Reforming Medical Physics and Radiopharmaceutical Science Training Through a Programmatic Approach to Assessment.

Autor: Osborne KC; Education Research, Policy and Development Division, Australian Council for Educational Research, Camberwell, VIC, Australia., Barbagallo C; National Training Education and Assessment Program, Australasian College of Physical Scientists and Engineers in Medicine, Mascot, NSW, Australia., Aldaoud A; Assessment and Psychometric Research Division, Australian Council for Educational Research, Camberwell, VIC, Australia., Guille J; National Training Education and Assessment Program, Australasian College of Physical Scientists and Engineers in Medicine, Mascot, NSW, Australia., Campbell A; National Training Education and Assessment Program, Australasian College of Physical Scientists and Engineers in Medicine, Mascot, NSW, Australia., Anderson M; Amplexa Consulting, Ultimo, NSW, Australia., Pearce J; Education Research, Policy and Development Division, Australian Council for Educational Research, Camberwell, VIC, Australia.
Jazyk: angličtina
Zdroj: Journal of medical education and curricular development [J Med Educ Curric Dev] 2024 Sep 05; Vol. 11, pp. 23821205241271539. Date of Electronic Publication: 2024 Sep 05 (Print Publication: 2024).
DOI: 10.1177/23821205241271539
Abstrakt: Objectives: Programmatic assessment approaches can be extended to the design of allied health professions training, to enhance the learning of trainees. The Australasian College of Physical Scientists and Engineers in Medicine worked with assessment specialists at the Australian Council for Educational Research and Amplexa Consulting, to revise their medical physics and radiopharmaceutical science training programs. One of the central aims of the revisions was to produce a training program that provides standardized training support to their registrars throughout the 3 years, better supporting their registrars to successfully complete the program in the time frame through providing timely and constructive feedback on the registrar's progression.
Methods: We used the principles of programmatic assessment to revise the assessment methods and progression decisions in the three training programs.
Results: We revised the 3-year training programs for diagnostic imaging medical physics, radiation oncology medical physics and radiopharmaceutical science in Australia and New Zealand, incorporating clear stages of training and associated progression points.
Conclusions: We discuss the advantages and difficulties that have arisen with this implementation. We found 5 key elements necessary for implementing programmatic assessment in these specialized contexts: embracing blurred boundaries between assessment of and for learning, adapting the approach to each specialized context, change management, engaging subject matter experts, and clear communication to registrars/trainees.
Competing Interests: The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
(© The Author(s) 2024.)
Databáze: MEDLINE
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