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[en] Possibilities of obtainnjng qualitative-quantitative estimations of different aspects of learning process and their application in determination of learning purposes, substantiation of the training program choice of types and forms of studies directed at quality improvement of operator learning are considered
[en] The use of radioisotopes and nuclear techniques can in many cases greatly contribute to the value of teaching. With these techniques it is often possible to introduce demonstrations or experiments which explain phenomena otherwise difficult to understand. The choice of the program must be adapted to the teaching level. This requires previous training of the teachers and the provision of basic equipment. (author)
[fr]L' utilisation des radioisotopes et des techniques nucléaires peut, dans beaucoup de cas, apporter une contribution appréciable à l'aspect pédagogique et à la valeur de l'enseignement. Grâce â ces techniques, il est souvent possible d'introduire des démonstrations ou des expériences qui mettent en évidence des phénomènes difficiles à comprendre. Le choix des programmes doit répondre au niveau de l'enseignement. Ceci entraîne la nécessité d'une formation préalable du professeur et d'un équipement de base adéquat qui permettent une évolution dans ce sens. (author)
[en] Objectives: How do students experience and perceive the innovative undergraduate radiology curriculum at Ghent University, and what explains differences in student perception? Methods: A survey was presented to the 2008 cohort of students enrolled in the undergraduate medical curriculum at Ghent University. The survey focused on their experiences and perceptions in relation to the innovative undergraduate radiology teaching. Results and conclusion: The present research results point at a favorable perception of the innovative radiology curriculum components. The study points - both during pre-clinical and clinical years - at the appreciation for curriculum components that combine traditional curriculum components (ex-cathedra lessons with syllabus) with distance learning components such as E-learning and E-testing. In clinical years - as expected - students switch to the application of knowledge and skills and therefore heavily appreciate practice linked curriculum components.
[en] In the project laboratory, a group of students are given a well-defined task but the path to the solution is entirely left to the students. The paper reports on some basic strategies in designing successful project tasks that are based on modified problems from International Young Physicists Tournament (IYPT). In addition, an integration of first-year project laboratory in in-service teacher training is also briefly presented.
[en] The computer-based learning methods in medicine have been well established as stand-alone learning systems. Recently, these systems were enriched with the use of telematics technology to provide distance learning capabilities. Stereotactic radiotherapy is more of the most representative advanced radiotherapy techniques. Due to the multidisciplinary character of the technique and the rapid evolution of technology implemented, the demands in training have increased. The potential of interactive multimedia and Internet technologies for the achievement of distance learning capabilities in this domain are investigated. The realization of a computer-based educational program in stereotactic radiotherapy in a multimedia format is a new application in the computer-aided distance learning field. The system is built according to a client and server architecture, based on the Internet infrastructure, and composed of server nodes. The impact of the system may be described in terms of: time and transportation costs saving, flexibility in training (scheduling, rate and subject selection), online communication and interaction with experts, cost effective access to material (delivery or access by a large number of users and revision of the material by avoiding and database development. (authors)
[en] Today's healthcare work environment is ever-changing and without a doubt will continue to do so for the foreseeable future. How physicists are employed, evaluated, and valued are important aspects of our careers. With increasing demands and challenges being placed on the medical physics workforce, it is important to have the skills and knowledge to prepare for potential challenges to the status-quo of our employment status. Surviving in a world of change, consolidation, increased workload, and financial constraints is not a given, and preparing for those changes and challenges will benefit individuals as well as the medical physics community at large. Learning Objectives: Understand the challenges of succeeding in different work environments. Learn strategies to help define the role of a medical physicist to various administrators, physicians, and department staff and directors. Learn how to successfully communicate and interact with University, Hospital, and Department administrators
[en] Purpose: To improve the ability of graduate students to learn medical physics concepts through the incorporation of active learning techniques. Methods: A traditional lecture-based radiological physics course was modified such that: (1) traditional (two-hour) lectures were provided online for students to watch prior to class, (2) a student was chosen randomly at the start of each class to give a two minute synopsis of the material and its relevance (two-minute drill), (3) lectures were significantly abbreviated and remaining classroom time used for group problem solving, and (4) videos of the abbreviated lectures were made available online for review. In the transition year, students were surveyed about the perceived effects of these changes on learning. Student performance was evaluated for 3 years prior to and 4 years after modification. Results: The survey tool used a five point scale from 1=Not True to 5=Very True. While nearly all students reviewed written materials prior to class (4.3±0.9), a minority watched the lectures (2.1±1.5). A larger number watched the abbreviated lectures for further clarification (3.6±1.6) and found it helpful in learning the content (4.2±1.0). Most felt that the two-minute drill helped them get more out of the lecture (3.9±0.8) and the problem solving contributed to their understanding of the content (4.1±0.8). However, no significant improvement in exam scores resulted from the modifications (mean scores well within 1 SD during study period). Conclusion: Students felt that active learning techniques improved their ability to learn the material in what is considered the most difficult course in the program. They valued the ability to review the abbreviated class lecture more than the opportunity to watch traditional lectures prior to class. While no significant changes in student performance were observed, aptitude variations across the student cohorts make it difficult to draw conclusions about the effectiveness of active learning
[en] Radiology undergraduate curriculum has undergone a tremendous transformation in the decades reflecting a change in the structure, content and delivery of instruction. These changes are not unique to the discipline, but rather a response in the cycle of the re-engineering process in the medical curriculum in order to ensure its proper role into the ever-changing context. Radiology education is now more integrated across the curriculum than ever. The diversity of how radiology is being taught within the medical undergraduate curriculum is extensive and promising with the expanding role of the radiologist in the spectrum within the medical curriculum. A strong interface between the medical student and the clinicians must always be integrated in the learning process in order to convey the essential and practical use of the different aspects of radiology essential to the student's career as a future clinician. With the recent advancement in educational and technological innovations, radiology education is mobilized in the most pioneering ways, stimulating a rekindled interest in the field of medical imaging. This paper describes the increasing interest in current role of undergraduate radiology education in the context of constant medical curriculum innovations and in the digital age.
[en] The physics laboratory has long been a distinctive feature of physics education. It has been given a central role in the teaching and learning of physics at school and undergraduate levels in universities. The literature indicates that science educators have suggested that there are academically rich benefits in the learning and understanding of physics based on laboratory work. However, some educators have begun to raise serious and valid questions about the effectiveness of the learning through laboratory work in science subjects and the heavy cost for the establishment and maintenance of laboratories. This research paper provides perspectives on these issues through a brief review of the history, goals and objectives related to the physics undergraduate laboratory. An empirical research study was conducted to determine the university students' perceptions, views and opinions with regard to physics learning during undergraduate laboratory work. This involved 143 students from first and higher years and the evidence was gathered by survey and focus group interviews, the former using a variety of types of questions. The evidence from the students is positive and suggests that undergraduate physics laboratory work may well be contributing towards the achievement of specific desirable goals