ESTRO 2024 - Abstract Book

S5847

RTT - Education, training, advanced practice and role developments

ESTRO 2024

DUFFTON, A., et al, 2021. Diversity in radiation therapist/therapeutic radiographer (RTT) advanced practice (AP) roles delivering on the four domains. Technical Innovations and Patient Support in Radiation Oncology, 17, pp. 102-107.

TAYLOR, A. and SHUTTLEWORTH, P., 2021. Supporting the development of the research and clinical trials therapeutic radiographers workforce: The RaCTTR survey. Radiography (London), 27(Suppl 1), pp. S20-S27.

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Digital Poster

UDL (Universal Design for Learning) for contouring in radiation therapy

Annemarie Devine, Theresa O'Donovan

University College Cork, Medical Imaging and Radiation Therapy, School of Medicine, Cork, Ireland

Purpose/Objective:

The delivery of safe and effective radiation therapy (RT) relies on accurate delineation of targets and organs at risk (OAR). However, this process is a potential source of interobserver variation 1 . Radiation Therapists are involved in the simulation, planning and treatment delivery process. Contouring OARs is a critical skill required of radiation therapists (RTTs) 2 . Contouring is a core component of a treatment planning module within the pre-registration curriculum for radiation therapy students. Prior to module commencement, an internal curriculum review identified contouring teaching as an opportunity to apply universal design for learning (UDL) within the curriculum. The aim was to integrate UDL with the contouring component of the TPLV module and collect data on student satisfaction with the module.

Material/Methods:

Ethics approval was granted by an institutional ethics committee for assessment of teaching and learning. Faculty team members collaborated to prospectively structure the module to align with UDL requirements, as defined by CAST 3 (Table 1). The AHEAD UDL score 4 was used to assess the module prior to, and following alignment with UDL principles. During the TPLV module students were provided with a range of educational interventions including didactic lectures, expert contouring demonstrations on a treatment planning system (Monaco), access to consensus contouring guidelines, access to two web-based platforms (eContour and Primal Pictures). Students also participated in practical workshops using a software program (ProKnow) to learn, practice, study, and improve delineating critical anatomic structures on CT (Computed Tomography) and MRI (Magnetic Resonance Imaging) images in the pelvis, thorax, and abdomen region. Students were also invited to reflect on the module and provide qualitative feedback on the learning experience via MS Forms.

Results: