ESTRO meets Asia 2024 - Abstract Book

S24

Invited Speaker

ESTRO meets Asia 2024

competences to become an independent specialist. The MPE training should be conducted in a Hospital/health care facility that is accredited by the competent authority responsible of health care education. After the training the resident should obtain the MPE certificate

- Continuing professional development should be carried out following European Guidelines after the 4 year training.

After 3 years from the publication and endorsement of the CC by the most of the European Medical Physics Societies, a survey has been performed to assess the implementation of the CC. The results of the survey, focusing on the challenges, will be presented

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Challenges and Opportunities in developing medical physics educational materials and promoting scholarship in Malaysia

Jeannie Hsiu Ding Wong

Department of Biomedical Imaging, Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia. Universiti Malaya Research Imaging Centre (UMRIC), Universiti Malaya, Kuala Lumpur, Malaysia

Abstract

The challenges in medical physics (MP) education and professional development in Malaysia, including the absence of a formal residency program, divergent degree qualification requirements, and the lack of artificial intelligence (AI) courses in the curriculum present multifaceted opportunities for progress within the profession. In Malaysia, MPs' educational backgrounds and training vary widely. There are also only two postgraduate medical physics courses and one undergraduate medical physics program in the country (Wong et al., 2019). Under the Ministry of Health and the Allied Health Profession Act (Act 774), the academic qualification to work as a clinical medical physicist is currently set at undergraduate physics degrees. Many possess a minimal understanding of medical physics at entry to work and receive on-the-job training upon entering the workforce. As AI-based technologies are becoming increasingly integrated in the medical field, especially in imaging and radiotherapy, addressing fundamental gaps in MP education, such as the integration of AI, remains a challenge (Santos et al. 2021). While conventional MP education covers radiotherapy, nuclear medicine, and diagnostic radiology, the incorporation of AI modules is essential for future relevance. Yet, achieving this requires a well structured curriculum and extended training time, as highlighted by recent calls for comprehensive AI education in MP programs (Ng and Wong 2022). The deviation in degree qualification requirements provides an opportunity to tailor educational programs to the local context while aligning with international standards. Addressing the lack of a formal residency program presents an opportunity to establish a structured pathway for fresh graduates to gain specialised training and hands-on experience in medical physics. Integrating AI courses into the curriculum further enhances educational offerings, equipping aspiring medical physicists with essential skills in emerging technologies crucial for modern healthcare practices. Furthermore, the increasing prevalence of e-learning, alongside hybrid learning strategies incorporating The lack of a formal residency program and national certification board presents a big challenge in providing structured clinical training for new medical physics graduates and moving to competency-based qualifications.