Professor McEntee is Head of the Discipline of Medical Imaging and Radiation Therapy, Chair of Radiography at UCC, and Course Director for the MSCDR and MSCRT. Currently he Serves as the Vice Head for Teaching and Learning in the College of Medicine and Health. He is one of the world’s top Medical Radiation Scientists, recognised through Honourary appointments as a Professor at the Faculty of Health Sciences, at the University of South Denmark, and the University of Sydney. His publications explore patient-centred care as well as novel technologies and techniques that enhance the detection of clinical indicators of disease whilst minimising risk to the patient. His research has been disseminated through major international imaging meetings, including the annual meetings of the Radiological Society of North America, European Congress, UK Radiological Congress, International Society of Optical Engineering and Medical Imaging Perception Society. He is the recipient of 10 highly prestigious awards. In total, he has published over 250 original papers in the highest-ranked radiological journals. He has generated $1.8m in funding from bodies. He is a Senior Fellow of the Higher Education Academy and a Fellow of the Irish Institute of Radiography and Radiation Therapy. He was Health Sciences Research Supervisor of the Year at the University of Sydney in 2018 and Australian University teacher of the year 2017 and Vice Chancellor’s Award for Excellence in Higher Degree Teaching in 2014.

Prof McEntee's research interests include breast density assessment, optimisation of breast cancer detection, medical image perception, diagnostic reference levels in CT and x-ray examinations, optimisation of radiation dose and image quality, optimisation of soft copy displays, the ambient environment and lighting conditions for radiological reporting, and image quality measurement.

His teaching philosophy is one of engaged enquiry that puts student learning at the centre of every lesson, respecting that learning is a very individual experience and that there are many learning styles. He believes that students can arrive at understanding from different directions and that this can be facilitated more effectively where there is a structured process of learning. His Australian Award for University Teaching recognised his “enabling of student enquiry in diagnostic imaging through an innovative, media-rich learning environment that provides multi-stage feedback on learning activities”.