ESTRO 2024 - Abstract Book

S5744

RTT - Education, training, advanced practice and role developments

ESTRO 2024

The implementation of e-learnings as a supportive education tool in radiation oncology

Dylan Callens 1,2 , Rob De Haes 1 , Annelies Cuyt 1 , Katleen Luyten 1

1 UZ Leuven, Department of Radiation Oncology, Leuven, Belgium. 2 KU Leuven, Laboratory of Experimental Radiotherapy, Leuven, Belgium

Purpose/Objective:

Due to a continuous increase of advanced practice in a radiotherapy department for the RTTs, there is a need to employ additional educational resources. E-learnings provide adequate support as they are easily created, allow for repetitions of face-to-face lessons, and facilitate knowledge transfer across departments. For this purpose, eight e learnings were developed across three modules, namely Image-Guided Radiation Therapy (IGRT), advanced RTT practices (e.g., proton therapy, total body irradiation, and stereotactic treatment techniques), and patient care. The primary objective of this research is to assess the perception of the RTT staff regarding the e-learnings and explore the efficient integration within the department's training policy.

Material/Methods:

The e-learnings were developed using Articulate Rise™ within our RO Dept. Every e-learning starts from an organized structure that integrates theory and case studies. Following development, implementation and integration into the online hospital learning system, a quantitative survey was conducted using the System Usability Scale, supplemented by a limited amount of questions on content perception.

Results:

A total of 20 RTTs completed the e-learnings and questionnaire. The perceived overall difficulty was found to be on average 6 on a scale of 1 (very hard) to 7 (very easy), indicating that the respondents found the e-learnings easy to follow. The average System Usability Scale (SUS) score for the participants was 81/100, suggesting a reasonably good level of usability. The content was also well perceived, with all of the respondents agreeing that they understood the learning material better and found the e-learning to be relevant and useful. Furthermore, 90% agreed that the interaction facilitated the learning process. In addition, the RTTs provided feedback on the lucidity and structuredness of the e-learnings. All RTTs expressed a desire to continue using e-learnings as a supportive tool for education in the department, both for periodical refresher courses and for new colleagues. This study has limitations, particularly in terms of limited responses. Moreover, it is important to recognize that the effectiveness of e-learnings is somewhat constrained. Nevertheless, it should be emphasized that e-learning must not be seen as a substitute for face-to-face or hands-on training. Instead, it should be viewed as an supplementary tool, offering an interactive self-learning approach to refreshing (new) practices.

Conclusion:

E-learnings have been integrated into our Radiation Oncology, aligning with the department's educational training policy. The modules will be mandatory for all colleagues to complete annually, and they will also serve as supportive