GS02-1093 - Introduction to Medical Physics I
Basic Interactions

Schedule - Fall 2013

last revised 4/1/2013

Objectives:

The purpose of this course is to provide the medical physics student with an introduction to ionizing radiation and its use in medicine. Topics covered include production of radiation, interactions of radiation with matter, and measurement of radiation. This course is a prerequisite for subsequent courses in medical physics.

Lectures:

Mondays, Wednesdays, and occasional Fridays 2:45 - 3:45 pm
GSBS Large Classroom (BSRB3.8371)

Problem Sessions:

Thursdays 2:30 - 3:30 pm
Imaging Physics Classroom (FCT14.5059)

Faculty:

Dr George Starkschall, course coordinator
FCT14.5042
(713) 563-2537
gstarksc@mdanderson.org

Dr Jason Stafford
FCT14.6092
(713) 563-5082
jstafford@mdanderson.org

Dr Kent Gifford
ACBP1.2984
(713) 563-2596
kagifford@mdanderson.org

Dr Ramesh Tailor
B1.5106B
(713) 563-2638
rtailor@mdanderson.org

Required texts:

The required text for the course is The Physics of Radiology, 4th edition, by H.E. Johns and J.R. Cunningham [link]. A discussion of texts for this course can be found in a handout written by Dr Willliam Hanson for a previous incarnation of this course. [link]

Lectures:

Links to .avi files of lectures will be placed on this website after the lecture for student review (I hope they will be useful). It may be necessary to download a Video Codec from TechSmith in order to see the PowerPoint images. If this is necessary the following link will enable you to access the free download. [link to download]

The .avi files are also accessible on the shared drive: O:\Med Phys I - from S drive

Problem Sections:

On Thursdays, we shall go over problems. These sessions will be jointly run by Drs Gifford and Stafford.

Grading:

Grading will be based on the following formula:

40% - in-class quizzes
40% - final examination
10% - classroom participation
10% - homework

The need for care:

Medical physics is a discipline in which care and meticulousness is essential, with dire consequences for sloppy work. In order to provide you with some feel for the consequences that may arise when one is not careful, the following link is provided. Please view these presentation at your earliest convenience. [link] In addition a series of articles in the New York Times is a resource for finding out about what can go wrong with radiation. [link]

Before each class:

In order to make most effective use of class time, it is essential for you to come to class prepared to discuss the class material. Before class begins, please download the lecture notes and listen to the recorded class lecture. In addition, please read the reading assignment. Before 9 am the day of each class you are to take the online pre-test. The pre-test should be relatively easy and is just to ascertain whether or not you have prepared for class on that day. It is an open-book, open-notes examination. Be sure to include your name on the pre-test so you can get credit for doing it. Doing and submitting the pre-tests will count toward your classroom participation credit.

During class:

This class is goinog to be somewhat different from most classes you have experienced previously. It is taught using a method called "Peer Instruction," developed by Dr Eric Mazur, a physics profession at Harvard University. Using this technique, I present a multiple-choice question to the class. The question generally illustrates a concept presented in the lecture. Hence it is called a "ConcepTest question." You will have a few minutes to determine the answer to the question. Generally the answer to a ConcepTest question will require neither memorization of facts nor extensive computation, but rather understanding of a concept. When you have determined the answer, you will hold up a card with the correct answer (A, B, C, or D) in such a way that only I can see your answer. Everybody must vote for an answer, even if you have to guess. If everyone has the correct answer, we will briefly discuss the answer, and them will will go on to the next concept. Moreoften than not, some of you will understand the concept and get the correct answer, while others will not have the correct answer. When this occurs, you will gather intio groups of 4-5, and each one of you will be charged with convincing the others in the group that your answer is correct. After several minutes of disciussion, you will be asked to vote again on the correct answer. We will then discuss the answer and the concept that has been presented. Participation in these discussions will count toward classroom participation credit.

Follow this link to see an example of a ConcepTest question (in another branch of physics): [link to ConcepTest question]

After each class, the ConcepTest questions for that class will be posted on the website.

If you are interested in finding out more about Peer Instruction, here is a link to a YouTube video of a presentation given by Dr Mazur: [link to Peer Instruction presentation]

End of class:

At the end of class, you will be asked to answer a short questionnaire that asks you to identify the key points of the class and any points that remain unclear. Be sure to bring a WiFi-enabled mobile device (smart phone,iPad, laptop) to class, as the questionnaire is onlne. If you don't have such a device or forget to bring it to class, I will provide hardcopy versions of the questionnaire. The questionnaire is to be completed before you leave the classroom.

At some point after class, hopefully immediately, but more likely a few hours later, I will post your unclear points on Facebook (see below). These questions will be posted under my name, so you need not be embarrassed if you do not understand something. Other students in the class will have 24 hours after postig to respond to your questions. If you provide a good response, you will receive additional classroom participation credit towards your final grade. After 24 hours, if a resonable response has not been posted, I will post a response.

To access WiFi in the classroom, you might try uthsc-guest or mdaguest.

After each class:

Most lessons are associated with problem sets. These problem sets will be due at 5 pm one week after assignment. They may either be emailed to me, handed in during class on the day they are due, or placed in my mailbox after class. Solutions to problem sets will be posted after they are due. Problem sets will be graded, and the grades counted toward your final grade.

Guesstimation:

A skill important for medical physicists to possess is the ability to estimate an answer when you have no idea what the answer is. Each problem session will begin with a guesstimation problem. Follow this link to see an example of a guesstimation problem. [link]

Course Evaluation:

After the orientation lecture, I would like to know something about your expectations regarding this course. Please download this evaluation form [link], fill it out, and email it back to me. We may discuss your expectations in class.

Later in the semester, I would like to know how you perceive the course is coming along. Please download this second evaluation form [link], fill it out, and email this one back to me.

At the end of the semester, you will be asked to fill out two evaluation forms. One is provided by the GSBS, and is filled out online, the other is provided by the course coordinator and is accessible from this link. Please download this evaluation form, fill it out, and leave it in Dr Starkschall's mailbox at the end of the semester. This evaluation form was developed by your fellow students and goes into somewhat more detail than the GSBS form. It also asks for more in the way of free-form answers. Please take the time to fill this form out, as it will be very helpful to me to make this a better course.

Facebook:

A Facebook group has been set up to support communication in this course. Please go onto Facebook and request that I friend you. My email address is gstarksc@mdanderson.org. Once I have friended you, I will add you to the 2013 Med Phys I group.

I will be using Facebook to communicate information to you. Please use Facebook to ask questions regarding this course. Questions regarding course management will be answered when I see them. I will defer answering questions pertaining to course content to give your fellow students first shot at providing an answer. Correct answers to Facebook questions will be counted positively toward your final grade, and they will also help your friends understand the course material.