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dc.contributor.authorMorgan, Paul S
dc.date.accessioned2022-10-25T09:58:56Z
dc.date.available2022-10-25T09:58:56Z
dc.date.issued2019
dc.identifier.citationCastillo, J., Caruana, C.J., Morgan, P.S., Westbrook, C. and Mizzi, A. (2019) 'Development of an inventory of biomedical imaging physics learning outcomes for MRI radiographers', Radiography (London, England : 1995), 25(3), pp. 202-206. doi: https://dx.doi.org/10.1016/j.radi.2019.01.002.en_US
dc.identifier.issn1532-2831
dc.identifier.urihttp://hdl.handle.net/20.500.12904/15870
dc.description.abstractINTRODUCTION: MRI is highly physics based yet no research-based inventory of physics learning outcomes specific to MRI radiographers was found in the literature. The purpose of this study was the development of such an inventory using a multi-stakeholder, multi-disciplinary approach (as advised by the WHO) and which would support a previously published competence profile., METHODS: The inventory was developed in two phases: Phase 1: Development of an initial version of the learning outcomes inventory required to be able to deliver the competences via an analysis of textbooks and literature and validated by a small (n = 3) expert advisory group Phase 2: Final validation carried out via a bigger (n = 15) international group of subject matter experts (SMEs). Consensus was achieved via a dichotomous web-based questionnaire., RESULTS: At 70% level of consensus the expert group validated an inventory of biomedical physics learning outcomes consisting of 281 knowledge and skill statements. It is subdivided into two sections: 'fundamental' physics learning outcomes which are generic to all competences and 'additional' physics learning outcomes specific to each individual competence., CONCLUSION: The process used is sufficiently generic to be easily adapted to the development of physics learning outcome inventories in other specialties of radiography and for other healthcare professions whose work involves highly technological medical devices. As a result of this study, the current MRI curriculum would need to be revised as it was not based on a formal systematic research process and many learning outcomes are in fact missing. Copyright © 2019 The College of Radiographers. Published by Elsevier Ltd. All rights reserved.
dc.description.urihttps://dx.doi.org/10.1016/j.radi.2019.01.002en_US
dc.language.isoenen_US
dc.publisherW.B. Saunders Ltden_US
dc.subjectClinical competenceen_US
dc.subjectConsensusen_US
dc.subjectMagnetic resonance imagingen_US
dc.subjectRadiologistsen_US
dc.titleDevelopment of an inventory of biomedical imaging physics learning outcomes for MRI radiographersen_US
dc.typeArticleen_US
rioxxterms.funderDefault funderen_US
rioxxterms.identifier.projectDefault projecten_US
rioxxterms.versionVoRen_US
rioxxterms.versionofrecord10.1016/j.radi.2019.01.002en_US
rioxxterms.typeJournal Article/Reviewen_US
refterms.dateFCD2022-10-25T09:58:56Z
refterms.versionFCDVoR
refterms.panelUnspecifieden_US
refterms.dateFirstOnline2019
html.description.abstractINTRODUCTION: MRI is highly physics based yet no research-based inventory of physics learning outcomes specific to MRI radiographers was found in the literature. The purpose of this study was the development of such an inventory using a multi-stakeholder, multi-disciplinary approach (as advised by the WHO) and which would support a previously published competence profile., METHODS: The inventory was developed in two phases: Phase 1: Development of an initial version of the learning outcomes inventory required to be able to deliver the competences via an analysis of textbooks and literature and validated by a small (n = 3) expert advisory group Phase 2: Final validation carried out via a bigger (n = 15) international group of subject matter experts (SMEs). Consensus was achieved via a dichotomous web-based questionnaire., RESULTS: At 70% level of consensus the expert group validated an inventory of biomedical physics learning outcomes consisting of 281 knowledge and skill statements. It is subdivided into two sections: 'fundamental' physics learning outcomes which are generic to all competences and 'additional' physics learning outcomes specific to each individual competence., CONCLUSION: The process used is sufficiently generic to be easily adapted to the development of physics learning outcome inventories in other specialties of radiography and for other healthcare professions whose work involves highly technological medical devices. As a result of this study, the current MRI curriculum would need to be revised as it was not based on a formal systematic research process and many learning outcomes are in fact missing. Copyright © 2019 The College of Radiographers. Published by Elsevier Ltd. All rights reserved.en_US
rioxxterms.funder.project94a427429a5bcfef7dd04c33360d80cden_US


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