ESTRO 2024 - Abstract Book

S5787

RTT - Education, training, advanced practice and role developments

ESTRO 2024

patients and other healthcare professionals (HCPs), which is supported by good understanding of the RT patient pathway (RTPP) to improve patient care and quality of treatment. However, training is limited for these HCPs due to the infrequent interaction with patients and their very full curriculum. To address this, a short E-learning tool suited to the busy curriculum, was developed covering communication, RP, and information on the RTPP. The aim of this study was to evaluate the impact of the training on trainee MPs confidence in their skills and knowledge.

Material/Methods:

An E-Learning module was created with three separate domains: Communication, RP, and knowledge of the RTPP. This was delivered to 13 MPs across the three years of a single centre Scientist Training Programme. Qualitative and quantitative data was collected through a Likert style questionnaire, used pre- and post-E-learning, and a semi structured focus group post intervention to assess changes in confidence, thoughts, and opinions. Thematic analysis and 1-sample t-test were performed to evaluate and assess the data collected.

Results:

12 out of 13 students undertook the training, 9 participants joined the focus group, 11 completed the pre-E-learning questionnaire and 9 also completed the post-E-learning questionnaire.

Despite relatively high confidence prior to the E-learning, the mean participant-reported confidence significantly increased post-E-learning, across all three domains (Questionnaire A mean = 3.04 Vs Questionnaire B mean = 3.85, P = 0.0001). The bigger rises in confidence were seen regarding communication and reflection skills and less so for the knowledge on the RT patient pathway.

Themes were identified from the focus group:

• The need for training when communicating with HCPs not just patients. • To deliver the E-learning at the beginning of the course • The need for practical sessions alongside the E-learning • Specific scope of communication to be discussed with patients.

It was also noted that some participants had received communication and RP training prior to this E-learning, but their learning and exposure to tools have been limited. Knowledge of the RTPP, was reported to be higher from their learning, but still insufficient making the training valuable.

Conclusion:

The short E-learning increased participants confidence to communicate with patients but less so when communicating inter-professionally. The participants felt more confident in their reflective skills and capabilities, as the E-learning provided useful information and tools for RP. Confidence in the RTPP significantly increased, although starting from a higher level and the benefit of the training was noted. This E-learning was delivered to participants with a range of clinical experience. Future research may address the applicability of these data to other healthcare settings and steps to both optimize the content and timing of the E-learning module.