ESTRO 2024 - Abstract Book

S2675

Interdisciplinary - Education in radiation therapy

ESTRO 2024

TS (n=221, 84.0%) preferred English as the language for written assessment. A large number of residents and TS stated that European certification could add value to the Curriculum Vitae of young radiation oncologists and/or clinical oncologists (n=286 , 79.4% and n=184 , 73%, respectively) and that it could facilitate the mobility of radiation oncologists and/or clinical oncologists between different European countries (n= 310, 86.1% and n=205 , 81.3%, respectively). More than 80.0% of respondents agreed that the examination should preferably be taken in the last year of residency (residents: n=300, 82.9%, TS: n=214, 84.6%).

Conclusion:

The majority of respondents, both residents and TS, showed an interest in the establishment of a European examination in RO/CO. In addition, a large number of residents and TS believe that the exam should be conducted in English and consist of at least a written part in the form of an MCQ. These results suggest that a consensus should be reached on the introduction of a European examination in RO/CO.

Keywords: Radiotherapy, Europe, Examination

973

Digital Poster

Black, Asian, and ethnically diverse student experiences in radiotherapy education - A UK survey

Louise Codd 1,2 , Professor Daksha Trivedi 3 , Dr Aarthi Ramlaul 4

1 University of Hertfordshire, Department of Allied health professions, Midwifery and Social work, Hatfield, United Kingdom. 2 Mount Vernon cancer centre, Radiotherapy department, Northwood, United Kingdom. 3 University of Hertfordshire, School of Health and Social work, Hatfield, United Kingdom. 4 Buckinghamshire New University, School of Health and social care professions, High Wycombe, United Kingdom

Purpose/Objective:

In UK higher education (HE) longstanding data indicates there is an awarding gap (Advance HE 2020b), a picture replicated in the US, Australia, and some European HE institutions (Cramer et al 2021). Currently, in the UK, students from Black, Asian, and ethnically diverse backgrounds have an 8.8% reduction in their chance of achieving a ‘good’ degree (2.1 or higher) in comparison to students from white backgrounds, rising to an 18.4% gap between students from Black backgrounds in relation to White students (Universities UK 2022). This disparity in awards cannot be explained by controlling for factors such as entry qualification, age, sex, or socioeconomic background (Broecke & Nicholls 2007). Much of the evidence base derives from programmes delivered in the academic setting with a paucity of research from health-related programmes where ethnically diverse students are required to navigate the dual learning environments of the higher education institution and clinical placement site. To support attainment, links have been made between developing problem-based learning approaches and inclusive curriculum to reduce the awarding gap in radiography (Lawal, Ramlaul & Murphy 2021). However, there is a lack of evidence on the impact of courses containing a clinical practice element on awards and attainment for students from Black, Asian, and ethnically diverse backgrounds, with no research at the time of submission on differential attainment in placement performance (Nightingale et al 2022) or therapeutic radiography specifically.