Year one and main phase
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.