Overview of medical physics teaching in Brazil

• Autor(a) principal: Costa,Paulo Roberto
• Data de Publicação: 2015
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Research on Biomedical Engineering (Online)
• Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S2446-47402015000300249
• topic: Medical physics; Education; Teaching; Professional qualification

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.MethodsThe 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.ResultsThe 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.ConclusionIt 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.