Consultation | Revised DIMP TEAP Curriculum

ACPSEM is pleased to begin consultation for the revised Diagnostic Imaging Medical Physicist (DIMP) Curriculum. Over the past year, the College has undertaken an evaluation and significant revision of the training, assessment, and education program (TEAP). The result sees a restructured and modernised 3-year education program supported with a framework of programmatic assessment.

Key changes to the new DIMP curriculum include:

  • A restructure of learning topics, streamlining the current 69 ‘Modules’ into 10 Key Areas of education
  • DIMP Graduate Program Outcome Statements with defined Learning Outcome Statements across each Key Area and Element of training
  • Domains of Expertise, which classify, teach, and assess fundamental skills that support craft skills across the entire curriculum. These include communication, leadership, health advocacy, professionalism, and collaboration.
  • The removal of duplication that was present some areas of in the current program
  • The removal of some advanced areas of specialised learning with a view to developing post-TEAP programs for this higher-level knowledge/expertise
  • A framework that introduces stages of training; guiding trainees and supervisors to build knowledge in a formatted way, whilst allowing flexibility to meet learning outcomes across the curriculum requirements.

The College would like to invite you to review and provide comments on the new DIMP Curriculum. The consultation period will commence on Monday 19 September 2022 and be open for a period of two (2) weeks until COB Monday 3 October 2022

Please submit your feedback via

Over the upcoming months, trainees, supervisors, members, and stakeholders will receive communication and information regarding the implementation of the new curriculum and its training program administration. This will include content of the DIMP Training Handbook which provides the DIMP TEAP’s, training program summary, stages of training, the educational and assessment framework, structured learning activities, additional learning opportunities, evidence requirements, training hurdle requirements, monitoring, review and feedback tools, and progression requirements and processes.

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