Year two
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).