Committee on Medical Physicists as Educators Website

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Introduction and Purpose

Welcome to the Medical Physicists as Educators Committee (MPESC) wiki. The purpose of this wiki is really three-fold:

  1. to provide resources to help medical-physics educators become better educators of medical physics;
  2. to provide a repository for materials associated with the work done by the finalists in the Innovation in Medical Physics Education session, which is held each year during the annual AAPM national meeting and is run by MPESC; and
  3. to provide a repository for resources used by the members of MPESC for the annual Innovations in Medical Physics Education session.

It is important to acknowledge from the start what this MPESC wiki is not intended to provide. It is not intended to be a repository for images, lectures, notes, handouts, syllabi, online lessons, tutorials, or other educational materials that would be used in the actual teaching of medical physics. It is the work of TG-250 to collect and make available such materials.

The resources that are made available here are resources to help the medical-physics educator understand how to do a better job teaching medical physics through an understanding of how people learn (Cognitive Science), or to show alternative ways of approaching the teaching of medical physics (cooperative group work in lectures, problem-based learning, inquiry learning, etc.). In addition, information on how to assess changes in how you teach medical physics are also appropriate for this wiki. The only exceptions to this are the materials from the work done by the finalists in the Innovation in Medical Physics Education session, which may include some materials or online resources that could be used to teach a course.

Educator Resources

This section contains information on how to be a more effective educator. The information in this section is mostly but not exclusively geared toward teachers of introductory physics courses, but many of the important points are readily applicable to understanding how to improve teaching medical physics graduate students, medical residents, etc.

Cognitive Science

"When we present instruction to our students, we always build in our assumptions: our expectations as to what students will do with whatever we give them, our assumptions about the nature of learning, and our assumptions about the goals of our particular instruction.... If we design our instruction on the basis of incorrect assumptions about our students, we can get results that differ dramatically from what we expect. To design effective instruction---indeed to help us understand what effective instruction means---we need to understand a bit about how the student mind functions."
Edward F. Redish, Teaching Physics with the Physics Suite, John Wiley & Sons, Inc., 2003 (p. 17)

Cognitive Science is a very broad field, but for our purposes we can think of it as the science that helps us understand how people think and learn. As a result, conclusions from cognitive science research can help us understand how to become more effective educators of medical physics.

Resources

  1. A great introduction to cognitive science and its findings on how people learn can be found in Ch. 2 of Joe Redish''s book Teaching Physics with the Physics Suite (from which the above quote was taken). This chapter can be found here [1]. The contents of the entire book can be found here [2].
  2. Another good reference on learning can be found in the book How People Learn: Brain, Mind, Experience, and School by the Committee on Developments in the Science of Learning, John D. Bransford, Ann L. Brown, and Rodney R. Cocking, editors, National Academy Press (2000). This book is a more general book about students and learning, not geared towards physics teaching, but it nevertheless has some interesting and relevant information in it.
  3. Colin F. Gauld, "Physics Teaching and Cognitive Functioning", The Physics Teacher, November 1979 (pp. 513-518). This article contains an interesting discussion about some results of Piaget''s theory on cognitive development and their implications for teaching physics.
  4. Frederick Reif, "Millikan Lecture 1994: Understanding and teaching important scientific thought processes", American Journal of Physics, 63 (1), January 1995 (pp. 17-32). This interesting article discusses how to understand the thought processes needed to learn a subject such as physics, and how this understanding can be used to improve physics teaching. (The Millikan Medal is awarded each year by the American Association of Physics Teachers for "notable and intellectually creative contributions to the teaching of physics".)
  5. There are some relevant and interesting articles on the per-central website under Learning Theory. These areticles can be found at [3].
  6. Cognition: The Thinking Animal (3rd Edition), Daniel Willingham, Pearson (3rd Ed.), 2006. [4]
  7. Why Don''t Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom, Daniel Willingham, Jossey-Bass Publ., 2010 [5]
  8. The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning, by James E. Zull, Stylus Publishing, 2002 [6]

Teaching Models and Practices

The traditional approaches to teaching medical physics fall into three categories: didactic lecture, hands-on lab/practicum, and basically an apprenticeship consisting of on-the-job training. These traditional methods of approach can be very rewarding for both the student and the educator. But in recent decades much work has been done by the Physics Education Research (PER) community that shows that other, more student-centered and active-learning, approaches to the physics classroom might have a greater impact on student learning and retention. In other words, there might be more efficient ways to spend time in the physics classroom than just doing straight lecture.

To become a better medical physics educator, you should acquaint yourself with the variety of options on how to spend time with the students, and then find a good combination of methods that works best for you. It''s important to keep in mind, however, that what works well for you might not work well for someone else, and vice versa. (Likewise, what works well for one student might not work well for another student. Hence a combination of methods for use in the classroom.)

The following resources can be used to acquaint yourself with alternatives to didactic lecture in your medical physics classroom. If you find something that works particularly well for you, and that you think might be of interest to your fellow medical physics educator, please consider submitting your work to the annual competition in the Innovation in Medical Physics Education Session, held at the national AAPM meeting. (The work done by previous finalists for the competition can be found in the next major section in this Wiki.)

Resources

  1. The following pdf file is an editorial by George Starkshall containing his thoughts on medical physics education. In this article he addresses the question of why medical physicists should think about how they approach their teaching in the medical physics classroom. Reading this short editorial would be a good way to start thinking about reform in your own classroom.
    Media:Starkschall_JACMP_vol 10 no 3.pdf
  2. A great introduction to various teaching methods that resulted from Physics Education Research (PER) can be found in Edward F. "Joe" Redish''s book Teaching Physics with the Physics Suite. The contents of the entire book can be found here [7]. See in particular chapters 7 through 9 for discussions of various PER-based approaches to teaching introductory physics that can be readily extended to teaching medical physics.
  3. The discussions in the online book Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom are, as the title suggests, aimed at the grade school classroom and teacher. But don''t let this fool you---there are some very good discussions about inquiry learning in this book. As mentioned in the assessment resources section below, just replace "children" with "medical physics students" when you are reading this, and you will probably find it very relevant. [8] See in particular chapters 1 and 5-8.
  4. (Physics Education Research) PER-Central is a collection of information and resources coming from physics education research. See in particular the links on Active Learning, Learning Environment, and Pedagogy under the Applied Research heading on the left side of the page. [9]
  5. The book Peer Instruction - A User''s Manual, by Eric Mazur (Prentice Hall) introduces the idea of concept-test questions that can be used to see if basic ideas from a lecture are getting through to the students. (You may be surprised by the results!) This is a very simple-to-apply technique that can be used within your standard lecture format. This book is available through Amazon. [10]
  6. What the best college teachers do, by Ken Bain, Harvard University Press, 2004. This book gives a good overview of best practices resulting from interviews and observations of some of the nation''s best teachers in all fields. Some very interesting discussions to get you thinking about your own teaching. Available at Amazon. [11]
  7. Five Easy Lessons: Strategies for Successful Physics Teaching, by Randall D. Knight, Addison-Wesley, 2002. Overviews best practices for teaching introductory physics. See chapters 3 and 4 that provide nice summaries of the findings of physics education research an the active learning classroom. [12]
  8. McKeachie''s Teaching Tips, by Wilbert McKeachie and Marilla Svinicki, Cengage Learning, 2013 [13]
  9. The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning, by James E. Zull, Stylus Publishing, 2002 [14]
  10. Experiential Learning: Experience as the Source of Learning and Development, by David Kolb, Prentice Hall, 1983 [15] For more on experiential learning see the website at [16].

Assessment

How do we know if the changes that we have made in teaching medical physics have been effective? This is the purpose of assessments. Assessing the changes that have been made can sometimes seem even more difficult than the changes themselves. The resources below overview different types of assessments and how these assessments can be designed or performed.

Resources

  1. This pdf file is from an online book entitled Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom. This chapter gives a nice overview of different types of assessment. When reading this chapter, if you replace "children" with "medical physics students", it will seem much more relevant!
    Media:MPESC_Assessment-of-Science-Inquiry.pdf
    The full online Inquiry text can be found online at [17] .
  2. This pdf file is from an online book entitled Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom. This chapter discusses how to assess within an inquiry-based classroom. (See the resources under Teaching Models and Practices in this Wiki for information about inquiry-based teaching.) When reading this chapter, if you replace "children" with "medical physics students", it will seem much more relevant!
    Media:MPESC_Assessment-of-Science-Inquiry.pdf

 

Work Done by Finalists in the Innovation in Medical Physics Education Session

The Innovation in Medical Physics Education Session is overseen by MPESC members, and is held each year at the national AAPM meeting. The purpose of the session is to publicize the excellent work being done in the medical physics community in improving medical physics education. MPESC members choose the top six abstract submissions from all of the abstract submissions each year. These six finalists then present their work in an oral session. MPESC took control of the session in 2012; only the work of the finalists starting in 2013 is represented here. The work is divided into the categories shown below, representing how the work is most likely to be used (some work is listed in more than one category, when appropriate). (The year that the work was submitted to the Innovation session is given in parentheses.) When possible, links to information or files describing the work are provided.

 

In-class

Finalists'' work on demonstrating an effective way of spending class time with the students other than the standard board lecture.

  1. Project-Based Learning---Expanding Course Content with a Broad-Scope Project[18], R. Howell, S. Kry, and U. Titt (2013) Contact: rhowell@mdanderson.org
  2. Incorporating Active Learning Into A Traditional Graduate Medical Physics Course[19], J. Burmeister (2014) Contact: burmeist@karmanos.org
  3. Enhancing Radiation Physics Instruction Through Gamification and E-Learning[20], J. Driewer, M. Burchell, Z. Fowler, Y. Lei, B. Morgan, D. Zheng, and S. Zhou (2015) Contact: J. Driewer at jpdmq3@mail.missouri.edu
  4. From Teaching to Learning: Systems-Based-Practice and Practice-Based-Learning Innovations in Medical Physics Education Programs[21], A. Kapur (2015) Contact: akapur@nshs.edu
  5. Flipped Physics Courses Within a Radiologic Technologist Program: Video Production and Long Term Outcomes[22], T. Oshiro1, M. Donaghy , A. Slechta (2016) Contact: toshiro@mednet.ucla.edu Media:MPESC_Flipped_Physics_Courses-TOshiro.pdf
  6. Hands-On Fluoroscopy Safety Training with Real-Time Patient and Staff Dosimetry[23], M. Vanderhoek, N. Bevins (2016) Contact: mattv@rad.hfh.edu Media:MPESC_Vanderhoek_Presentation.pdf ; Media:MPESC_Vanderhoek-Supporting_Documentation.pdf

Experimental Lab/Practicum

Finalists'' work on producing a hands-on laboratory or practicum experience to help students understand some aspect of clinical medical physics.

  1. Designing a Low Cost Digital Imaging System for Medical Physics Education[24], C. Brown and J. Polf (WINNER; 2013) Contact: bchrisg@okstate.edu
  2. Hands-On Fluoroscopy Safety Training with Real-Time Patient and Staff Dosimetry[25], M. Vanderhoek, N. Bevins (2016) Contact: mattv@rad.hfh.edu Media:MPESC_Vanderhoek_Presentation.pdf ; Media:MPESC_Vanderhoek-Supporting_Documentation.pdf

Computer or Numerical Lab/Practicum

Finalists'' work done in producing computer software (not online) for elucidating a particular concept or practice in medical physics, or numerical projects helping students to understand topics such as the Monte Carlo method.

  1. The Desktop Magnet: Simulation/tutorial Software for MRI Education[26], D. Gauntt (2013) Contact: dmgauntt@uab.edu
  2. Hands-On Monte Carlo Project Assignment as a Method to Teach Radiation Physics[27], P. Pater, M. Vallieres, and J. Seuntjens (2014) Contact: piotr.pater@mail.mcgill.ca
  3. Advanced Computer Simulation and Visualization Tools for Enhanced Understanding of Core Medical Physics Concepts[28], S. Naqvi (2014) Includes Monte Carlo code to help students understand key concepts in dosimetry. The PowerPoint file can be viewed at the website [29]. Contact: snaqvi@stagnes.org
  4. Enhancing Radiation Physics Instruction Through Gamification and E-Learning[30], J. Driewer, M. Burchell, Z. Fowler, Y. Lei, B. Morgan, D. Zheng, and S. Zhou (2015) Contact: J. Driewer at jpdmq3@mail.missouri.edu
  5. TOPAS_edu: A Window Into the Stochastic World Through the TOPAS Tool for Particle Simulation[31], J. Perl, B. Villagomez-Bernabe, and F. Currell (WINNER: 2015) Contact: J. Perl at perl@slac.stanford.edu
  6. MrRSCAL: A Radiological Simulation Tool for Resident Education[32], W. Parker and N. Yanasak (2015) Contact: williamtparkersr@gmail.com
  7. SIMAC: A Simulation Tool for Teaching Linear Accelerator Physics[33], M. Carlone, N. Harnett, W. Harris, B. Norrlinger, M. MacPherson, M. Lamey , R. Anderson, M. Oldham (WINNER: 2016) Contact: marco.carlone@rmp.uhn.on.ca Media:MPESC_Carlone-2016.pdf
  8. 3D Image Acquisition and Reconstruction Explained with Online Animations[34], A. Kesner (2016) Contact: adam.kesner@ucdenver.edu Media:MPESC_AAPM2016_Kesner_reconEd.pdf

Online

Finalists'' work done on producing online materials for medical physics education. These materials can be informative or interactive.

  1. Physics Education to Enhance CT Image Quality Optimization and Dose Management: Model, Method, and Materials[35], P. Sprawls (2013) See also the websites [36], [37], and [38]. Contact: sprawls@emory.edu
  2. Open Access Web-Based Peer-to-Peer Training and Education in Radiotherapy[39], T. Pawlicki, D. Brown, P. Dunscombe, and S. Mutic (WINNER; 2014) Contact: tpaw@ucsd.edu
  3. Enriching Medical Physics Education by Visualizing The Impossible[40], P. Sprawls (2014) See also the website [41]. Contact: sprawls@emory.edu
  4. Developing Effective Medical Physics Knowledge Structures: Models and Methods[42], P. Sprawls (2015) Contact: sprawls@emory.edu
  5. 3D Image Acquisition and Reconstruction Explained with Online Animations[43], A. Kesner (2016) Contact: adam.kesner@ucdenver.edu Media:MPESC_AAPM2016_Kesner_reconEd.pdf

International/Third-World

Finalists'' work on improving medical physics education or practice internationally, often for the benefit of third-world countries.

  1. Physics Education to Enhance CT Image Quality Optimization and Dose Management: Model, Method, and Materials[44], P. Sprawls (2013) See also the websites [45], [46], and [47]. Contact: sprawls@emory.edu
  2. Access for Minorities to Physics Education & Research Excellence (AMPERE)[48], W. Ngwa (2013) Contact: WNGWA@LROC.HARVARD.EDU
  3. Open Access Web-Based Peer-to-Peer Training and Education in Radiotherapy[49], T. Pawlicki, D. Brown, P. Dunscombe, and S. Mutic (WINNER; 2014) Contact: tpaw@ucsd.edu
  4. Global Health Catalyst: A Novel Platform for Enhancing Access to Medical Physics Education and Research Excellence (AMPERE)[50], W. Ngwa, M. Moreau, and L. Asana (2014) Contact: WNGWA@LROC.HARVARD.EDU
  5. Enriching Medical Physics Education by Visualizing The Impossible[51], P. Sprawls (2014) See also the website [52]. Contact: sprawls@emory.edu

Program Design/Reform

Finalists'' work on redesigning a full program or curriculum which is not restricted to a single course or educational venue.

  1. Innovative Approach Towards a Paperless Physics Residency Management System[53], L. Schubert and M. Miften (2013) Contact: Leah.Schubert@ucdenver.edu
  2. Access for Minorities to Physics Education & Research Excellence (AMPERE)[54], W. Ngwa (2013) Contact: WNGWA@LROC.HARVARD.EDU
  3. Global Health Catalyst: A Novel Platform for Enhancing Access to Medical Physics Education and Research Excellence (AMPERE)[55], W. Ngwa, M. Moreau, and L. Asana (2014) Contact: WNGWA@LROC.HARVARD.EDU
  4. From Teaching to Learning: Systems-Based-Practice and Practice-Based-Learning Innovations in Medical Physics Education Programs[56], A. Kapur (2015) Contact: akapur@nshs.edu
  5. The CREATE Medical Physics Research Training Network: Training of New Generation Innovators[57], J. Seuntjens, L. Beaulieu, L. Collins, P. Despres, S. Devic, I. El Naqa, J. Nadeau, B. Pike, and A. Reader (2015) Contact: jan.seuntjens@mcgill.ca
  6. Developing Effective Medical Physics Knowledge Structures: Models and Methods[58], P. Sprawls (2015) Contact: sprawls@emory.edu
  7. The Ottawa Medical Physics Institute (OMPI): A Practical Model for Academic Program Collaboration in a Multi-Centre City[59], M. McEwen, D. Rogers, P. Johns (2016) Contact: malcolm.mcewen@nrc-cnrc.gc.ca Media:MPESC_AAPM_OMPI_presentation-McEwen.pdf
  8. EUTEMPE-RX: Combining E-Learning and Face-To-Face Training to Build Expert Knowledge, Skills and Competences for Medical Physicists in Diagnostic and Interventional Radiology[60], H. Bosmans, N. Van Peteghem, A. Mackenzie, E. Vano, S. Creten, M. Borowski, S. Christofides, C. Caruana (2016) Contact: hilde.bosmans@uz.kuleuven.ac.be Media:MPESC_AAPM2016_EUTEMPE-RX_Bosmans.pdf

 

Presentations from the 2016 Education Council Symposium

During the 2016 AAPM meeting in Washington, D.C., the Committee on Medical Physicists as Educators (MPESC) hosted the annual Education Council Symposium. The title of this symposium was "Revitalizing Your Medical Physics Classroom: Some Examples and Thoughts from the Trenches". The symposium was moderated by MPESC chair Vic Montemayor, and featured three talks followed by a panel discussion with the moderator and speakers. [61] The three presentations will be available in the AAPM Virtual Library. Once they are available, links to the presentations will be provided here.

The three presentations were the following.

  1. Making the Most of a One Hour Lecture with Alternative Teaching Methodologies: Implementing Project-based and Flipped Learning by Rebecca Howell Contact: rhowell@mdanderson.org
  2. Creative Simulation: A Flexible Hands-on Approach to Building a Deeper Understanding of Critical Concepts in Radiation Physics by Shahid Naqvi Contact: shahid.naqvi@stagnes.org Presentation: Media:EC_Symposium-Naqvi-corrected.pdf
  3. Incorporating Active Learning into Medical Physics Education by Jay Burmeister Contact: burmeist@karmanos.org

 

 

 



Resources for MPESC Members

The materials that can be accessed in the remainder of this wiki are intended for MPESC members working with the Innovation in Medical Physics Education session. Note that two versions of most files are provided below. The pdf version is for easy access and printing (so that any formatting does not get changed). The WORD files are provided in case the documents have to be changed in the future.

 

Reviewing the Submitted Abstracts

Each year the members of MPESC must review, score, and rank the abstracts that are submitted for the Innovation in Medical Physics Education session, which is held at the national AAPM meeting. The following checklist is to be used in helping with the scoring of the abstracts. (The pdf-file link will open the file directly. The WORD document will prompt you to save the file on your computer before you can open it.)

Media:MPESC_Abstract_Checklist.pdf

Media:MPESC_Abstract_Checklist.docx

 

Judging the Oral Presentations

Each year the members of MPESC must review, score, and rank the abstracts that are submitted for the Innovation in Medical Physics Education session, which is held at the national AAPM meeting. The following files should be used in judging the oral presentations at the Innovation session, and for determining the winner. The WORD and EXCEL documents will prompt you to save the file on your computer before you can open it.)


General Instructions

The following file is intended for the person(s) responsible for the actual running of the session. This is typically the chair of MPESC. These are simply some reminders and notes of things to do to get organized for the session.

Media:MPESC_Guidelines_to_Run_Ed_Innovations_Session.pdf

Media:MPESC_Guidelines_to_Run_Ed_Innovations_Session.docx


Judging the Oral Presentations

The following file explains how the winner of the session will be determined, and briefly explains the scoring categories on the scoring sheet (below).

Media:MPESC_Innovations_Scoring_Criteria-and-Categories.pdf

Media:MPESC_Innovations_Scoring_Criteria-and-Categories.docx

The following scoring sheet is to be used by the MPESC judges for the judging of the oral presentations at the Innovation session.

Media:MPESC_Innovations_Scoring_Sheet.pdf

Media:MPESC_Innovations_Scoring_Sheet.docx


Determining the Winner of the Innovations Session

The following EXCEL file has been designed to follow the guidelines specified in the Innovations Scoring Criteria and Categories sheet above. The speakers'' names will have to be entered into the spreadsheet before the session, and then after the session the scores for each category for each judge will have to be entered into the spreadsheet. While this is a bit of busywork, it will most definitely save time as the spreadsheet will then automatically compute the totals for each judge for each speaker, and will show the final scores from which the winner of the competition can be easily seen. More details for using this spreadsheet can be found in the Guidelines to Run Ed Innovations Session file above.

Media:MPESC_Innovations_Session--Winner_Determination.xlsx

8/23/2018 8:27:00 AM

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