Student Guide Optimax 2018 Ireland - Haute Ecole de Santé ...
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Student Guide
Optimax 2018
Ireland
1|Page
Student Guide Optimax 2018
University College Dublin
Contents
IN CASE OF EMERGENCY .................................................................................................................................. 1
PARTICIPATING UNIVERSITIES .......................................................................................................................... 2
BACKGROUND .................................................................................................................................................. 3
AIMS AND OBJECTIVES .............................................................................................................................................. 3
TARGET GROUPS ...................................................................................................................................................... 4
THE TIE WITH EXISTING PROGRAMS.............................................................................................................................. 4
HOSTING................................................................................................................................................................ 4
ACTIVITIES .............................................................................................................................................................. 4
APPROACH TO LEARNING........................................................................................................................................... 5
LEARNING OUTCOMES ............................................................................................................................................... 5
LEVELS AND SELECTION ............................................................................................................................................. 5
ICT TOOLS .............................................................................................................................................................. 5
STUDENT ASSESSMENT .................................................................................................................................... 6
PEER ASSESSMENT ................................................................................................................................................... 6
YOUR RESPONSIBILITY AS A STUDENT .............................................................................................................. 7
THE RESPONSIBILITIES OF YOUR TUTORS ......................................................................................................... 8
GROUP FACILITATORS ............................................................................................................................................... 8
RESEARCH ........................................................................................................................................................ 9
WHAT HAPPENS AFTER THE SUMMER SCHOOL? ............................................................................................................. 9
GROUP WORK INFORMATION.......................................................................................................................10
GROUP 1: CT SIMULATION AS AN ACTIVE LEARNING TOOL. ........................................................................................... 10
GROUP 2: REDESIGNING A RADIOGRAPHY PRACTICAL ACTIVE LEARNING SPACE ................................................................. 11
GROUP 3: DOES RADIOGRAPHER TRAINING ACROSS EUROPE ALTER IMAGE VIEWING PATTERNS AND DECISIONS? ................... 12
GROUP 4: AN INVESTIGATION INTO THE USE OF LEAD SHIELDING PROTECTION IN ABDOMINAL RADIOGRAPHY. ....................... 14
GROUP 5: INTER-USER VARIABILITY IN DXA SCANNING AND ANALYSIS............................................................................. 16
JOURNAL CLUB ............................................................................................................................................... 17
TEAM WORKING. ........................................................................................................................................... 18
RESEARCH DESIGN. ........................................................................................................................................ 19
TIMETABLE (24 H TIME) .................................................................................................................................. 20
APPENDICES..................................................................................................................................................26
APPENDIX A: ASSESSMENT CRITERIA OPTIMAX 2018 ................................................................................. 26
APPENDIX B: SOCIAL EVENTS.....................................................................................................................28
APPENDIX C: THINGS TO SEE AND DO IN DUBLIN…................................................................................... 32
APPENDIX D: MAP OF UCD CAMPUS….......................................................................................................36
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Student Guide Optimax 2018
University College Dublin
In case of emergency
Situation Number
Medical help Emergency 112
Police Emergency 112
Fire department Emergency 112
Security Campus services at UCD Need assistance (01)716 7999
*Take your European Health Insurance Card (EHIC) with you as well as your ID card or passport
The public health service is available 24 hours a day and provides you screening, counselling and
referral in disease situations. If you need hospital assistance, the public health service will refer you to
the right hospital or health service.
If you have a medical emergency on UCD campus that requires an ambulance, dial the Emergency
Campus helpline on 01 716 7999. They will call an ambulance and ensure that they are met upon
their arrival on campus and are escorted to your exact location.
If you are off campus you should dial 112 and ask for an ambulance
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Student Guide Optimax 2018
University College Dublin
Participating Universities
This OPTIMAX course has been designed by six universities, as indicated below. Each university
provided one person to sit on the organizing committee, again as indicated below.
University College Dublin
Dublin, Ireland
Contact Person: Dr Michelle O`Connor
Oslo Metropolitan University
Oslo, Norway
Contact Person: Mrs Ingrid-Jannicke Aandahl
Escola Superior de Technoloia da Saude de Lisboa
Lisbon, Portugal
Contact Person: Ms Aida Ferreira
Hanze University of Applied Sciences
Groningen, the Netherlands
Contact Person: Mr Carst Buissink MEd
Haute Ecole de Sante Vaud
Lausanne, Switzerland
Contact Person: Mr José Jorge
University of Salford
Manchester, United Kingdom
Contact Person: Professor Peter Hogg
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Student Guide Optimax 2018
University College Dublin
Background
Medical imaging is a powerful diagnostic tool. Therefore, the number of medical images has increased
vastly over the past three decades. Many medical imaging techniques involve the use of ionising
radiation, which can have detrimental effects to the health of patients. Therefore, it is crucial to
optimise imaging examinations to reduce the dose as much as possible while maintaining diagnostic
image quality. Current developments and legislation focuses to the reduction of radiation exposure,
thereby minimizing associated risks. Containment of radiation exposure falls to a number of
professionals within the medical imaging field, from those who request imaging procedures to those
who produce the image. Engineers, physicists and technicians support these staff in their radiation
protection role. It is important to realise that radiation protection is currently a major European focus
of interest and is highlighted in the EuroSafe Imaging campaign in their ‘2018 Call for Action’. The
European Federation of Radiographer Societies (EFRS) have described the European Qualifications
Framework (EQF) levels for radiographers in radiation protection. However, variations exist in the
education of radiographers and nuclear medicine technologists in European countries, who are
normally the professional groups responsible for exposing screening populations and patients to
ionising radiation. As part of their training, they learn fundamental principles of radiation protection
and theoretical and practical approaches to dose minimisation. However, dose minimisation is
complex - it is not simply about reducing X-ray radiation without considering major contextual factors.
These factors relate to the real world of clinical imaging and include the need to justify examinations,
maintain diagnostic image quality considering clinical indications for perform examinations, patient-
related factors e.g. age, size, pathologies and equipment-related factors. Research into optimising
education of these cohorts and radiation dose optimisation is imperative in medical imaging, a field of
constant evolution. This summer school gives students an insight into medical imaging research
process and provides an opportunity to experience new ways of optimising dose and image quality
and active learning opportunities in Radiography education. It brings together experts from
radiography, medical physics, psychology and the clinical professions to facilitate their learning. Every
effort is made to disseminate the findings of the research produced at international conferences so
that it may be translated into clinical practice and education.
Aims and Objectives
1. Facilitate a strong international and interdisciplinary experience for future clinical
practitioners, teachers and researchers in the medical imaging field
2. Expose under- and post-graduate students and teachers to a range of approaches that might
be used to minimise X-radiation dose in the clinical setting whilst preserving medical image
quality
3. Consider strategies which can be used to effectively and safely translate dose and clinical
image quality optimisation work into the routine clinical setting
4. Share good educational and clinical practice for X-radiation dose limitation whilst preserving
medical image quality
5. Examine how the fundamental sciences of physics and psychology can be co-applied to help
minimise X-radiation dose
6. Examine theory and regulation of X-radiation dose limitation in the clinical setting
7. Enable engagement with local culture in the host country
8. Enrich participant knowledge of healthcare and medical imaging in other countries
9. Extend the international knowledge and awareness of staff and students
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Student Guide Optimax 2018
University College Dublin
Target groups
The target groups will be under- and postgraduate students of diagnostic radiography, nuclear
medicine technology and physics. Indirect target groups include qualified staff (physicists and
radiographers predominately) and potential future students. Through dissemination activities, we will
reach a broader professional group.
The Tie with Existing Programs
This summer school is an outgrowth of programs currently running, for instance: (Salford) the BSc
Diagnostic Radiography, BSc Physics/MPhys, BSc Psychology, MSc Nuclear Medicine, MSc Advanced
Medical Imaging and MPhils/PhDs; (Lausanne) Bachelor of Science HES-SO en Technique en radiologie
médicale (Radiologic Medical Imaging Technology); (Groningen) BHS Medical Imaging and Radiation
Therapy, BEng Human Technology, BEng International Biomedical Engineering; (Lisbon) BSc in
Diagnostic Radiography, BSc in Nuclear Medicine, BSc in Radiotherapy, MSc in Medical Imaging; (Oslo)
BSc Radiography and MSc Biomedical Sciences, (Dublin) BSc (Hons) Radiography and Diagnostic
Imaging, MSc Medical Imaging, MSc Computed Tomography. The summer school will build on multi-
disciplinary collaborative research already being undertaken between some of the partners. Expertise
contributing to the summer school will be drawn from a wide range of relevant disciplines and fields
of practice and partners have been selected after a detailed discussion confirming their personal or
institutional focus as highly relevant.
Hosting
The first summer school (2013) took place at The University of Salford. The second summer school
(2014) took place in Escola Superior de Technoloia da Saude de Lisboa. Then in Groningen at the Hanze
University of Applied Sciences (2015) and back to The University of Salford (2016). In 2017, the
summer school took place at the Oslo Metropolitan University. This year (2018), it will take place in
University College Dublin, Ireland.
Main Activities
International summer research school delivered over a three-week period comprising of
approximately 2-3 days of teaching, several days of interdisciplinary project work and feedback
sessions at the end of the course. Key elements of the summer school will be provided to participants
through the virtual learning environment (VLE) at the Hanze University of Applied Sciences
(Blackboard™).
Approach to Learning
A learner-centred approach will be adopted in which students will be facilitated to direct their own
learning. The heavy emphasis on interdisciplinary project work will permit this thereby maximising the
principles of guided discovery learning. During the summer school, students will participate in lectures
and tutorials, conduct collaborative project work and finally deliver presentations. Lectures are a
convenient way of presenting knowledge to students; relevant experts will deliver these. Collaborative
project work allows students to work within a team whilst applying their knowledge and skills to given
problems. Group presentation further develops team-working skills and importantly it allows students
to demonstrate their presentation and analytical skills in relation to the data generated during the
group work.
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Student Guide Optimax 2018
University College Dublin
Learning Outcomes
Upon successful completion of Optimax summer research school, students should be able to:
• Propose methods in which radiographic experiments can be conducted to generate valid,
reproducible data
• Analyse data using suitable statistical/thematic/other analysis with respect to their chosen
research methods
• Draw inferences from the data and present their findings in a scientific manner.
Levels and selection
BSc, MSc and PhD will be involved. Students make a formal written application within their own
organisation; the local teaching team selects them.
ICT Tools
The Blackboard VLE will be used as an information repository and communication vehicle during and
after the IP. Students will also receive training on the use of IT tools for information searching (e.g.
Science Direct and the use of databases such as Medline). Within the summer school, students will be
able to use a range of software to help them deliver their groups projects.
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Student Guide Optimax 2018
University College Dublin
Student assessment
This will comprise of three components: written article 50%, poster 25% and oral presentation 25%. A
group presentation of the collaborative group work delivered at the end of the summer school
(comprising of 25% of total marks); a poster with presentation at a poster session (comprising of 25%
of total marks) and a group written report (comprising of 50% of total marks). This written report
would be in the format of an article suitable for submission to a journal. Two teachers will judge the
group presentation, poster and written report independently. More information is given in the
attachment “Appendix A : Assessment criteria OPTIMAX 2018” in this document.
Peer assessment
Group work is heavily influenced by the way in which people work together. Therefore, it is important
to know how your work is contributing to the efforts of the entire team.
On the last day of the first two weeks, students will give each other personal – but anonymous -
feedback. This is done by writing down one positive aspect and one point of improvement for each of
your fellow team members. This means that, for every group member, you have to write one positive
aspect about this person’s contribution to the group and one point of improvement about this person’s
contribution.
Tutors will then collect the feedback form and assemble the feedback in one list of positives and one
list of points of improvement per student. Students will then receive their feedback by tutor
During the next ‘review moment’, students will get a chance to discuss the feedback they have received
and – if desired - ask specific questions about the feedback they have received
This will not influence the student’s final grades.
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Student Guide Optimax 2018
University College Dublin
Your responsibility as a student
Within this summer school, you will work within a team to conduct and report on a rigorous piece of
research. To achieve this you must do the following:
• Sign the register each morning.
• Work within Health and Safety Rules (e.g. radiation safety). Work effectively as an individual
and as a team member. You may need to help team members achieve the team goals; equally,
you must contribute to the teamwork.
• Take responsibility for your own learning. This will involve attending all lectures and being
present for all scheduled group work sessions. In addition, it will require you and your team
identifying and addressing any deficiencies in knowledge you have. This means you will have
to search out literature, read and then understand it. Self-directed learning is important. Being
a researcher, it is up to you to learn (not the teacher to teach you what you do not know).
• Take responsibility for developing new skills. This will involve you identifying what you cannot
do and then taking steps to rectify the deficiencies. This could involve you working through
instructions on how to use software and equipment you have not used previously. Again, self-
directed learning is important.
• Manage your time and that of your group. You only have a limited amount of time to plan,
conduct, analyse data and prepare your presentation. You must make a plan and stick to it.
Beware that other groups will want access to equipment too so you could have to change your
plan for data collection.
• Understand the theory that is related to your research. You must read literature on ‘what has
been published before’ about your research question. You must read methodological
literature on the approach you are to take too. Everything you do must be evidence-based and
you must use references in your presentation.
• You must have read any pre-course reading materials before attending this summer school.
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Student Guide Optimax 2018
University College Dublin
The responsibilities of your tutors
Lecturers
These teachers deliver the lectures. They have been advised to include certain information in their
lectures, some of which could be of direct relevance to your research. The lectures do not cover all the
topics you need to understand for your research so you will have to do your own self-directed reading.
Lectures:
• Dr. Michelle O`Connor: ‘Teamwork and Project management’ and ‘Dose Measurement
Methodology’.
• Prof Kate Matthews: ‘Introduction to Research’ and ‘Qualitative and Quantitative Research’
• Dr. Catherine Blake: ‘Introduction to Statistics’
• Dr. Rachel Toomey: ‘Eye tracker Research’
• Mr. Duirmuid Stokes: ‘Sourcing Scientific Literature’
• Mr. David Jennings: ‘Active Learning with Technology’
• Prof. Peter Hogg will attend Optimax 2018 in Dublin in the 3rd week and will be available
throughout Optimax via email (P.Hogg@salford.ac.uk). Peter will contribute with one lecture
and reading support. Reading text and pointing out mistakes and weaknesses as well as giving
inspiration and concrete recommendations.
• Dr. Annemieke Meijer (a.meijer@pl.hanze.nl) will attend Optimax 2018 in Dublin in the 3rd
week and support every group. She will provide inspiration and concrete recommendations in
the final phase of the writing process.
Group facilitators
Each group has at two facilitators known as Optimax tutors, at least one of whom will remain with the
group throughout the three-week period. Additionally, other facilitators will join assist student groups
from time to time. The tutors provide support to their groups in designing research projects,
developing their research skills and ensure that timely progress is made to complete the project in the
three-week period.
Below is some information about the group facilitators:
• They were informed of your group research question and their group membership in June
2018
• They have been provided with the same reading list as you, to gain acquaintance with possible
methods and literature
• They will encourage students to talk and get to know one another; they will help your group
to ‘bond’ / ‘gel’
• If required they will help resolve group conflict
• They should be your first point of contact for any advice or support you feel you need
• It is acceptable for them to be fully involved with your group research activities (e.g. literature
searching, method deign, data collection and writing)
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University College Dublin
Research
Research could be considered as the systematic investigation to establish new information and reach
new conclusions. Normally research considers things we don’t know much about, however on occasion
we might conduct research to confirm what we know already (e.g. repeating the work of another
researcher to confirm their findings). It is beyond the scope of this summer school to debate what
knowledge and research might be, however, there are many texts available to help us understand what
knowledge is and how research fits with its creation.
Research is important to what we do in clinical and educational work. For clinical work, it has become
particularly important to use research through evidence-based practice (EBP). EBP is now common
within lots of countries; indeed, it is mandatory in many. Aside EBP, research has become increasingly
important for professionals to engage in; research develops the knowledge base on which practice
occurs.
What happens after the summer school?
The research you did might be written up and submitted to a conference and a journal (Radiography).
This will be decided during the summer school. Co-authors will comprise of those who contribute to
the work, this should include all students within your research group and also your tutor / facilitators.
To be a co-author you should have made a significant intellectual (and practical) contribution to the
work. Comprehensive information about being a co-author can be found here -
http://www.icmje.org/ethical_1author.
9|PageStudent Guide Optimax 2018
University College Dublin
Group 1: CT Simulation as an Active Learning tool
C113
Introduction:
UCD in conjunction with the University of Bergen have developed a CT Scan parameter simulation tool.
The tool is designed to allow students to alter the scan parameters and see and measure the effects
on images. The next step is to develop formative instructional aids to guide students through themed
active learning interactions with the simulation tool to explore key concepts in CT imaging.
Method:
Identify the top 6 (negotiable) key concepts for development through a research group brainstorming
session (e.g. Mentimeter Word Cloud & subsequent Polling). Using ‘demonstrate an understanding of
…” as a Learning Outcome for each of these concepts, researchers will design an instructional guide to
help learners explore the topic concerned and give an opportunity to demonstrate their
understanding. Researchers will assess the impact of using the instructional aid (e.g. MCQ on topics
given to control group with no intervention vs group post CTSim intervention).
Ethics reference: UREC-SM-2018-27
References:
1. A case for formative assessment/learning
Gibbs G., & Simpson, C. (2004) Conditions Under Which Assessment Supports Student
Learning,
Learning and Teaching in Higher Education, V. 1, pp. 3-31.
2. A discussion of what Active Learning is (and isn’t)
Prince, M. (2004) Does active learning work? A review of the research,
Journal of Engineering Education, 93(3), 223-231.
3. Counterpoint of “Learning Styles” research
Riener, C. & Willingham, C. (2010) The Myth of Learning Styles,
Change: The Magazine of Higher Learning, 42:5, 32-35
4. CT scanning concepts reference material (chapters 3 & 6)
International Atomic Energy Agency (2012)
Quality Assurance Programme for Computed Tomography: Diagnostic and Therapy
Applications
IAEA human health series, ISSN 2075–3772 ; no. 19
Tutors: John Stowe john.stowe@ucd.ie
Carst Buissink c.buissink@pl.hanze.nl
Students: Caoimhe O’Halloran caoimhe.ohalloran@ucdconnect.ie
Maria Quinn maria.quinn1@ucdconnect.ie
Felicia Tschan felicia.tschan@hesav.ch
Rosanne Verwoolde r.h.verwoolde@st.hanze.nl
Anette Dyhre anette.dyhrelia@hotmail.com
Gregory Photopoulos gr627731@dal.ca
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University College Dublin
Group 2: Redesigning a Radiography Practical Active Learning Space
C114
Introduction:
Establishing an effective theory and practice relationship is expected for every radiography student.
The effectiveness of practical sessions in an active learning environment is paramount to ensure
student radiographers are prepared for clinical placement. However, what is deemed a suitable active
learning environment in radiography? This research will explore some ideal requirements for an
optimal practical learning environment/
Method:
This study should be a qualitative one which should employ descriptive questionnaires/ surveys of
students and of educators, of what they deem desirable based on experience/ opinion and research.
Ethics Reference: UREC-SM-2018-28
References:
1. Kyei K. A., Antwi W. K., Bamfo-Quaicoe K., Offei R. O. (2015) Challenges Faced by
Radiography Students During Clinical Training. Clinical Medicine Research. Special Issue:
Radiographic Practice Situation in a developing Country. 4 (3), 36-41.
2. Biggs, J. (2001). The reflective institution: Assuring and enhancing the quality of teaching and
learning. Higher Education. 41 (1), 221-238.
3. Almohiy, HM and Davidson, R. (2011). Evaluating the clinical teaching of medical imaging
students at Curtin University of Technology, Australia. Biomedical Imaging and Intervention
Journal. 7 (3), 1-5.
4. Boggis C, Cook P, Denison A, Golding SJ, Hourihan M and Torrie A. (2010) The place of clinical
radiology and imaging in medical education: objectives, content and delivery of teaching.
Radiology for Medical Students Paper 3. Royal college of Radiologist; 10; 1-9.
5. Maggie N and Sally G. Learning clinical skills the return of the practical room. Nurse Educ
Today 1998; 18(6):427–428.
Tutors: Kevin Cronin Kevin.cronin@ucd.ie
Audun Sanderud Audun.Sanderud@hioa.no
Vanja Hårsake Vanja.Harsaker@hioa.no
Students: Jack Fitzgerald jack.fitzgerald@ucdconnect.ie
Orna Reynolds orna.reynolds@ucdconnect.ie
Iris Kieft i.kieft@st.hanze.nl
Switinder Singh Ghotra switindersingh.ghotra@hesav.ch
Morgane Gillard morgane.gillard@hesav.ch
Henrik Sekkelsten s323237@oslomet.no
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University College Dublin
Group 3: Does Radiographer Training Across Europe Alter Image
Viewing Patterns and Decisions?
C115
Introduction:
Radiography education programmes vary considerably across Europe, both in academic and clinical
content (McNulty et al. 2016; England et al., 2017), likely influenced by the different roles of the
radiographer in different cultures and healthcare settings.
Eye-tracking has long been used in radiological studies to understand radiologist behaviour (van der
Glip et al., 2017), and has also been used to study the development of image interpretation skills in
radiographers. However it has not been applied to assess whether cultural or educational differences
might influence radiographer behaviours or decision making – for instance, how radiographers might
decide whether to accept or repeat an image, which has potential connotations for patient radiation
dose.
Understanding how different training methods impact radiographer behaviour may inform
recommendations for radiography education, particularly with the role of the radiographer set to
expand in many regions. This study aims to investigate whether the nature of education received by
radiography students in four European countries (Ireland, Netherlands, Norway, Switzerland)
influences how radiography students assess images for quality and detect abnormalities. The objective
of this study is to determine whether undergraduate radiography education approaches change image
viewing patterns and decisions.
Method:
Students from four countries will be surveyed for information concerning their training in assessment
of acceptable image quality and in abnormality detection. They will then first be presented with a
range of projection radiographs and asked whether they would accept or reject the images and why.
Then they will view a further set of radiographs and asked whether there was any abnormal finding on
the radiograph. During viewing of all radiographs, students will be eye-tracked using a Tobii TX300 eye
tracker. The resultant data will be analysed to determine whether differences exist between student
groups training in different countries in terms of:
• Image viewing time
• Image features analysed in assessing radiographs for acceptable quality
• Nature of missed abnormal findings (e.g. decision or detection errors)
Ethics reference: UREC-SM-2018-26
References:
1. England, A., S. Geers-van Gemeren, et al. "Clinical radiography education across Europe."
Radiography 23: S7-S15.
2. McLaughlin L, Bond R, Hughes C e. al.”Computing eye gaze metrics for the automatic
assessment of radiographer performance during X-ray image interpretation”. Int J Med
Inform. 2017 Sep;105:11-21.
12 | P a g eStudent Guide Optimax 2018
University College Dublin
3. McNulty, J. P., L. Rainford, et al. (2016). "A picture of radiography education across Europe."
Radiography 22(1): 5-11.
4. van der Gijp A, Ravesloot CJ et al. “How visual search relates to visual diagnostic
performance: a narrative systematic review of eye-tracking research in radiology”. Adv
Health Sci Educ Theory Pract. 2017; 22(3): 765–787.
Tutors: Rachel Toomey Rachel.toomey@ucd.ie
José Jorge Jose.jorge@hesav.ch
Students: Keisha Davies keisha.davies@ucdconnect.ie
Molehe Modisaotile Macdonald molehemacdonald@gmail.com
Michelle Chen m.chen@st.hanze.nl
Kelly Fernandes kelly.fernandes@hesav.ch
Svein Olav Heitmann soheitmann@gmail.com
Paulina Dorota paulina.pettka@gmail.com
Marzeu Selau Junior msjfsc@gmail.com
13 | P a g eStudent Guide Optimax 2018
University College Dublin
Group 4: An Investigation into the Use of Lead Shielding Protection
in Abdominal Radiography
C116
Introduction:
The requirement for lead shielding protection in conventional radiography has been questioned in
recent years with varying protocols employed across clinical sites. Lead aprons are no longer
recommended for use in dental radiography across Ireland (EPA, 2011). Conflicting evidence exists as
to whether lead gonad protection should be used within the primary beam, especially for pelvic
radiography. Dose savings have been reported when lead shielding is used outside of the primary beam
for some examinations e.g. spinal examinations but minimal and sometimes no dose savings at all have
been found for other examinations e.g. chest radiography. Lead shielding use should be considered
based on several factors, such as the proximity of radiosensitive organs to collimation field and the
radiation dose associated with an X-ray examination. Research is lacking regarding lead shielding use
during abdominal radiography, which is a relatively high dose conventional X-ray examination over a
thick body part, therefore scatter radiation to the radiosensitive breasts and gonads are worthy of
consideration.
Method:
Varying combinations of lead apron use will be tested for the AP abdominal X-ray including, lead apron
over male gonads only, lead aprons placed both below the symphysis pubis and over the breasts, lead
apron placed over the breasts only and an abdomen X-ray without lead use. A scatterprobe dosimeter
will be used to measure dose to the breasts and gonads for each combination of lead use described
above. Each exposure will be carried out multiple times and dose measurement averaged to enhance
accuracy. Exposure factors will be selected at the beginning of the experiment based on X-ray
manufacturers recommendations and will be used consistently for all exposures for that
anthropomorphic phantom (neonate, 5-year old, 10-year old, 15-year old and adult). Dose
measurement data will be analysed to determine whether lead shielding for radiosensitive organs
outside the collimation field reduces radiation dose to these organs. This will be carried out using
paediatric and adult anthropomorphic phantoms (neonate, 5-year old, 10-year old, 15-year old and
adult.
References:
1. Jackson, G., Brennan, PC. (2006) Radio-protective aprons during radiological examinations of
the thorax: an optimum strategy. Radiation Protection Dosimetry, 121 (4):391-394
2. Karami, V., Zabihzadeh, M., Shams, N., Saki Malehi, A. (2017) Gonad Shielding during Pelvic
Radiography: A Systematic Review and Meta-analysis. Arch Iran Med;20(2):113-123
3. Mekis, N., Zontar, D., & Skrk, D. (2013). The effect of breast shielding during lumbar spine
radiography. Radiology and Oncology, 47(1), 26–31
4. Warlow, T., Walker-Birch, P., Cosson, P. (2014) Gonad shielding in paediatric pelvic
radiography: Effectiveness and practice. Radiography, 20 (3): 178 – 182
14 | P a g eStudent Guide Optimax 2018
University College Dublin
Tutors: Michelle O’Connor michelle.oconnor@ucd.ie
Iris Verzuijlen I.verzuijlen@pl.hanze.nl
Students: Zoe Kiernans zoe.kierans@ucdconnect.ie
Jana Kotze janakotze1594@gmail.com
Linda Van Der Velde li.j.van.der.velde@st.hanze.nl
Helga Zwaagstra r.h.verwoolde@st.hanze.nl
Adrien Arrigo adrien.arrigo@hesav.ch
Kenneth Lund Gronning kenneth.gronning@gmail.com
15 | P a g eStudent Guide Optimax 2018
University College Dublin
Group 5: Inter-user Variability in DXA Scanning and Analysis
C122
Introduction:
Current practice in Ireland allows any user to operate a DXA scanner without any formal training by an
experienced operator/radiographer. Given that DXA relies heavily on the expertise and experience of
the operator to generate an accurate result, on which the patient’s treatment is based, this study aims
to use the experience of the radiography group attending Optimax 2018, to see how much, if any,
variation in analysis can be demonstrated based on different levels of formal teaching, or lack thereof.
The aim is to show the importance of formal teaching in DXA practice to ensure optimum scan analysis
and therefore an accurate, reliable and reproducible result.
Method:
The radiographers and radiography students taking part in the Optimax programme 2018 will be
divided into 3 groups. Each group will be trained in the analysis of a DXA spine scan, in a different way.
Group 1 will use the information supplied by the scanner, Group 2 will be given a training manual (like
a protocol manual in a clinical environment) and Group 3 will be given in-person training by an
experienced DXA radiographer.
Each participant will then be asked to analyse various scans, of different technical difficulties, and the
difference/similarity in the results from the 3 different groups will be analysed. The aim of the study
is to see if the level of training given, affects the radiographers ability to analyse the DXA spine scans,
apply the local protocol and make technical decisions regarding the analysis which will ultimately affect
the patients result.
Ethics Reference: UREC-SM-2018-29
References:
1. John J. Carey, Miriam F. Delaney, ‘Utility of DXA for monitoring, technical aspects of DXA
BMD measurement and precision testing’ (2107) Bone, 104, pp. 44-53
2. Sarah L. Morgan, Ginnie L. Prater, ‘Quality in dual-energy X-ray absorptiometry scans’ (2017)
Bone,104, pp.13-28
Tutors: Eilish McDermott eilish.mcdermott@ucd.ie
Ingrid-Jannicke Aandahl Ingrid-Jannicke.Aandahl@hioa.no
Students: Antonina Tcacenco antonina.tcacenco@ucdconnect.ie
Ciara McPhilomy Ciara.mcphilomy@ucdconnect.ie
Kim Koen k.koen@st.hanze.nl
Yannick Dutruit yannik.dutruit@hesav.ch
Carine Jeanneret-Grosjean carine.jeanneret-grosjean@hesav.ch
Frauke Snelders fraukes97@gmail.com
Kristin Stensrud kristinstensrud@hotmail.com
16 | P a g eStudent Guide Optimax 2018
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Journal Club
Relevant research results are published in scientific publications. When starting your own research, it
is essential to have an overview on what has already been published. In addition, by reading related
literature you get a better understanding of potential complications and possibly some helpful ideas
about your own research design as well.
A literature search is cumbersome. You first need to formulate a research question, get acquainted
with the topic and find suitable keywords for your literature search. Furthermore, during your
literature search you need to be able to determine the suitability of various articles in relation to your
research question.
As a team, a literature search can be performed more efficiently in a Journal Club. A Journal Club is a
group of individuals who come together and discuss academic literature. You will be part of a Journal
Club for your own research topic. This demands some preparation as each group member will present
results of at least one article. No PowerPoint presentation is needed, instead verbal discussion and
presentation.
The following aspects need to be discussed in the presentation:
1. Motive/relevance
2. Research question
3. Methods
4. Results
5. Conclusion
6. Quality (strengths vs weaknesses)
7. Suitability (relevance in relation to your research topic)
Because the Journal Club will take place in the first week, you will need to begin reviewing literature
from the very first day of the Summer school. You are free to use various search engines such as Google
Scholar, ScienceDirect or Pubmed. The most common used for medical literature is PubMed. If you
have no access to a specific article, you can contact your tutor leader. He or she will most likely have
an account that has access to most of the articles. For each research question some relevant key words
are given. These can be helpful during your literature search.
17 | P a g eStudent Guide Optimax 2018
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Teamwork
Research done by teams, rather than by individuals, is usually achieved in shorter timeframes and of a
better standard. Teams have the advantages of containing a number of people with different skills
which when brought together should result in better productivity. Whenever you consider published
research it is normally the case that the work has been done by a team, this is reflected in the co-
authorships and the acknowledgements. Team working comes with a price, in that it is essential that
the team work well together. Dr Leslie Robinson will be giving a lecture about teams and project
management.
When your team first meets to consider the research an important task for the team will be to establish
rules and roles for people on the team. Below are some suggestions that you might like to consider for
your team:
Draw up a team contract. This might include things like
a. Being courteous to each other (e.g. listening when somebody speaks)
b. Arriving on time and staying until the work is completed
c. Doing what you have been asked to do and to an acceptable standard and on time
2. Assign two important roles to the team members, specifically
a. Chair of the group
b. Secretary/note taker for the group
3. Start to plan your research
a. Agree on a plan of what will be done and by when, for instance
i. Draft method completed
ii. Data collected
iii. Data analysed
iv. PowerPoint presentation creation
v. Report creation
b. Agree on what you need to know, e.g.
i. Literature that needs to be found and then read
ii. Equipment and/or software that you need to know how to use
c. Agree the following
i. Who will identify the literature and who will read / understand it
ii. Who will learning how to use the equipment and/or software
In teamwork, not everybody will be doing the same all at the same time (that is not a team). A team
will have its members working in small groups (or individually) doing the same task. Then, having
completed the task(s), the group as a whole will come back together to share what they have learnt.
Having done this the team will then progress to the next set of tasks.
18 | P a g eStudent Guide Optimax 2018
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Research design
Before data collection, you have to think carefully about the research design that is the framework of
your research. During the Summer school, a research design has to be written for each research
question. The tutor leader will give feedback on the design that will help you successfully to answer
the research question. A lecture in the first week on research methodology will discuss some of the
topics needed for your research design.
Research design
Describe the motive of your research. Which problem do you want to
address. Use articles to underline the relevance of your research
Motive/relevance
question and describe the goal. This part can be used as your
introduction for your research paper.
Describe the design of the research (prospective, retrospective,
Execution/ data
longitudinal etc.). Give a short description on the execution (maybe
collection
include a flowchart) and clarify the data you want to collect.
Give a description on the collected variables (dependent vs.
Data analysis independent) and the measuring scale. Describe the expected statistical
analysis (t-test, chi-square etc.).
Be critical towards your design. Inaccuracies can result in bias affecting
Bias, reliability and
the reliability and validity of your research. Describe possible
validity
inaccuracies and to what extend this can be accounted for.
*Order of the writers:
In alphabetical order in articles and on posters. Lead tutor, student authors, and tutor.
*A poster template, see Blackboard (BB)
19 | P a g eStudent Guide Optimax 2018
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Optimax Timetable
Date Activity Location
16.00-21.00: Day of arrival Students & Spire of Dublin
Sunday
– Welcome to Dublin Tutors (monument),
22nd July O’Connell street
09.00: Welcome and Overview MOC A004, Health Sciences
09.30: Introduction to Research KM A004, Health Sciences
10.30: Break
11.00: Qualitative and Quantitative Research KM A004, Health Sciences
Monday 12.00: Lunch at UCD Clubhouse UCD Clubhouse Bar
23rd July
13.00: Project management and teamwork MOC A004, Health Sciences
activities
14:30 Groups meet to discuss their research Groups & C113, C114, C115,
focus and to assign roles & responsibilities Tutors C116, C122, Health
Sciences
Gr.1:C113, Gr.2:C114, Gr.3:C115, Gr.4:C116,
Gr.5:C122
16.30: End of day 1 ☺
09.00: Eye tracker in Research RT A006, Health Sciences
09:45: Dose Measurement Methodology MOC A006, Health Sciences
10.30: Break
11.00: Introduction to Statistics CB A006, Health Sciences
Tuesday
24th July 12.00: Lunch at UCD Clubhouse UCD Clubhouse Bar
13.00: Presentation about Ireland Irish students A006, Health Sciences
13.30: Literature Review DS A006, Health Sciences
14.30: Project Groupwork – review literature All groups C113, C114, C115,
C116, C122, Health
16.30: End of day 2 Sciences
08.30: Tutor Meeting Tutors only A224, Health Sciences
Wednesday
09.00: Project Groupwork – plan project using All groups C113, C114, C115,
25th July gantt charts (timeline, tasks, etc) C116, C122, Health
Sciences
10.30: Break
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11.00: Project Groupwork - Literature review All groups C113, C114, C115,
write up C116, C122, Health
Sciences
12.00: Lunch at UCD Clubhouse UCD Clubhouse Bar
Wednesday 13.00: Active learning with technology DJ A006, Health Sciences
(please bring laptops)
25th July
(continued) 15.00: Project Groupwork – Methodology All groups C113, C114, C115,
design, reflection on team working, planning C116, C122, Health
tomorrow (Team leader) Sciences
16.30: End of day 3
09.00: Project Groupwork – Learn to use All groups
equipment for data collection C113, C114, C115,
C116, C122, Health
10.30: Break Sciences
11.00: Project Groupwork - Pilot Study All groups
12.00: Lunch at UCD Clubhouse UCD Clubhouse Bar
Thursday
26th July 13.00: Presentation about Switzerland A006, Health Sciences
Swiss students
+ tutors
13.30: Project Groupwork - Pilot Study C113, C114, C115,
Analysis and Reflection on team working All groups C116, C122, Health
Sciences
16.30: End of day 4
08.30: Tutor Meeting Tutors only A224, Health Sciences
09.00: Project Groupwork – Methodology & All groups
Data Collection C113, C114, C115,
C116, C122, Health
10.30: Break Sciences
Friday 11.00: Project Groupwork - Data Collection All groups
27th July
12.00: Lunch at UCD Clubhouse UCD Clubhouse Bar
13.00: Presentation about Brazil Brazilian A006, Health Sciences
students
13.30: Project Groupwork - Pilot Data All groups C113, C114, C115,
Collection & Analysis and Reflection on team C116, C122, Health
working Sciences
21 | P a g eStudent Guide Optimax 2018
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15.00: Cultural Event - Gaelic experience All students UCD Campus – GAA
(Irish sports) + tutors pitch
Saturday Students day off: Students only
28th July Irish students organise an evening event
Sunday
Day off
29th July
09.00: Project Groupwork – Data Collection All groups
10.30: Break C113, C114, C115,
C116, C122, Health
11.00: Project Groupwork - Data Collection & Sciences
continued write up of Literature Review & All groups
Methodology
Monday 12.00: Lunch at UCD Clubhouse UCD Clubhouse Bar
30th July
13.00: Presentation about Canada Canadian A006, Health Sciences
student
13.15: Project Groupwork - Data Collection, All groups C113, C114, C115,
Review Progress & Timelines C116, C122, Health
Sciences
16.30: End of day
08.30: Tutor Meeting Tutors only A224, Health Sciences
09.00: Project Groupwork – Data Collection & All groups
Analysis C113, C114, C115,
C116, C122, Health
10.30: Break Sciences
11.00: Project Groupwork – Data Collection & All groups
Analysis
Tuesday
12.00: Lunch at UCD Clubhouse UCD Clubhouse Bar
31st July
13.00: Presentation about Norway Norweigan A006, Health Sciences
students +
tutors
15.00: Project Groupwork – Data Collection & All groups C113, C114, C115,
Analysis, Reflection on Teamwork C116, C122, Health
Sciences
16.30: End of day
09.00: Project Groupwork – Data Collection & All groups C113, C114, C115,
Analysis C116, C122, Health
Wednesday Sciences
1st August 10.30: Break
22 | P a g eStudent Guide Optimax 2018
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11.00: Project Groupwork – Data Collection & All groups C113, C114, C115,
Analysis C116, C122, Health
Sciences
12.00: Lunch at UCD Clubhouse UCD Clubhouse Bar
Wednesday 13.00: Presentation about The Netherlands Dutch A006, Health Sciences
students +
1st August
tutors
13.30: Project Groupwork – Write up of All groups C113, C114, C115,
Results (inc graphs, charts, tables, statistics C116, C122, Health
etc) Sciences
16.30: End of day
08.30: Tutor Meeting Tutors only A224, Health Sciences
09.00: Project Groupwork – Write up of All groups
Results (inc graphs, charts, tables, statistics
etc) C113, C114, C115,
C116, C122, Health
10.30: Break Sciences
All groups
11.00: Project Groupwork – Discussion of
Results & Relevant Literature
Thursday
2nd August 12.00: Lunch at UCD Clubhouse UCD Clubhouse Bar
13.00: Presentation about South Africa SA students + A006, Health Sciences
tutors
13.30: Project Groupwork – Write up of All groups C113, C114, C115,
Discussion C116, C122, Health
Sciences
16.30: End of day
09.00: Project Groupwork – Write up of All groups
Discussion & Conclusion
10.30: Break C113, C114, C115,
C116, C122, Health
11.00: Project Groupwork – Combine Sciences
Friday
rd elements of draft article (Abstract, All groups
3 August Introduction, Method, Results, Discussion,
Conclusion)
UCD Clubhouse Bar
12.00: Lunch at UCD Clubhouse
All groups
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13.00: Project Groupwork – Finalise and C113, C114, C115,
submit first draft of article for feedback C116, C122, Health
*DEADLINE FOR SUBMISSION 4.30PM Sciences
Saturday Full Day Cultural Trip – Wicklow & Kilkenny All students Meeting point to be
4th August Day Trip + tutors confirmed
Sunday
Day off
5th August
Monday Day off
6th August (Bank Holiday Monday in Ireland)
08.30: Tutor Meeting (Peter & Annemieke Tutors only A224, Health Sciences
present)
09.00: Peter Hogg Lecture PH A224, Health Sciences
09.45 Project Groupwork – Create powerpoint All groups
and poster presentations (Additional Support
& Guidance by Peter and Annemieke)
C113, C114, C115,
10.30: Break C116, C122, Health
Tuesday Sciences
7th August 11.00: Project Groupwork – Create All groups
powerpoint and poster presentations
12.00: Lunch at UCD Clubhouse UCD Clubhouse Bar
13.00: Project Groupwork - Submit first draft C113, C114, C115,
of powerpoint presentation for feedback C116, C122, Health
*DEADLINE FOR SUBMISSION 4.30PM All groups Sciences
16.30: End of day
09.00: Project Groupwork – Address feedback All groups
on article and powerpoint
C113, C114, C115,
10.30: Break C116, C122, Health
Wednesday Sciences
8th August 11.00: Project Groupwork – Work on Poster All groups
12.00: Lunch at UCD Clubhouse UCD Clubhouse Bar
Poster 13.00: Project Groupwork - SUBMIT FINAL All groups C113, C114, C115,
Deadline POSTER *DEADLINE FOR SUBMISSION 4.30PM C116, C122, Health
Sciences
16.30: End of day
08.30: Tutor Meeting Tutors only A224, Health Sciences
Thursday
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University College Dublin
9th August 09.00: Project Groupwork – Work on All groups C113, C114, C115,
Powerpoint Presentation and Article C116, C122, Health
Sciences
Article and
10.30: Break
PPT Deadlines C113, C114, C115,
11.00: Project Groupwork – Work on C116, C122, Health
Powerpoint Presentation and Article Sciences
12.00: Lunch at UCD Clubhouse UCD Clubhouse Bar
13.00: Online questionnaire evaluation
students and tutors
13.30: Project Groupwork - SUBMIT FINAL C113, C114, C115,
ARTICLE AND POWERPOINT PRESENTATION C116, C122, Health
*DEADLINE FOR SUBMISSION 4PM Sciences
16.00: End of day
19.00: Farewell party - Food & Entertainment The Old Store House,
provided Temple Bar
08.30: Tutor Meeting Tutors only A224, Health Sciences
th
Friday 10
10.00: Poster Exhibition All groups A224, Health Sciences
August
10.30: Break
11.00: OPTIMAX 2018 CONFERENCE C007, Health Sciences
14.00: Final Lunch at UCD Clubhouse UCD Clubhouse Bar
Oral ppt
presentation 15.00: Certification of Attendance UCD Health Sciences
25 | P a g eStudent Guide Optimax 2018
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Appendices
Appendix A: Assessment criteria OPTIMAX 2018
Breakdown of Assessment Weighting
Article 50% Poster 25% Presentation 25% Total score
Marking Criteria
1. Assessment Criteria for Article Score
Title, abstract The title is the shortest summary of the article. The title refers to the
(max. 10 points) research design correctly (for example, a qualitative study...).
The abstract is complete and contains the introduction, methods, results,
discussion and/or conclusion (max. 250 words).
Introduction Clear introduction to the problem field based on relevant literature.
(max. 15 points) Research question is embedded in context of relevant (scientific) literature.
The (possible) hypothesis (s) and/or objectives are described.
Methods Methods are transparent. Contains sufficient information to reproduce the
(max. 20 points) research.
A description of data processing and motivation for chosen statistical
analysis.
Results A description of collected data, statistical analysis and outcome. The
(max. 20 points) results are displayed in tables and figures, with correct (sub) titles. The
results are objective and factual.
Discussion Logical interpretation of results in relation to the research question.
(max. 20 points) Critical consideration of the practical research in relation to both strengths
and weaknesses of the own research and other research, as stated in
national and international literature.
Conclusion The conclusion is based on own results and gives a clear answer to the
(max. 5 points) question (s). A description of implications for clinical practice and
suggestions for future research.
Layout/Presentati The information is presented in a clear way. All sections are written in
on correct English and in the correct tense (introduction: present tense,
(max. 10 points) methods and results past tense, discussion and conclusion present and/or
past tense). The author’s name and tutor are present including the
educational degree and affiliation.
Language use is correct and the text does not contain many grammatical
and spelling errors.
Please list all used references in the text according to Vancouver style.
Total (0-100) Rating: total number of points (0-100)/2
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2. Assessment Criteria for Presentation Score
Structure The presentation contains an introduction, core and ending.
(max. 10 points)
Content The presentation is a good representation of the essence of the research.
(max. 50 points) That is, motive, question, and most important method(s), main results,
main points of discussion, conclusion(s) and recommendation(s). 20p
Sufficient and understandable English by the presenter. Consider volume
and pace of speaking. 10p
The presenter presents excited and confident (non-verbal as well).
Sufficient eye contact with audience.
Posture and facial expressions are convincing and appropriate. 10p
The presenter answers questions appropriately or referring to fellow
group member. 10p
Presentation slides Slides back up the presentation, and have an added value to the
(max. 10 points) presentation.
Form Good use of audio-visual means. The presentation is
(max. 20 points) interesting/exciting/inspiring.
Time The presentation lasts a maximum of 20 minutes.
(max. 10 points)
Total (0-100) Rating: total number of points (0-100)/4
3. Assessment Criteria for Poster Score
Max. 50 p Content and visual Good structure illustrations, tidy, a clear and
expression are linked. How clear visual expression without disturbing
are the information elements. Enough "air and context" between text
organized? and images
Max. 50 p Logo, colours, readability, Graphics and figures should be relevant and of
consistent layout and a good quality and have ample space.
serious expression. Natural reading is from left to right and from top
to bottom. Images and shapes do not interfere
with the text flow
Total (0-100) Rating: total number of points (0-100)/4
Points
88-100 A Excellent
75-87 B Very good
62-74 C Good
50-61 D Acceptable
41-49 E Poor
27 | P a g eStudent Guide Optimax 2018
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Appendix B: Social Events
Arrival day 22nd July – Sightseeing and meeting each other.
We will meet at 16:30 at the spire, and take a walking tour of Dublin city. We have an Italian meal
together at the popular and lively Little Caesars restaurant in the city centre.
28 | P a g eYou can also read
