 01.10.2012
• Subjects: Academic role development; Benchmarking; Biomedical physics education; Biomedical Research - education; Europe; Health Personnel - education; Medical education; Models, Educational; Physics - education; Radiology; Strategic planning; SWOT audit; Europe; Strategic planning; Medical education; Biomedical physics education; Academic role development; SWOT audit
• ISSN: 1120-1797; 1724-191X
• DOI: 10.1016/j.ejmp.2011.05.001

Abstract This is the third of a series of articles targeted at biomedical physicists providing educational services to other healthcare professions, whether in a university faculty of medicine/health sciences or otherwise (e.g., faculty of science, hospital-based medical physics department). The first paper identified the past and present role of the biomedical physicist in the education of the healthcare professions and highlighted issues of concern. The second paper reported the results of a comprehensive SWOT (strengths, weaknesses, opportunities, threats) audit of that role. In this paper we present a strategy for the development of the role based on the outcomes of the SWOT audit. The research methods adopted focus on the importance of strategic planning at all levels in the provision of educational services. The analytical process used in the study was a pragmatic blend of the various theoretical frameworks described in the literature on strategic planning research as adapted for use in academic role development. Important results included identification of the core competences of the biomedical physicist in this context; specification of benchmarking schemes based on experiences of other biomedical disciplines; formulation of detailed mission and vision statements; gap analysis for the role. The paper concludes with a set of strategies and specific actions for gap reduction.