Medical Imaging Radiation Therapy (MIRT) - Programme Description
The MIRT programme at Fontys University of Applied Sciences is accredited every six years by the Dutch-Flemish Accreditation Organisation (NVAO). The NVAO is a quality assurance organisation that assures the quality of higher education in the Netherlands and Flanders in an expert and independent manner and promotes a culture of quality within higher education institutions in the Netherlands and Flanders. It accredits existing and new programmes and assesses the quality assurance of higher education institutions.
This makes NVAO the guardian of the quality of higher education. NVAO's decisions lead to recognition of diplomas and degrees and, where applicable, to funding of programmes. NVAO bases its assessment on advice from recognised experts.
NVAO wants to contribute to the quality of higher education in Flanders and the Netherlands being recognised as internationally up to standard, socially relevant and enjoying the trust of students, employers and society. Within the mission assigned to NVAO in the accreditation treaty between the Netherlands and Flanders, it wants to safeguard the quality of higher education, stimulate improvements and promote a culture of quality.
Fontys University of Applied Sciences' MIRT programme was last accredited on 25 May 2023.
The audit panel's conclusion was the following:
The audit panel concludes that the programme lives up to its ambitions and does so partly thanks to a well-designed programme, a stimulating educational environment and expert and committed lecturers. The audit panel therefore advises the NVAO to maintain the programme's accreditation.
The Dutch Ministry of Education and Science has included the MIRT programme in the Central Register of Higher Education Study Programmes (CROHO). The details are shown in the table.
Basic data CROHO - Education MIRT Fontys
Educational institution | Fontys University of Applied Sciences
Institution status | Funded
Result of institutional assessment of quality assurance | Positive, act of 30 August 2019
Education name (as in croho) | B Medisch Beeldvormende en Radiotherapeutische technieken (B Medical Imaging and Radiation Therapy)
Registration number croho | 34561
Domain/sector croho | Health care
Visitation group | HBO Medical Technics
Education orientation | HBO bachelor
Education level Degree and title | HBO bachelor
ECTS | 240
Location | Eindhoven
Variants | Fulltime in Dutch and English
Language | Dutch and English
Date audit | 25 May 2023
The majority of radiographers work within hospitals or similar institutions, known as second-line or inpatient care. In addition, radiographers are seen working within first- and second-line care and are employable in other contexts (MedTech industry, education, policy officer, etc.).
The profession is also characterised by its medical-technical nature, working with sophisticated equipment and handling and supervising a heterogeneous patient population.
The radiographers distinguish themselves as healthcare professionals in the ability to build bridges between people and technology, between imaging and diagnosis, and to be able to advise and innovate applications of technology in healthcare.
In their professional practice, radiographers use devices that emit ionising radiation, radioactive substances, electromagnetic fields and ultrasound. According to the law, the use of ionising radiation is a restricted practice. A restricted practice must be carried out by an expert to prevent unacceptable risks to the patient's health. The radiographer is an expert in the field of radiation and is able to perform the restricted practices responsibly within the framework of the Nuclear Energy Act. In order to minimise radiation risks and electromagnetic field exposures to the patient, himself and the environment, the radiographer constantly applies the justification and “As Low As Reasonable Acceptable (ALARA) principles.
The shift in focus within healthcare from 'care and illness' to 'behaviour and health' reinforces the role of the radiographer in the field of prevention. Technical developments make it possible and realistic to visualise a clinical picture with one examination, using multiple modalities. By using the advantages of different modalities, a diagnosis can be made better and faster.
As combined techniques and hybrid systems go 'across' disciplines, the boundaries are blurring and are referred to as medical imaging. Departments of radiology and nuclear medicine are increasingly integrating to form a medical imaging department. Within a radiotherapy department, medical imaging fulfils an essential role. This requires a broad employability of the MIRT and the ability to function in multidisciplinary teams.
The field of work of the MIRT bachelor can be divided into:
- medical imaging (i.e. radiology department, nuclear medicine department)
- treatment with high-dose ionising radiation (i.e. radiotherapy department)
- employability in other contexts (MedTech industry, education, policy officer, etc.)
The MIRT programme is made up of larger units of study called modules. In the first two years of the programme, modules comprise 15 ECTS. In years 3 and 4, students complete two internships (practical learning), follow a minor and complete a graduation project. These modules comprise 30 ECTS each. The structure of the curriculum is shown in figure 1. Within the modules, learning outcomes are leading with each module focusing on unique learning outcomes. Students who complete and pass all modules of year 1 thereby demonstrate mastery of year 1 learning outcomes. The same applies to year 2 onwards.
Year 1
Module 1 - 15 ECTS
Module 2 - 15 ECTS
Module 3 - 15 ECTS
Module 4 - 15 ECTS
Year 2
Module 5 - 15 ECTS
Module 6 - 15 ECTS
Module 7 - 15 ECTS
Module 8 - 15 ECTS
Year 3
Internship 1 - 30 ECTS
Minor - 30 ECTS
Year 4
Internship 2 - 30 ECTS
Graduation project - 30 ECTS
The programme concerns a fulltime programme for four years. Two phases are distinguished
by law:
1. The first year (Propaedeutic) phase
2. Main phase
First year
The first year is an essential part of the MIRT programme. The propaedeutic phase of the programme consists of four modules aimed at orientation to the profession. Students must obtain at least 45 ECTS from the propaedeutic phase to be able to proceed to the main phase. Before entering year 3 all ECTS from the propaedeutic phase must be obtained.
Main phase
The main phase takes three years which includes fulltime practical training and project studies totalling 1.5 years.
During year 2, the student is prepared for practice and practising the profession by means of case studies and by working with simulation patients. The third year of the main phase includes a minor of half a year. This is a specific part that is based on a free choice of professional content. The first internship also takes place in the third year and the second internships takes place in year 4. There are entry requirements for both internships. These are described at year 3 and year 4 respectively. During the final year, a graduation project must be completed.
Year 1
The first year of the MIRT programme constitutes the propaedeutic year. In it, an orientation to the profession takes place.
- Module 1: Orientation
- Module 2: Diagnostics
- Module 3: Treatment
- Module 4: Acting safely
Each module in year 1 contains a set of three learning outcomes as listed below.
Skeleton and joints (anatomy, pathology, physiology)
Oncology (introduction, diagnostic and therapy)
Thoracic cavity (organs and cardiovascular system)
Abdominal cavity (upper abdominal organs and main vessels)
Pelvis (pelvic organs)
Literature search
Literature reference
Evidence Based Practice
Basics physics of X-rays
Bucky system hardware
X-ray of the upper extremities
X-ray of the lower extremities
X-ray of the spine
X-ray of the pelvic
X-ray of the thorax
CT examination
CT image recognition
CT acquisition parameters
CT reconstruction parameters
CT contrast agents
CT acting safely (radiation and side effects of the contrast agents)
MRI examination
MRI image recognition
MRI equipment
Basic Physics on MRI
Spin echo sequence
T1/T2/PD contrast weighting
MR safety (contra indications)
Basic Physics Ultrasound
Ultrasound equipment
Basic Abdominal Ultrasound
Basic Musculoskeletal Ultrasound
Gamma camera / SPECT CT scan
Bone scintigraphy
Renography
Quality Assurance including quality checks
Basics of radiopharmaceuticals
Installing palliative patient
PDD and ICRU
Conventional plans
IMRT
Plan comparisons, optimisation
IGRT basic (image recognition)
Contouring
Atomic model
Nuclides
Radiation physics
Radioactivity
Interaction of charged particles
Interaction of photons
Dosimetry
Learning outcomes
LOC 1.1 | The healthcare professional in training works under supervision with other members of the learning community (fellow students, (future) colleagues and healthcare professionals within the framework of the MIRT program).
LOC 1.2 | The healthcare professional in training describes the contexts, roles and responsibilities of an radiographer and demonstrates (in simulation setting) the use of imaging and radiotherapy techniques.
LOC 1.3 | The healthcare professional in training identifies his/her qualities and development points and relates these to the professional requirements and (changing) professional practice.
LOC 2.1 | From collaboration with peers, the healthcare professional makes contact with patients and, under supervision, applies the basic principles of communication (instruction, information and advice) in instructing and advising the (simulation) patient on his/her diagnosis, method and treatment.
LOC 2.2 | The healthcare professional knows the physical principles and operation of various diagnostic modalities, interprets them on the basis of sources (medical guidelines, theory) and applies them to low complex MIRT case studies.
LOC 2.3 | The healthcare professional in training acts professionally and methodically within (simulated) case studies in the field of imaging and (radiation) therapeutic techniques, substantiating the action with evidence-based sources and medical expertise.
LOC 3.1 | The radiographer is able to prepare, carry out and evaluate a requested examination or treatment according to guidelines and protocols in a simulation setting, based on quality criteria.
LOC 3.2 | The radiographer registers the possibilities, situation and circumstances of the patient and substantiates the required care and nursing actions before, during and after an examination and/or treatment, while guaranteeing privacy.
LOC 3.3 | The radiographer registers the possibilities, situation and circumstances of the patient and substantiates the required care and nursing actions before, during and after an examination and/or treatment, while guaranteeing privacy.
LOC 4.1 | The healthcare professional in training recognises and investigates under direct supervision, on the basis of a case, (potentially) dangerous situations regarding the safety of patients, employees and population in relation to (non-)ionising radiation.
LOC 4.2 | The healthcare professional in training applies guidelines under supervision and in simulated situation, around safety, hygiene and prevention in the learning community.
LOC 4.3 | The healthcare professional in training recognises innovative developments in his/her own professional context and substantiates activities for the development of the learning community.
Year 2
The main phase of the MIRT programme starts in the second year. During this year, further in-depth exploration takes place on the various topics. Besides deepening the content, further development is also required of students in terms of competences. Higher levels of independence and deeper understanding are expected, and the various components require higher levels of communication, collaboration and reflection.
Modules
The second year is organised into four 10-week modules. Each module thereby represents 15 ECTS. The themes of the modules are:
- Module 5: Executing role and quality of acting
- Module 6: Innovating
- Module 7: Consultative
- Module 8: Entrepreneurial
Each module in year 2 contains a set of three learning outcomes as listed below.
Topics in the second year
Heart and lungs
Liver
Gallbladder
Pancreas
Neurology (CNS and PNS)
Ethics
Reflection
ArX-ray complex cases X-ray ER guing
Research Methodology
PICO research question
Literature research
Systematic review
Qualitative research
Quantitative research incl. data collection and statistics
X-ray complex cases
X-ray ER
CT contrast agent timing methods
CT perfusion scanning
CT trauma
CT specials
Gradient echo sequence
Inversion recovery
Spatial encoding and data
Image quality
Protocol design
MRI contrast agents
Advanced Musculoskeletal Ultrasound
Protocol design ultrasound
FDG/PSMA/DOTA/Rubidium PET CT
Image recognition, interpretation and Image quality PET CT
Myocardial perfusion
Laws and regulations in the radiopharmaceutical lab
Lung ventilation perfusion scan
Complex settings
Consulting
Adaptive workflow
Complex IGRT
Contouring
Internal contamination
External contamination
Radiation detection
Radiobiology
Standards and legislation
Learning outcomes
LOC 5.1 | The student works to improve the quality of their practical skills and the practical skills of other healthcare professional students at a mid-complex level before, during and after the examination and/or treatment.
LOC 5.2 | The student is aware of the importance of ethics and with supervision they justify their actions in relation to ethics and the patient care at a mid-complex level before, during and after the examination and/or treatment.
LOC 5.3 | The student reflects on their actions and development at mid-complex level before, during and after the examination and/or treatment and they formulate goals for future development that is personally achievable based on their professional actions.
LOC 6.1 | The student reasons what is an appropriate modality or treatment for a mid-complex case from practice and implements it.
LOC 6.2 | The student indicates the role of himself and of other disciplines within the learning community (training and field) on the quality of the collaboration.
LOC 6.3 | The student investigates how the expertise of himself and others can be used to achieve safe and effective care within the policy and vision of an organisation.
LOC 7.1 | The student analyses innovative developments in own professional context.
LOC 7.2 | The student investigates and interprets a given issue from professional practice and creates a realistic and evidenced-based solution or solution direction.
LOC 7.3 | The student effectively communicates and shares knowledge about the research tailored to the target audience.
LOC 8.1 | The student seeks and carries out activities for the development of the learning community (training and field).
LOC 8.2 | The student investigates (potentially) dangerous situations including in the field of (non-)ionising radiation in a case (from the practical environment) with regard to the safety of patients, employees and members of the population, consults the applicable laws and regulations to arrive at a substantiated analysis.
LOC 8.3 | The student communicates under (direct and indirect) guidance about patient-related aspects or new technological developments in an effective manner, both verbally, in writing and non-verbally with others within the learning community (programme and field).
Year 3
The third year of the MIRT programme consists of a semester-long internship and a minor that also lasts a semester.
Minor
Within the Dutch education system, it is mandatory for students to complete a minor. The minor offers a space of free choice in which students can deepen or broaden themselves. Students may enrol in a subject of their choice for this purpose. The subject may not overlap with the regular curriculum of the study programme. This can be a minor at Fontys, but also a minor at another university of applied sciences.
Internship 1
During the internship, the student will apply the knowledge and skills learned in the first two years in a practical setting for a longer period of time. The internship in year 3 takes place in a radiology department, a nuclear medicine department or a radiotherapy department. The student learns to perform medical examinations and/or treatments on patients in a healthcare setting.
Topics in the internship
For example performing:
- - X-ray examination
- - Ultrasound
- - CT scan
- - MRI scan
- - Digital subtraction angiography
- - SPECT-CT scan
- - PET-CT scan
- - Radiotherapy planning
- - Radiotherapy treatment
Radiation protection
MRI safety screening
Contrast agents
Prevention of falling
Communicating with patients
Dealing with a variety of emotions
Providing patients with instructions on the examination or treatment
Advising patients, attendants and colleagues
Ethics including values and norms
Applying a proactive approach
Working arrangements
Taking responsibility.
Consultation and coordination
Being reliable
Organisation chart
Roles including tasks responsibilities and authorities
MIRT chain care
Reflective skills
Receiving feedback
Providing feedback
Setting development goals
Learning outcomes
LOC 9.1 | The trainee healthcare professional prepares appropriate medical imaging examinations and/or radiotherapeutic treatments, performs these, assesses the capabilities, situation and circumstances of the patient and performs necessary care and nursing actions, during and after an examination and/or treatment.
LOC 9.2 | The trainee healthcare professional examines (potentially) dangerous situations from multiple practical situations with regard to the safety of patients, staff and the population, and
consults relevant laws and regulations to arrive at a substantive analysis.
Oversees patient and staff safety in the application of ionising radiation and electromagnetic fields.
LOC 9.3 | The trainee healthcare professional informs, advises, and instructs the patient and takes into account the patient's perception and/or characteristics before, during and after an examination and/or treatment.
LOC 9.4 | The trainee healthcare professional collaborates with patients, colleagues and other stakeholders in the implementation and (innovative) further development of the profession at mid-complex level.
LOC 9.5 | The trainee healthcare professional gains insight into the structure and expertise of the organisational unit, what partnerships exist concerning MIRT and how this might fit with the healthcare professional's own ambitions in the future.
LOC 9.6 | The trainee healthcare professional evaluates his own development and clarifies which knowledge and skills are already available and sets development goals.
Year 4
The fourth year of the MIRT programme consists of a semester-long internship and a graduation project that also lasts a semester.
Internship 2
During the internship, the student will apply the knowledge and skills learned in the first three years in a practical setting for a longer period of time. The internship in year 4 takes place in a radiology department, a nuclear medicine department or a radiotherapy department (other than internship 1). The student learns to perform medical examinations and/or treatments on patients in a healthcare setting. With regard to the level, a higher level is expected than for internship 1 in terms of the patient, cooperation, communication and extent to which the student is able to reflect.
Graduation project
The aim of the graduation phase for student is to finish the education and to become a competent, futureproof professional. The student does this by working on a project that demonstrate he achieved the learning outcomes of the graduation phase.
During the graduation project, the student scientifically researches a relevant issue. The student sets up a scientifically acceptable methodology, including an ethics component. The results are presented clearly and the student critically considers these results and his/her own research.
Learning outcomes
LOC 10.1 | Using the three pillars of EBP, the entry-level qualified healthcare professional independently prepares, carries out and evaluates a diversity of appropriate medical imaging examinations and/or radiotherapeutic treatments, whereby the capabilities, situation and circumstances of the client are also assessed and weighted with respect to technical and safety aspects with regard to the treatment.
LOC 10.2 | The starting qualified healthcare professional supervises, recognises and prevents (potentially) dangerous situations inside and outside the department with regard to the safety of patients, employees and members of the population and is able to resolve these independently with due observance of the applicable laws and regulations, including in the field of (non-)ionising radiation.
LOC 10.3 | The entry-level qualified healthcare professional works efficiently and effectively in an (inter)professional collaborative setting and in doing so utilises his own expertise and the expertise of others within and outside (para)medical care to arrive at the most appropriate and qualitatively optimal care.
LOC 10.4 | The entry-level qualified healthcare professional works efficiently and effectively in an (inter)professional collaborative setting and in doing so utilises his own expertise and the expertise of others within and outside (para)medical care to arrive at the most appropriate and qualitatively optimal care.
LOC 10.3 | The entry-level qualified healthcare professional works efficiently and effectively in an (inter)professional collaborative setting and in doing so utilises his own expertise and the expertise of others within and outside (para)medical care to arrive at the most appropriate and qualitatively optimal care.
LOC 10.3 | The entry-level qualified healthcare professional works efficiently and effectively in an (inter)professional collaborative setting and in doing so utilises his own expertise and the expertise of others within and outside (para)medical care to arrive at the most appropriate and qualitatively optimal care.
LOC 10.3 | The entry-level qualified healthcare professional works efficiently and effectively in an (inter)professional collaborative setting and in doing so utilises his own expertise and the expertise of others within and outside (para)medical care to arrive at the most appropriate and qualitatively optimal care.
LOC 11.1 | The entry-level qualified healthcare professional concretises an issue from the professional context and translates this into a relevant and researchable assignment based on developments within his own field and in coordination with the relevant stakeholders.
LOC 11.2 | Together with stakeholders, the entry-level competent healthcare professional designs a plan of action for finding a solution (or direction) to an issue.
LOC 11.3 | The entry-level competent professional acts within the conduct of research in accordance with current laws and regulations, acting in accordance with ethical guidelines.
LOC 11.4 | The entry-level competent healthcare professional analyses an issue methodically and interprets the results to arrive at a well-founded conclusion.
LOC 11.5 | The entry-level competent healthcare professional creates, on the basis of an issue, a suitable solution (direction) or recommendations for the practice that are in line with the capacity for change of the professional practice, stakeholders and organisation(s).
LOC 11.6 | The entry-level competent healthcare professional communicates with and implements a solution/recommendation in a professional and effective manner within a collaborative context in coordination with the stakeholders in order to achieve impact in professional practice.
LOC 11.7 | The entry-level competent healthcare professional demonstrates a positive critical approach, seeks feedback on the research process, nuances the interpretation of data and, based on the results, formulates recommendations for further research and own development goals.