ESTRO 2025 - Abstract Book

S4218

RTT - Education, training, advanced practice and role developments

ESTRO 2025

feedback aligns with research indicating the importance of peer feedback and collaborative exchanges for enhanced learning and critical thinking.

Conclusion: The co-created PT modules provide an innovative didactic structure for enhancing knowledge retention and exchange by emphasizing skills in multidisciplinary communication for training RTTs, dosimetrists and medical physicists. The blended wave learning method maximizes engagement, ensuring deep understanding and practical application of concepts. By combining new online tools with hands-on experience, the program prepares participants to excel in this rapidly growing field of PT, while enhancing a global network of professionals.

Keywords: Blended learning, master education , protontherapy

References: Anthony Jnr, B. (2024). Examining Blended Learning Adoption Towards Improving Learning Performance in Institutions of Higher Education. Technology, Knowledge and Learning . https://doi.org/10.1007/S10758-023-09712-3 Li, D., Fan, X., & Meng, L. (123 C.E.). Development and validation of a higher-order thinking skills (HOTS) scale for major students in the interior design discipline for blended learning. Scientific Reports | , 14 , 20287. https://doi.org/10.1038/s41598-024-70908-3 Yusuf, I., Widyaningsih, S. W., Prasetyo, Z. K., & Istiyono, E. (2021). Blended learning: Its effect towards Higher Order Thinking Skills (HOTS). Journal of Physics: Conference Series , 1832 (1). https://doi.org/10.1088/1742 6596/1832/1/012039

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Mini-Oral Streamlining Palliative RT: Establishing a Dedicated Planning and Treatment Unit Vale You Wei Chin Division of Radiation Oncology, NCCS, Singapore, Singapore

Purpose/Objective: To investigate the impact of establishing a dedicated planning and treatment (PAT) palliative radiotherapy unit within a larger clinical setting. The goal was to streamline the virtual simulation (VS) process and expedite treatment delivery for patients who need it urgently. Treatment planning tasks were performed by therapists directly at the treatment unit, absorbing a portion of the overall planning workload, and RT delivery was achieved within a shortened timeline. Material/Methods: Three timepoints were identified: TP1 – completion of CT simulation, TP2 – RO approves treatment plan, TP3 – beam-on. TP1-2 estimates the time interval for plan generation, while TP2-3 estimates the administrative or operational time for plan reviews and checks before treatment can be delivered. Holistically, TP1-3 can represent the waiting time between CT simulation and treatment delivery. This is a useful evaluation metric for same day simulation and treatment cases. The time intervals can be compared between the PAT unit and the rest of the VS cases, which still followed standard VS workflow. This can be done using independent t-tests. Throughout the first four months, the proportion of VS cases assigned to the PAT unit showed a steadily increasing trendline. The median number of VS cases per day throughout the department was 4, ranging from 0 to 9 cases daily.