Nuclear medicine technologist education and training in Europe: literature and web-based findings

Purpose - The education and training of a nuclear medicine technologist (NMT) is not homogeneous among European countries, which leads to different scope of practices and, therefore, different technical skills are assigned. The goal of this research was to characterize the education and training of NMT in Europe. Materials and methods - This study was based on a literature research to characterize the education and training of NMT and support the historical evolution of this profession. It was divided into two different phases: the first phase included analysis of scientific articles and the second phase included research of curricula that allow health professionals to work as NMT in Europe. Results - The majority of the countries [N=31 (89%)] offer the NMT curriculum integrated into the high education system and only in four (11%) countries the education is provided by professional schools. The duration in each education system is not equal, varying in professional schools (2-3 years) and high education level system (2-4 years), which means that different European Credit Transfer and Accumulation System, such as 240, 230, 222, 210 or 180 European Credit Transfer and Accumulation System, are attributed to the graduates. The professional title and scope of the practice of NMT are different in different countries in Europe. In most countries of Europe, nuclear medicine training is not specific and curriculum does not demonstrate the Nuclear Medicine competencies performed in clinical practice. Conclusion - The heterogeneity in education and training for NMT is an issue prevalent among European countries. For NMT professional development, there is a huge need to formalize and unify educational and training programmes in Europe.

e-learning in the classroom?

As teachers, we are challenged everyday to solve pedagogical problems and we have to fight for our students’ attention in a media rich world. I will talk about how we use ICT in Initial Teacher Training and give you some insight on what we are doing. The most important benefit of using ICT in education is that it makes us reflect on our practice. There is no doubt that our classrooms need to be updated, but we need to be critical about every peace of hardware, software or service that we bring into them. It is not only because our budgets are short, but also because e‐learning is primarily about learning, not technology. Therefore, we need to have the knowledge and skills required to act in different situations, and choose the best tool for the job. Not all subjects are suitable for e‐learning, nor do all students have the skills to organize themselves their own study times. Also not all teachers want to spend time programming or learning about instructional design and metadata. The promised land of easy use of authoring tools (e.g. eXe and Reload) that will lead to all teachers become Learning Objects authors and share these LO in Repositories, all this failed, like previously HyperCard, Toolbook and others. We need to know a little bit of many different technologies so we can mobilize this knowledge when a situation requires it: integrate e‐learning technologies in the classroom, not a flipped classroom, just simple tools. Lecture capture, mobile phones and smartphones, pocket size camcorders, VoIP, VLE, live video broadcast, screen sharing, free services for collaborative work, save, share and sync your files. Do not feel stressed to use everything, every time. Just because we have a whiteboard does not mean we have to make it the centre of the classroom. Start from where you are, with your preferred subject and the tools you master. Them go slowly and try some new tool in a non‐formal situation and with just one or two students. And you don’t need to be alone: subscribe a mailing list and share your thoughts with other teachers in a dedicated forum, even better if both are part of a community of practice, and share resources. We did that for music teachers and it was a success, in two years arriving at 1.000 members. Just do it.

Implementation of thr INSPIRE Directive on road infrastructure in Portugal

Prémio - CEN/TC 287 AWARD FOR EXCELLENCE IN INSIRE 2012 Implementation of the INSPIRE Directive on Road Infrastructure in Portugal Inês Soares, aluna de Mestrado em engenharia civil do ISEL, Instituto Superior de Engenharia de Lisboa e Paulo Martins, e o seu orientador, receberam um prémio europeu, no dia 27 de junho, em Istambul na Turquia, numa conferência internacional organizada pela Comissão Europeia e pelo governo Turco.  A jovem portuguesa foi escolhida entre cerca de 20 candidatos de vários países. Paulo Matos Martins, professor no ISEL, além de mentor do trabalho premiado, foi orientador de mestrado da aluna e explica que se trata de um estudo sobre a aplicação da Diretiva comunitária INSPIRE à infraestrutura rodoviária nacional que contou com a estreita colaboração do InIR, Instituto da Infraestrutura Rodoviária através da coorientação da engenheira Adelaide Costa e colaboração técnica do engenheiro Rui Luso Soares.  O projeto-piloto correspondeu à criação de uma aplicação informática que permite aceder a informação geográfica harmonizada relativa à infraestrutura rodoviária nacional, de acordo com as disposições de execução INSPIRE, dando cumprimento aos requisitos impostos pela Diretiva às entidades responsáveis por este tipo de informação, entre as quais se incluem diversos organismos públicos (podendo no futuro vir a incluir as autarquias), permitindo aos decisores políticos e a todos os cidadãos o fácil acesso a informação de qualidade sobre as infraestruturas, o território e o ambiente. 

Ambientes favoráveis à prática de cuidados de enfermagem: factores determinantes

Mestrado em Intervenção Sócio-Organizacional na Saúde - Ramo de especialização: Políticas de Administração e Gestão de Serviços de Saúde