ESTRO 2024 - Abstract Book

S2697

Interdisciplinary - Education in radiation therapy

ESTRO 2024

Purpose/Objective:

Oncology is one of the most rapidly evolving medical fields. Therefore, there is a need for accessible oncology specific educational programs to improve dissemination and adoption of cancer research findings to practicing clinicians[1]. A Master of Cancer Science degree was developed in response to this in Melbourne, Australia. When launched in 2019 it was the only fully-flexible, multidisciplinary, online masters degree co-designed between industry and academia and utilising contemporary educational methods such as bespoke fully-animated videos [2, 3] and virtual reality simulations [4]. In 2022, we commenced a comprehensive course evaluation process to verify the effectiveness of the degree in improving cancer patient care. This included quantitative course evaluations that have already been published [5]. In addition - noting the recent commentary around deficiencies in educational program evaluations [6, 7] - we developed a novel qualitative evaluation framework that was also able to look at the impact of the degree on graduate career trajectory and professional practice. The findings of this evaluation are presented here. Participants were graduates from the first three cohorts of the Master of Cancer Sciences. Purposive sampling was used to ensure a range of viewpoints were represented including ages, genders and current occupations. Sampling continued until data saturation (ie. no new themes noted). Semi-structured, qualitative interviews were conducted exploring career trajectory since graduation and how the Masters influenced career decisions, as well as whether the Masters developed, expanded or changed aspects of their professional practice. Kirkpatrick’s Typology of Educational Outcomes[8] (with modifications by Barr et al[9]) were used to guide the development of the interview schedule, particularly the inclusion of examples around impact on professional practice, including level 1 (reaction), level 2a (modification of perceptions and attitudes), level 2b (acquisition of knowledge and skills), level 3 (behavioural change), level 4a (change in organisational practice) and level 4b (direct benefits to patients). Data was analysed using an inductive approach. Thematic analysis was used to identify the full range of experiences arising from the discussion of career trajectory and professional practice[10]. Transcripts were de identified then read and coded by two researchers. Codes were then grouped into themes and subthemes with representative quotes using NVivo (release 1.7, QSR International, Melbourne, Australia). Material/Methods:

Results:

15 participants (female: 80%, 31-40 and 41-50 years old: 33%) from a range of clinical professions were interviewed.

Positive change at all levels of Kirkpatrick’s Typology of Educational Outcomes were noted, including higher-order level 3 and 4 outcomes that impacted directly on patient care and organisational policy and practice. These changes were mediated through the acquisition of cancer-specific knowledge and general academic and research skills. Graduates also reported notable changes in career trajectory post-degree completion. This included increased role diversity and complexity, such as the addition of education, research, mentoring or leadership roles to their current role. They also reported increased confidence in their professional identity and ongoing career investment.