Overview of medical physics teaching in Brazil
Costa, Paulo Roberto
http://dx.doi.org/10.1590/2446-4740.0785
Rev. Bras. Eng. Bioméd., vol.31, n3, p.249-256, 2015
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Abstract
Introduction: Brazil has seen a rise in the number of undergraduate courses in Medical Physics in recent years, as well as initiatives for the organization of graduation programs and clinical residencies in this multidisciplinary area. The purpose of the present study was to perform a data survey on academic training in Medical Physics in Brazil in the undergraduate, graduate, and residency levels until 2012. Methods: The relevant information was requested for the leads of the training/teaching programs, which filled specific electronic forms. The data survey was accomplished by sending the forms to 38 educational institutions. Results: The majority (90%) of the contacted institutions returned their specific requested information. It was estimated an offer of 400 enroll admissions per year in the group of institutions that offer undergraduate programs in Medical Physics. Federal or state public educational institutions offer around 61% of these admissions and 39% are offered by private universities. The average number of candidate competition was estimated on 3.6 ± 3.9 applicants per place in undergraduate programs, and the student’s complete the courses in 5.1 ± 0.7 years. The average number of undergraduate degrees awarded per year is 10.6 ± 7.3. At least 80% of educational programs have compulsory internships in their curricula with average duration of 307 ± 99 hours. In the graduation programs it was verified that the average time for concluding the programs were 2.2 ± 0.2 years, 4.1 ± 0.2 years and 4.7 ± 0.6 years for the MSc, PhD and direct-PhD, respectively. The programs have CAPES ratings varying from 4 to 7. Finally, until 2012 the residence programs offered 31 positions per year and the professional development programs (not residence) provide 7 positions per year. Conclusion: It is understood that the presented numerical results offer a reliable scenario for the diagnosis of opportunities and scholarships distributions in each region of the country. These results may provide support for the improvement of resource distribution and the definition of public policies that can guide the adequacy of the distribution of courses in the three modalities of Medical Physics Education in the country.
Keywords
Medical physics, Education, Teaching, Professional qualification.
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Associação Brasileira de Física Médica. Technical regulation for recognizing Medical Physics qualification [internet]. Florianópolis: ABFM; 2012. [cited 2014 Dec 3]. Available from: http://www.abfm.org.br/nabfm/n_prova_regulamento.asp.
Brandan ME. Educación y entrenamiento clínico de físicos médicos en américa latina. Revista Brasileira de Física Médica [internet]. 2009 [cited 2014 Dec 3]; 3(1):19-23. Avaliable from: http://acervo.abfm.org.br/rbfm/publicado/RBFM_v3n1_19-23.pdf.
Brasil. Lei n° 11.129 de 30 de junho de 2005. Institui o Programa Nacional de Inclusão de Jovens – ProJovem; cria o Conselho Nacional da Juventude – CNJ e a Secretaria Nacional de Juventude; altera as Leis nos 10.683, de 28 de maio de 2003, e 10.429, de 24 de abril de 2002; e dá outras providências. Diário Oficial da República Federativa do Brasil [internet], Brasília, jun. 2005 [cited 2014 Dec 3]. Available from: http://www.planalto.gov.br/ccivil_03/_Ato2004-2006/2005/Lei/L11129.htm.
Brasil. Ministério da Educação. Portaria Interministerial n° 1.077 de 12 de novembro de 2009. Dispõe sobre a Residência Multiprofissional em Saúde e a Residência em Área Profissional da Saúde e institui o Programa Nacional de Bolsas para Residências Multiprofissionais e em Área Profissional da Saúde e a Comissão Nacional de Residência Multiprofissional em Saúde. Diário Oficial da República Federativa do Brasil [internet], Brasília, nov. 2009 [cited 2014 Dec 3]. Available from: http://portal.mec.gov.br/index.php?option=com_content&view=article&id=12500%3Alegislacao-especifica&catid=247%3Aresidencia-medica&Itemid=813.
Brasil. Ministério da Educação. Credenciamento e recredenciamento de instituições de educação superior e de autorização, reconhecimento e renovação de reconhecimento de cursos de graduação. Brasília, MEC; 2014. [cited 2014 Dec 3]. Available from: http://portal.mec.gov.br/instituicoes-credenciadas-sp-1781541355.
Commission on Accreditation of Medical Physics Education Programs. Guidelines for accreditation of residency education programs in medical physics [internet]. 2012 [cited 2014 Dec 3]. Available from: http://www.campep.org/resguidelines.pdf.
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Cursos recomendados/reconhecidos. Brasília: CAPES; 2014. [cited 2014 Dec 3]. Available from: http://www.capes.gov.br/cursos-recomendados
Costa PR, Tabakov S, Yoshimura EM, Okuno E, Nersissian DY, Terini RA. Pilot implementation of emerald training modules in Brazil. Medical Physics International [internet]. 2014 [cited 2014 Dec 3]; 2(1):18-21. Available from: http://www.iomp.org/sites/default/files/mpi-3.pdf.
International Atomic Energy Agency. El físico medico: criterios y recomendaciones para su formación académica, entrenamiento clínico y certificación en América Latina. Viena: IAEA; 2010. (Informes sobre salud humana del OIEA, n° 1).
International Atomic Energy Agency. Roles and responsibilities, and education and training requirements for clinically qualified medical physicists. Viena: IAEA; 2013. (IAEA Human Health Series n° 25).
International Medical Physics Certification Board. 2014. [cited 2014 Dec 3]. Available from: http://www.impcb.org/Home150811.htm.
Lima P Jr, Silveira FL, Ostermann F. Survival analysis applied to student flow in undergraduate Physics courses: an example from a Brazilian university. Revista Brasileira de Ensino Física. 2012; 34(1). http://dx.doi.org/10.1590/S1806-11172012000100014.
Maughan RL. The essential medical physics didactic elements for physicists entering the profession through an alternative pathway: a recommendation from the AAPM working [internet]. College Park: AAPM; 2011. AAPM Report n°. 197S. [cited 2014 Dec 3]. Avaliable from: https://www.aapm.org/pubs/reports/RPT_197S.pdf.
Nüsslin F, Smith P. Medical physics now classified internationally as a profession. Medical Physics. 2011; 38(8):i. http://dx.doi.org/10.1118/1.3605469. PMid:21928614.
Paliwal BR. Academic program recommendations for graduate degrees in medical physics [internet]. College Park: AAPM; 2009. AAPM report n°. 197. [cited 2014 Dec 3]. Available from: http://www.aapm.org/pubs/reports/RPT_197.pdf.
Prisciandaro JI. Essentials and guidelines for clinical medical physics residency training programs [internet]. College Park: AAPM; 2013. AAPM report n°. 249. [cited 2014 Dec 3]. Available from: http://www.aapm.org/pubs/reports/RPT_249.pdf.
Samei E. Inter-societal memorandum of understanding on medical physics education [internet]. College Park: AAPM; 2012. [cited 2014 Dec 3]. Available from http://www.aapm.org/education/documents/AAPM-ABR-CAMPEP-SDAMPP_MOU.pdf.
Tabakov S, Spraws P, Krisanachinda A, Lewis C. Medical physics and engineering education and training. Trieste: ICTP publication; 2011. Part I.
Tabakov S, Tabakova V. The pionering of E-learning in medical physics. London: Valonious Press; 2015.
Tabakov S. E-learning development in medical physics and engineering. Biomedical Imaging Intervention Journal. 2008; 4(1):E27. http://dx.doi.org/10.2349/biij.4.1.e27. PMid:21614312.
Tabakov S. E-Learning in medical engineering and physics. Journal of Medical Engineering and Physics. 2005; 27(7):543-7.
World Health Organization. Bonn call-for-action - joint position statement by the IAEA and WHO [internet]. Geneva: WHO; 2014. [cited 2014 Dec 3]. Available from: http://www.who.int/ionizing_radiation/medical_exposure/Bonn_call_action.pdf.
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