ESTRO 2021 Abstract Book

S1690

ESTRO 2021

on the treatment planning workflow in order to learn the steps. Subsequently, the RTTs were trained in the process of choosing between the scheduled (reference plan re-calculated on the daily anatomy) and the adaptive (reference plan re- optimized on the daily anatomy) treatment plan. This step included learning to critically evaluate the organ at risk (OAR) sparing and target coverage under the guidance of a physicist and with a physicist as back-up. Final training to get the RTTs independent on the entire adaptive workflow has not yet been defined in the program. Conclusion The program ensured that the RTTs achieved equal competence in performing the oART workflow. After training, the RTTs have competences and theoretical knowledge within the field of reviewing and editing AI generated influencers and evaluating propagated targets. The participants have acquired the necessary competences to independently evaluate oART treatment plans. In this way, the RTTs have received a structured educational program which provides a good foundation for further development of the daily routines. The training program will continuously be updated and improved for future adapters. PO-1989 The impact, challenges and barriers of Advanced and Consultant Practice in therapeutic radiography L. Caulfield 1 1 Oxford University Hospitals NHS Foundation Trust, Radiotherapy department, Oxford, United Kingdom Purpose or Objective This review seeks to explore the perceived impact, challenges and barriers of advanced and consultant radiographer roles on staff, patients and healthcare. It searches for the evidence that advanced and consultant practice roles are being implemented and evaluated across the world and to consider whether there is a perceived or measurable impact from them. It aims to identify barriers and pitfalls for why these roles are not being implemented in some settings. The impact on service delivery/healthcare is also investigated, as well as trying to identify any gaps in current literature. Materials and Methods A systematic approach was used to search for and identify suitable literature for review. All appropriate literature was critically appraised and analysed qualitatively by thematic analysis. The results were integrated to give an overall evaluation of the impact of advanced and consultant practice within Therapeutic Radiography. Results The literature found eleven studies that met the inclusion criteria and after critical appraisal, all were included in the analysis. Five key themes emerged from the analysis which is in keeping with the literature: education, quality of working life, patient care, benefit to healthcare and implementation obstacles. Conclusion Most advanced and consultant therapeutic radiographers felt unprepared for these roles and the education requirements were varied and misunderstood. It was well documented that the advanced and consultant radiographers found great satisfaction from these roles and felt that it benefitted the patients as well as themselves and their career. Advanced and consultant roles benefitted patients by streamlining pathways and increasing satisfaction and there was a clear benefit to healthcare due to time and cost savings. The implementation obstacles focused around a lack of understanding and support from colleagues. There is a positive impact from advanced and consultant roles in therapeutic radiography to patients, staff and the healthcare system. PO-1990 Remote RTT training in an international context during a global pandemic A. Leong 1,2 , K. Reid 3 , I. YueYin 3 , C. Smith 3 1 Bowen Icon Cancer Centre, Radiation Therapy, Wellington, New Zealand; 2 University of Otago, Radiation Therapy, Wellington, New Zealand; 3 Icon Group, Radiation Therapy, Brisbane, Australia Purpose or Objective Throughout 2020, two further Chinese oncology centres were scheduled to open with support from our group’s Australian and New Zealand clinical teams. Due to travel restrictions resulting from the COVID-19 pandemic, a remote training and supervision program was developed to support local RTT staff during the preparation and commencement of clinical services. This presentation outlines the program’s structure, as well as how technology was leveraged to enable its successful delivery. Materials and Methods A pre-existing framework of face-to-face training and supervision was utilised as the basis for the program. An assessment of key barriers to program delivery was then carried out, along with a review of educational strategies and supporting technology that could facilitate engagement between trainees and trainers remotely. Results Key barriers to overcome included the geographic separation of staff across three countries, conflicting staff availability due to time-zone differences, and language barriers between trainers and trainees. Several methods of content delivery were utilised to overcome these. Bilingual procedural guidelines and a library of subtitled procedural videos were provided via an online learning platform. These were further expanded upon during live teaching sessions via virtual classroom with the assistance of a translator and an interactive polling platform. Wearable video headsets were utilised by trainers to explore components of procedures in greater detail. Headsets were also utilised by local trainees to enable individualised practice guidance and mentoring prior to their first patients. For the initial period of clinical operation, the headset devices continued to be used by local staff to enable peer-review and technical assistance in real-time. Preliminary evaluation of trainee experience and clinical auditing indicated satisfaction with the training provided and a high level of procedural adherence, respectively. Conclusion Amidst the unanticipated disruption caused by COVID-19, we have successfully adapted to enable the delivery of a remote RTT training and supervision program in an international setting. On-going work includes program evaluation, refinement and expansion; as well as auditing to support continued professional development. Local trainers are also being developed to complement the remote program for staff subsequently recruited to sites.

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