An initial set of exploratory case studies regarding the role of the biomedical physics-engineering educator as practiced in health science faculties in Europe

Abstract

The role of biomedical physics-engineering (BMPE) educator in faculties of health science has historically not been well defined with the result that its status within such faculties has sometimes been questioned. It is therefore important that the role be thoroughly researched and good practices identified so that the presence of the role within such faculties be properly justified. This paper reports briefly the results of an initial set of exploratory case studies regarding the role as practiced in universities from three European states having diverse health science faculty and higher educational structures, namely the Czech Republic, the Republic of Ireland and the Netherlands. Data was collected from university websites, published documents, curricular materials and textbooks. This data was supplemented when necessary with semi-structured interviews and direct observation during on-site visits.