ESTRO 2024 - Abstract Book

S2708

Interdisciplinary - Education in radiation therapy

ESTRO 2024

In response to feedback, changing needs/technologies and a new RCR examination format, the 2023 course moved to a ‘tribrid’ of virtual (pre-recorded) for didactic factual information that can be re-watched to reinforce learning, virtual (live) for knowledge consolidation, and face-to-face for intensive, small group tuition including site-specific tumour volume delineation tutorials and workshops focussed on examination technique. In 2023, the UK course delivered content to 79 trainees, but only 46 had to travel to the host centre . In addition to the established UK-based course, in 2012 an International Delegate Day was introduced to cater to the specific needs of non-UK candidates, which was held the day preceding the main course. In 2019 we delivered our first International course in India, which is now an annual event, and in 2023, the international course started in Hong Kong. International courses are based on the same ‘tribrid’ model, with higher emphasis on face-to-face learning and communication skills. Post-course trainee feedback was collected annually in 2021-2023, and in 2023 faculty feedback was also collected to direct changes to future courses. Respondents were asked to rate their sessions on a scale of 1-10, 10 being the highest grading awarded, and give qualitative free-text feedback.

Results:

Feedback on the newly formatted 2023 course (43 pre-recorded lectures, 17 virtual live interactive sessions over 4 days and two days face-face of 11 small group sessions and 2 mock vivas) was highly positive: average overall course rating (37 respondents) of 9.51/10, compared to recent, entirely virtual courses 9.03 (2022) and 7.62 (2021).

The in-person 2-day course scored best: 9.87/10 (23 respondents). All respondents felt that the face-to-face course added to the virtual course and pre-recorded lectures.

New radiographer led sessions were very well received (9.74/10 and 9.30/10), showing the value of the multi disciplinary team in medical education.

Faculty (22 respondents) felt that in-person small group learning were the easier method to deliver teaching objectives (rated 8.94/10 versus 7.72/10 for virtual sessions), and had higher ratings for faculty satisfaction and enjoyment (9.0/10 versus 7.82/10) When asked for a preference, the majority of faculty who delivered both reported a preference for in-person teaching (13/17 or 76%), with the remaining 4 (24%) not having a preference between virtual or face-to-face delivery.