ESTRO 2024 - Abstract Book

S5753

RTT - Education, training, advanced practice and role developments

ESTRO 2024

Shiner, N. and Howard, M.L. (2019) ‘The use of simulation and moulage in undergraduate diagnostic radiography education: A burns scenario’, Radiography (London, England. 1995), 25(3), pp. 194–201. Available at: https://doi.org/10.1016/j.radi.2018.12.015.

579

Mini-Oral

A qualitative explanatory study on the digital skills of Radiation Therapists in Portugal

Bárbara Barbosa 1,2,3 , Celeste Oliveira 1,2 , Isabel Bravo 3 , José Guilherme Couto 4 , Luís Antunes 5 , Sonyia McFadden 6 , Ciara Hughes 6 , Patricia McClure 6 , Anabela Dias 3,7 1 Instituto Português de Oncologia do Porto (IPO Porto), Radiotherapy, Porto, Portugal. 2 Universidad de Vigo, Escola Internacional de Doutoramento, Vigo, Spain. 3 IPO Porto Research Center (CI-IPOP), Porto Comprehensive Cancer Center (Porto.CCC) & Rise@CI-IPOP (Health Research Network), Medical Physics, Radiobiology and Radiation Protection Group, Porto, Portugal. 4 Faculty of Health Sciences, University of Malta, Radiography, Msida, Malta. 5 Polytechnic Institute of Porto, School of Health, Porto, Portugal. 6 Ulster University, School of Health Sciences, Newtownabbey, United Kingdom. 7 Instituto Português de Oncologia do Porto (IPO Porto), Medical Physics, Porto, Portugal

Purpose/Objective:

Radiotherapy (RT) is a technology-driven science which requires staff to have advanced Digital Skills (DS) to fully exploit its potential. Previous research identified an extensive list of DS required by Radiation Therapists (RTTs) to perform their role 1 . However, variation in the proficiency level of European RTTs across a range of DS was identified 2 . In order to provide a more in-depth analysis, a qualitative study was carried out to explore the current status and development of RTTs’ DS in Portugal.

Material/Methods:

An interview guide was designed based on previous research (document analysis 1 and European survey 2 findings) to identify (i) the RTTs’ proficiency in digital tasks and factors which affect the development of these skills, (ii) challenging areas inside RT practice, (iii) essential DS for RTTs, (iv) integration of DS in RTTs’ education, and (v) the impact of technological evolution on RTTs’ roles. Interviews and focus-groups (online) were performed, with 16 stakeholders (RTTs, managers, industry representatives, students, and educators). Purposive sampling was used. The interviews were conducted between June and July 2022, independently transcribed and checked by both interviewer and interviewees. The lead researcher coded all interviews, while three other members independently coded specific interview sets. Inductive thematic analysis was conducted using Nvivo (V12). The COREQ guideline 3 guided the study process.

Results: