ESTRO 2025 - Abstract Book

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RTT - Education, training, advanced practice and role developments

ESTRO 2025

Based on the outcomes of the focus groups, a training program was developed [Fig.1]. Featuring a training database with treatment planning cases for each indication, categorized as easy, moderate, and complex. Recorded lectures provide foundational knowledge of proton therapy physics, biology, and medical topics, supplemented by scientific articles on treatment planning subjects. Assignments were created using our treatment planning system (TPS) and a web-based platform to facilitate the application of theoretical knowledge to practical skills. Assessments were developed to test knowledge and skills in a multidisciplinary setting, where trainees present their treatment plans, explaining and justifying their choices. In the final step all necessary preconditions were considered for successful deployment and providing RTTs with training in mentoring and evaluating trainees. After three trainees completed this program, an evaluation revealed trainees satisfaction. Key lessons included the importance of meeting the preconditions and adapting the program to the trainee’s level of expertise. Conclusion: A modular, adaptive training program was developed, based on principles of differentiated learning. It is tailored to individual levels of experience and supports both initial training and ongoing professional development. An extensive database of learning materials facilitates self-directed learning, complemented by weekly evaluations with experienced colleagues. Online lectures, and case-based assignments, reduce active staff involvement without compromising quality. Familiarity with curriculum design and understanding the needs of the multidisciplinary team are essential to creating a comprehensive and well-supported educational framework. This in-house initiative, focused on center specific protocols, can support national and international proton therapy education. Future plans include expanding this training program to other areas involving RTTs, aligning with lifelong learning principles to support continuous education.

Keywords: training program, proton therapy, RTT

References: [1] Nystrom H, Jensen MF, Nystrom PW. Treatment planning for proton therapy: what is needed in the next 10 years?. Br J Radiol. 2020;93(1107) [2] McGowan SE, Burnet NG, Lomax AJ. Treatment planning optimisation in proton therapy. Br J Radiol. 2013;86(1021) [3] Fink LD. A self-directed guide to designing courses for significant learning. Univ Oklahoma. 2003;

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Digital Poster The alignment of the United Nations Sustainable Development Goals (SDGs) with educational curricula for radiation therapists Theresa O'Donovan 1 , Annemarie Devine 1 , Andrew England 1 , Mark McEntee 1 , Aisling Barry 1,2,3 1 Discipline of Medical Imaging and Radiation Therapy, School of Medicine, University College Cork, Cork, Ireland. 2 Radiation Oncology Department, Cork University Hospital, Cork, Ireland. 3 Cancer Research @ UCC, University College Cork, Cork, Ireland Purpose/Objective: The healthcare sector is a key contributor to global emissions, whilst also bearing the significant effects of climate change (1). Radiation Oncology is both a contributor to healthcare emissions (2) and impacted by the effects of climate change (3). Current healthcare students will encounter challenges throughout their careers due to climate change (1). The integration of United Nations Sustainable Development Goals (UNSDGs) into education can embed sustainability into clinical curricula. This study aimed to investigate the current status of UNSDG integration for the MSc Radiation Therapy programme, using an institutional SDG Curriculum mapping toolkit (4).