ESTRO 2025 - Abstract Book

S2177

Interdisciplinary – Education in radiation oncology

ESTRO 2025

Out of the 436 articles analyzed, 208 (48%) were classified as positive, 154 (35%) as neutral, and 67 (15%) as negative. Table 1 Since 2000, there has been a noticeable increase in RT-related articles, with 72% of them published after that year Fig.1. Despite advancements in RT technology, negative media coverage has risen, particularly focusing on treatment toxicities and potential malpractice. Additionally, there were 6 articles (2%) in 2023 related to the shortage of radiotherapy trainees, reflecting growing concerns about staffing in the field. Conclusion: The study highlights an increasing trend of negative media coverage on RT, which may contribute to public skepticism and impact patient decisions regarding cancer treatments. The shortage of radiation oncologists further complicates the situation, potentially threatening future cancer care quality in Italy. To counteract this, it is essential for medical professionals, academic institutions, and policymakers to collaborate with the media to promote accurate information, dispel myths, and ensure the sustainability of RT as a crucial cancer treatment option.

Keywords: Media sentiment, Public perception, Radiotherapy

References: 1.

Wawrzuta D, Klejdysz J, Chojnacka M. The rise of negative portrayals of radiation oncology: A textual analysis of media news. Radiotherapy and oncology : journal of the European Society for Therapeutic Radiology and Oncology 2024; 190 : 110008.

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Digital Poster Multidisciplinary horizontal continuous training in radiotherapy, based on the junior physician – physicist pair Charlotte Le Roy, Ronan Tanguy Radiotherapy, Centre Léon Bérard, Lyon, France Purpose/Objective: Continuing education in medicine, especially in specialties such as oncology-radiotherapy, is essential due to the rapid advancements and innovations that are transforming clinical practices. Traditional medical education generally follows a top-down curriculum for theoretical education, designed around a pathology-based framework. This structure, led by senior physicians, lacks interdisciplinary perspectives and dedicated time for in-depth study of questions arising from clinical practice. An implicit take away, or hidden curriculum, of this model is that physicians will pursue autonomous learning after their residency, especially in highly innovative specialties. To address these limitations, we implemented a multidisciplinary educational model, horizontally structured, that promotes peer guided learning and aims to create cross-departmental synergy. Material/Methods: Within our radiotherapy department, we scheduled scientific meetings, prepared and presented by physicians and physicists, pairing around specific clinical practice issues. In this format, topics of the meetings are chosen by junior doctors who raise practical questions stemming from their recent clinical experience. Following the presentation, these questions are collaboratively discussed among junior doctors, senior doctors, dosimetrists and physicists. These meetings were designed to meet the six quality standards of Glassick et al. (1): clear goals, adequate preparation, appropriate methods, significant results, effective presentation, and reflective critique.