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The problem of the discrete continuous processes having "tubular" structure in space "input-output" variables’s modeling is investigated. The fact that when the trained parametrical models of "tubular" processes’s creating, it’s important to use corresponding nonparametric indicators, is reflected. Some private examples of "tubular" processes’s modeling are reviewed. This examples proves that "tubular" processes proceed in the space of fractional dimension Исследуется проблема моделирования дискретно-непрерывных процессов, имеющих «трубчатую» структуру в пространстве «входных–выходных» переменных. Отражено то, что при постро- ении обучающихся параметрических моделей «трубчатых» процессов необходимо использование соответствующих непараметрических индикаторов. Рассмотрены некоторые частные примеры моделирования «трубчатых» процессов, из которых следует, что «трубчатые» процессы протекают в пространстве дробной размерности

This is the third of a series of articles targeted at biomedical physicists providing educational services to other healthcare professions, whether in a university faculty of medicine/health sciences or otherwise (e.g., faculty of science, hospital-based medical physics department). The first paper identified the past and present role of the biomedical physicist in the education of the healthcare professions and highlighted issues of concern. The second paper reported the results of a comprehensive SWOT (strengths, weaknesses, opportunities, threats) audit of that role. In this paper we present a strategy for the development of the role based on the outcomes of the SWOT audit. The research methods adopted focus on the importance of strategic planning at all levels in the provision of educational services. The analytical process used in the study was a pragmatic blend of the various theoretical frameworks described in the literature on strategic planning research as adapted for use in academic role development. Important results included identification of the core competences of the biomedical physicist in this context; specification of benchmarking schemes based on experiences of other biomedical disciplines; formulation of detailed mission and vision statements; gap analysis for the role. The paper concludes with a set of strategies and specific actions for gap reduction.

Although biomedical physicists provide educational services to the healthcare professions in the majority of universities in Europe, their precise role with respect to the education of the healthcare professions has not been studied systematically. To address this issue we are conducting a research project to produce a strategic development model for the role using the well-established SWOT (Strengths, Weaknesses, Opportunities, Threats) methodology. SWOT based strategic planning is a two-step process: one first carries out a SWOT position audit and then uses the identified SWOT themes to construct the strategic development model. This paper reports the results of a SWOT audit for the role of the biomedical physicist in the education of the healthcare professions in Europe. Internal Strengths and Weaknesses of the role were identified through a qualitative survey of biomedical physics departments and biomedical physics curricula delivered to healthcare professionals across Europe. External environmental Opportunities and Threats were identified through a systematic survey of the healthcare, healthcare professional education and higher education literature and categorized under standard PEST (Political, Economic, Social-Psychological, Technological-Scientific) categories. The paper includes an appendix of terminology. Defined terms are marked with an asterisk in the text. © 2009 Associazione Italiana di Fisica Medica.