The academic training gives to individuals the possibility to develop their competences that facilitate their adequate performance within the professional (and personal) contexts they will be involved in. However, one’s own development also depends on his/her capacities of being able to become an individual capable of having the adequate behavior to the diverse contexts he/she is daily facing. Individuals’ capacities of performing differently in function of the context are also a result from their ability of learning to learn and level of maturity resulting from their experience. These abilities that allow individuals to take decisions with a discernment that goes beyond the observable are considered associated with the notion of competence by a number of authors (Lesne, 1997). Moreover, maturity and competence are often positively correlated which leads us to reflect on the fact that an individual is progressively more effective and competent due to the repertoire of capabilities he/she carries out. That relationship facilitates individuals’ self-updating of knowledge and increasing ability to adapt to new situations. That capacity of learning through life represents the potential for action individuals carry on which is mediated by the socialization process and influenced by the social contexts of their work. In this sense, the definition of competence must include (Sundberg, 2001): (1) Knowledge acquired in the education system; (2) Knowledge and competences learned in work context and in the social relationships; and (3) how knowledge and experience are used. According to National Guidelines concerning health care structures and clinical requirements for clinical diagnosis through imaging, the radiologists’ professional profile includes seven key areas related to the medical imaging diagnostic activity: (1) patient care, (2) use of imaging technology, (3) optimization of the dose, (4) clinical responsibility, (5) organization, (6) quality assurance, and (7) continuing training. In addition, the National Guidelines consider that the radiologic technicians must be competent to examine patients of all ages and conditions, whether they be cooperative or not and whether they be able or unable to understand the disease affecting them. In Portugal, all radiologists can perform radiography, tomography and mammography. However, competences of those professionals are not well defined yet. For this reason, the present study intends to identify and define the competences that radiologists should have in order to be competent for the tasks they are expected to perform specifically in three areas of clinical diagnosis through imaging: general radiography, computed tomography and mammography.

Since the radiologists’ competences are not well defined in Portugal, the study has adopted an exploratory strategy. However, it will be conducted under a survey approach complemented by a Focus Group. Data will be gathered through a questionnaire developed on the basis of a document from the International Society of Radiographer´s and Radiological Technologists. The questionnaire will be applied to a random sample drawn from a population constituted by all radiologists who are working in Radiology, Mammography and Tomography in the Portuguese Hospitals. The Focus Group will be composed by 6 to 10 specialists in the three areas of study. Data from survey will be submitted to factorial analysis to identify and define the more relevant competences for performing imaging clinical diagnosis in radiography, tomography and mammography. Data gathered in the focus group will be submitted to a content analysis.

Results from the present research will give a relevant contribute to identification and definition of competences that radiologists must own to perform their professional practice in the three areas of the clinical diagnosis through imaging. So, from results a professional profile will be developed for radiologists who work in Radiology, Mammography and Tomography. In addition, study results may give indications about representations of those professionals in the social and working environments. This is important because the labor market is becoming more demanding in terms not only of professional competency but also of individuals’ adaptive capacity to respond to technological changes, i.e., professionals’ readiness to learn at work, using the work context as a “training campus" (Canário, 2000).