ESTRO 2022 - Abstract Book

S3

Abstract book

ESTRO 2022

accelerator and facilitates hands on learning in a simulated clinical environment. Learning in a simulated environment enables active student participation where students can make mistakes and learn from them with no risk to patients. Such safe environments support two-way communication between the student and the educator, allowing for individualised feedback and possibly enhanced retention of clinical skills for the student. Learning in a safe engaging environment promotes active learning and therefore deep learning and helps students to transition from being passive learners in second level education to active learners in universities. Benefits of simulated education is not just limited to teaching procedural skills, it can also be used to support assessment, teaching, and learning in communication, planning concepts, imaging, inter-professional interactions and patient management case-based scenarios. Despite the many benefits to simulation, there are some challenges and barriers to its implementation into radiation oncology curricula. One consideration is the possible increase in cost compared to traditional teaching methods. Time is also a perceived barrier due to the additional time needed to develop and teach on simulated programmes. However, these barriers could possibly be overcome by sharing resources between institutions.Further concerns surrounding simulated education is the false confidence and sense of security students may have in their skills due to lack of variation and complexity in the patient cases provided in the clinical environment. Simulated environments also lack the realism of the clinical environment in the senior years when students are expected to work under time pressures in stressful environments. Despite these concerns, VERTTM is an effective educational tool that can support and enhance students clinical learning. It should be integrated into the design of radiation oncology curricula due the positive benefits for all key stakeholders (student, educators, and patients). While beneficial, VERTTM does not exclude the need for students to work in clinical environments. The future of radiation oncology education is exciting as educators have the opportunity to integrate emerging multimedia software to support and educate our future practitioner and medics. D. Di Perri 1 , D. Hofstede 1 , A. Postma 2 , C.M. Zegers 1 , L. In’t Ven 1 , F. Hoebers 1 , W. van Elmpt 1 , L. Verheesen 1 , H. Beurskens 1 , E.G. Troost 3 , I. Compter 1 , D.B. Eekers 1 1 Department of Radiation Oncology (Maastro), Maastricht University Medical Center+, GROW School for Oncology, Maastricht, the Netherlands., -, Maastricht, The Netherlands; 2 Department of Radiology and Nuclear Medicine MUMC+, Maastricht, The Netherlands , -, Maastricht, The Netherlands; 3 Department of Radiotherapy and Radiation Oncology, Faculty of Medicine and University Hospital Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany , -, Dresden, Germany Purpose or Objective Accurate and uniform contouring of organs at risk (OARs) is essential to optimise the radiation treatment (RT) plan and to minimise the risk of toxicity. Furthermore, accurate contouring in clinical practice on a large scale would allow more accurate dose estimation as input for normal tissue complication probability models. In this context, 10 OARs were introduced in the updated European Particle Therapy Network (EPTN) neurological contouring atlas (i.e., amygdala, caudate nucleus, corpus callosum, fornix, macula, optic tract, orbitofrontal cortex, periventricular space, pineal gland, and thalamus). Despite the use of this atlas, inter-individual variations in contouring may persist. To further facilitate accurate contouring of these OARs and training of new delineation professionals, educational movies were developed based on experience gathered during multidisciplinary contouring training sessions. Materials and Methods Weekly contouring training sessions designed for members of different disciplines involved in contouring [i.e. radiation oncologist (RTO), radiation technologist (RTT), clinical scientist, and medical student] were organised in our RT department. During each weekly session, 1 of the 10 new OARs was introduced. Before the session, participants were asked to perform the contouring on a patient image set (CT/MR scans) based on the updated EPTN atlas. Then, during each session, inter-individual delineation differences were discussed with an experienced neuroradiologist. This OAR was subsequently delineated again during the next weekly sessions on new patient study sets until visual contouring agreement was reached. Results The sessions lead to a clear reduction in inter-individual contouring variability (Fig. 1). Based on the observations made during the training sessions, educational movies describing the OARs were developed in order to be used by the different professionals involved in contouring. These movies show the anatomical boundaries of the OARs and provide tips and tricks to help with common difficulties and errors experienced during contouring. The movies were reviewed by an experienced neuroradiologist, two RTTs, two RTOs who did not participate to the meetings, as well as by an external RTO expert in neuro-oncology. SP-0012 Virtual reality and other advanced learning environments in oncology training D. Kok Australia Abstract not available SP-0013 Weekly contouring rounds and education movies to improve organ at risk delineation in neuro-oncology