Chapter 23
Chapter 23
Chapter 23
Objective:
To familiarize the student with principles and practices
associated to justification and optimization.
23.1 Introduction
23.2 Justification
23.3 Optimization
23.4 Clinical Audit
Bibliography
IAEA
Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 2
CHAPTER 23 TABLE OF CONTENTS
23.1 Introduction
23.2 Justification
23.2.1 Referral Guidelines for Imaging
23.2.2 Sensitive Populations
23.2.3 High Skin Dose Examinations
23.2.4 Population Screening
23.2.5 Informed Consent
23.3 Optimization
23.3.1 Equipment, Guidelines & Image Criteria
23.3.2 Good Practice
23.3.3 Optimisation – Two Practical Examples
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 3
CHAPTER 23 TABLE OF CONTENTS
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 4
23.1 INTRODUCTION
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 5
23.1 INTRODUCTION
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 7
23.1 INTRODUCTION
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 9
23.1 INTRODUCTION
This is true for all patients but especially important for younger
patients
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 13
23.2 JUSTIFICATION
LEVEL 2
For example plain radiography of the lumbar spine for acute back pain or
disk hernia except for osteoporotic collapse may not be justified but MRI or
CT considered instead
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 14
23.2 JUSTIFICATION
LEVEL 3
Here:
the Specific Reasons of the exposure and
the Explicit Conditions of the patient
should be considered
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 15
23.2 JUSTIFICATION
LEVEL 3
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 16
23.2 JUSTIFICATION
23.2.1 Referral Guidelines for Imaging
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 18
23.2 JUSTIFICATION
23.2.1 Referral Guidelines for Imaging
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 19
23.2 JUSTIFICATION
23.2.1 Referral Guidelines for Imaging
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 21
23.2 JUSTIFICATION
23.2.1 Referral Guidelines for Imaging
The ideal contrast media will attenuate the X ray beam more
than surrounding tissue but otherwise leave body organs
unaffected
IAEA
Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 24
23.2 JUSTIFICATION
23.2.2 Sensitive Populations
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 25
23.2 JUSTIFICATION
23.2.3 High Skin Dose Examinations
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 26
23.2 JUSTIFICATION
23.2.3 High Skin Dose Examinations
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 27
23.2 JUSTIFICATION
23.2.4 Population Screening
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 29
23.2 JUSTIFICATION
23.2.5 Informed Consent
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 30
23.2 JUSTIFICATION
23.2.5 Informed Consent
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 31
23.3 OPTIMIZATION
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 32
23.3 OPTIMIZATION
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 33
23.3 OPTIMIZATION
Effective Dose
is therefore often the natural choice
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 34
23.3 OPTIMIZATION
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 35
23.3 OPTIMIZATION
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 37
23.3 OPTIMIZATION
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 38
23.3 OPTIMIZATION
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 39
23.3 OPTIMIZATION
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 41
23.3 OPTIMIZATION
The most important is the fact that while the film constitutes
both detector, processing and display media with almost fixed
properties, the digital system not only consists of independent
detector, processing and display, but also many relevant
properties of these components are adjustable
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 42
23.3 OPTIMIZATION
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 45
23.3 OPTIMIZATION
23.3.1 Equipment, Guidelines & Imaging Criteria
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 46
23.3 OPTIMIZATION
23.3.1 Equipment, Guidelines & Imaging Criteria
For example:
Visually Sharp Reproduction means that the details
are clearly defined
whereas
Visualisation reflects a situation where the details are
detected but not fully reproduced
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 47
23.3 OPTIMIZATION
23.3.1 Equipment, Guidelines & Imaging Criteria
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 48
23.3 OPTIMIZATION
23.3.1 Equipment, Guidelines & Imaging Criteria
It must be considered as a
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 52
23.3 OPTIMIZATION
23.3.1 Equipment, Guidelines & Imaging Criteria
Listed below are some aspects associated with good radiological practice:
Pregnant patient and foetus protection
Adopting the exposure setting to patient size
Managing high local skin doses
Positioning of the patient
Limiting the radiation field
Protective shielding
Compression
Photon energy
Low-attenuating materials
Scatter rejection methods
Automatic exposure control, AEC setting
Appropriate film optical density or background quantum noise level
Viewing conditions
Each will be considered in turn
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 54
23.3 OPTIMIZATION
23.3.2 Good Practice
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 55
23.3 OPTIMIZATION
23.3.2 Good Practice
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 57
23.3 OPTIMIZATION
23.3.2 Good Practice
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 58
23.3 OPTIMIZATION
23.3.2 Good Practice
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 60
23.3 OPTIMIZATION
23.3.2 Good Practice
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 61
23.3 OPTIMIZATION
23.3.2 Good Practice
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 62
23.3 OPTIMIZATION
23.3.2 Good Practice
For fluoroscopy units, this point is located 15 cm from the isocentre towards
the XRT
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 64
23.3 OPTIMIZATION
23.3.2 Good Practice
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 65
23.3 OPTIMIZATION
23.3.2 Good Practice
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 66
23.3 OPTIMIZATION
23.3.2 Good Practice
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 67
23.3 OPTIMIZATION
23.3.2 Good Practice
almost half
the air kerma area product, PKA
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 68
23.3 OPTIMIZATION
23.3.2 Good Practice
The primary radiation field should not extend beyond the active
area of the image detector
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 69
23.3 OPTIMIZATION
23.3.2 Good Practice
Protective Shielding
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 70
23.3 OPTIMIZATION
23.3.2 Good Practice
Compression
Examination of a small body or body part typically results in
lower absorbed doses due to the shorter path length through
tissue and decreased attenuation of the primary beam
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 71
23.3 OPTIMIZATION
23.3.2 Good Practice
Compression
Positioning a patient scheduled for a lumbar spine frontal view
in PA position will allow the patient to compress themselves
By doing so the irradiated volume may be reduced and the degrading effect of
scattered radiation on image quality will also be reduced
Photon Energy
The energy of the X ray beam should be adapted to the
thickness of the part of the patient being imaged and the
diagnostic tasks
Traditionally:
Lower tube voltages (25-60 kV) are used for thin body
sections such as extremities and female breast
Intermediate tube voltages (60-120 kV) for imaging of
the abdomen and when iodine contrast media are used, but
High tube voltages (>120 kV) for chest radiography and
computed tomography
IAEA
Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 73
23.3 OPTIMIZATION
23.3.2 Good Practice
Photon Energy
However, the selection of tube voltage is in many cases
based on empirical data from screen-film radiography where:
Image Contrast is not adjustable after exposure and
Total Exposure (i.e. tube charge) is determined by
properly exposing the film to achieve an appropriate optical
density
Photon Energy
When a fixed energy imparted per unit area to the image
detector is required for properly exposing a screen-film system,
the combination of higher tube voltages and lower tube
charges typically results in lower effective dose to the patient
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 75
23.3 OPTIMIZATION
23.3.2 Good Practice
Low-Attenuating Materials
Any absorbing material between the patient and the image
detector will reduce the radiation fluence rate at the image
detector and lead to a loss of image information
Low-Attenuating Materials
Low-Attenuating Materials
the couch and cushion add extra beam filtration but do not
necessarily increase patient exposure
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 78
23.3 OPTIMIZATION
23.3.2 Good Practice
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 79
23.3 OPTIMIZATION
23.3.2 Good Practice
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 80
23.3 OPTIMIZATION
23.3.2 Good Practice
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 81
23.3 OPTIMIZATION
23.3.2 Good Practice
The optimal grid ratio and lead strip width increase with
increasing scattering volume
The optimal grid ratio also increases with increasing lead strip
frequency (lead strips/cm), although proper alignment of the
grid becomes more critical
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 83
23.3 OPTIMIZATION
23.3.2 Good Practice
The setting of the AEC is important for both patient dose and
image quality and should be evaluated for each type of
examination
During the exposure the signal is read from the chamber and
when the required air kerma is reached a signal is sent to the
X ray generator to terminate the exposure
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 84
23.3 OPTIMIZATION
23.3.2 Good Practice
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 85
23.3 OPTIMIZATION
23.3.2 Good Practice
The dose and quantum noise level in the middle image are used clinically and the
consequences of increasing and reducing the dose by a factor of 5 are shown to the
right and to the left
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 86
23.3 OPTIMIZATION
23.3.2 Good Practice
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 87
23.3 OPTIMIZATION
23.3.2 Good Practice
The area used to monitor the signal level from the image
intensifier is outlined in the live-view monitor
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 88
23.3 OPTIMIZATION
23.3.2 Good Practice
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 89
23.3 OPTIMIZATION
23.3.2 Good Practice
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 90
23.3 OPTIMIZATION
23.3.2 Good Practice
Viewing Conditions
Appropriate viewing conditions will aid in reading the diagnostic
images
The ambient light in the reading room should be kept low and
reflections of other light sources in the monitor minimised
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 92
23.3 OPTIMIZATION
23.3.2 Good Practice
Viewing Conditions
The reader must be able to magnify the image two to four
times to resolve sub-millimetre details, as the resolution of the
image display typically is less than that of the image itself
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 93
23.3 OPTIMIZATION
23.3.2 Good Practice
Viewing Conditions
The GSDF aims at allowing the rendition of an image with
similar appearance on all display systems that are both GSDF-
calibrated and have the same luminance ratio
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 96
23.3 OPTIMIZATION
23.3.3 Two Practical Examples
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 97
23.3 OPTIMIZATION
23.3.3 Two Practical Examples
It was primarily the 5th image criterion and secondly the 1st
and 2nd image criteria that were rated not fulfilled when the
dose was reduced and quantum noise increased
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 99
23.3 OPTIMIZATION
23.3.3 Two Practical Examples
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 100
23.3 OPTIMIZATION
23.3.3 Two Practical Examples
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 101
23.3 OPTIMIZATION
23.3.3 Two Practical Examples
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 103
23.3 OPTIMIZATION
23.3.3 Two Practical Examples
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 104
23.3 OPTIMIZATION
23.3.3 Two Practical Examples
The tube voltage resulting in the best image quality was 55 kV,
which therefore was selected as the clinical setting
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 105
23.3 OPTIMIZATION
23.3.3 Two Practical Examples
After using the new setting for some time, images from a
number of patients collected with the new setting were selected
for comparison with images previously collected with the old
setting of 73 kV
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 107
23.3 OPTIMIZATION
23.3.3 Two Practical Examples
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 108
23.3 OPTIMIZATION
23.3.3 Two Practical Examples
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 109
23.3 OPTIMIZATION
23.3.3 Two Practical Examples
The figure indicates that with 55 kV, only 85% of the dose is
needed to obtain the same image quality as with 73 kV
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 110
23.4 CLINICAL AUDIT
23.4.1 Objectives
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 115
23.4 CLINICAL AUDIT
23.4.1 Objectives
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 116
23.4 CLINICAL AUDIT
23.4.1 Objectives
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 119
23.4 CLINICAL AUDIT
23.4.2 Coverage of Radiological Practices
It can assess the parts of the practices which are generic either
to all radiological procedures or
to a given speciality (e.g. for CT), or
These include:
Justification and
Optimisation
as essential parts of the process
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 121
23.4 CLINICAL AUDIT
23.4.2 Coverage of Radiological Practices
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 122
23.4 CLINICAL AUDIT
23.4.2 Coverage of Radiological Practices
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 124
23.4 CLINICAL AUDIT
23.4.2 Coverage of Radiological Practices
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 127
23.4 CLINICAL AUDIT
23.4.3 Standards of Good Practice
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 129
23.4 CLINICAL AUDIT
23.4.4 Relationship with Other Quality Assessments & Regulatory Control
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 132
23.4 CLINICAL AUDIT
23.4.5 Methods and Practical Organization
Once the clinical audit has been completed and the auditor’s
report with recommendations is available to all staff, the unit
should respond to the recommendations with an agreed
timeline for improvement
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 133
23.4 CLINICAL AUDIT
23.4.6 Role of the Medical Physicist
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Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 135
Bibliography
IAEA
Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 136
Bibliography
IAEA
Diagnostic Radiology Physics: a Handbook for Teachers and Students – chapter 23, 138