ESTRO 38 Abstract book

S903 ESTRO 38

were insightfully suggested. A multitude of additional mechanisms were proposed to counter the challenges identified, not limited to enhanced induction, interdisciplinary teaching, trainee empowerment and mindfulness of collegiality. Both trainers and trainees offered tailored novel measures, illustrating the co- operative responsibility perceived in relation to RL, many of which would go some length to restoring a sense of apprenticeship in Clinical Oncology training. Conclusion It would be prudent for Clinical Oncologists with an interest in medical education to engage with both trainees and trainers to establish local challenges and opportunities. EP-1680 The effectivenes and safety evaluation of radiotherapy for painful humeroscapular periarthritis(PHS) T. Latusek 1 , G. Wozniak 1 , L. Miszczyk 1 1 Centrum Onkologii-Instytut im.M.Sklodowskiej-Curie Gliwice Branch, Radiotherapy, Gliwice, Poland Purpose or Objective Painful humeroscapular periarthritis (PHS) is a painful, degenerative skeletal disorder of unknown etiology. Among a large variety of treatment options, the radiotherapy (RT) represents a relevant method. The aim of the study was to evaluate the efficacy and safety of radiotherapy for periarthritis of the shoulder. Material and Methods The research included a group of 60 patients with the Periarthritis of the shoulder irradiated in the Department of Radiotherapy in the Maria Sklodowska-Curie Memorial Cancer Center and Institute of Oncology Gliwice Branch.\t Patients’ medical records have been analyzed retrospectively and a telephone survey has been carried out. The following variables were assessed: pain duration before radiotherapy, shoulder function and pain evaluated using modified Constant- Murley and UCLA (University of California at Los Angeles) scales at the beggining of the therapy and during follow-up visits, the side effects after the irradiation in RTOG scale, duration of pain relief, the need for further treatment and necessity of analgesics use. All patients were irradiated to a total dose of 6 Gy given in 6 fractions five times weekly. Cochran's Q test was used to assess the response to the therapy. Results The mean duration of follow-up was 3 years [range 2–6 years]. In 2012–2016, 60 patients were treated. 37% of the patients reported pain for months and 63% for years before radiotherapy. Nearly all patients had taken analgesics and had undergone physiotherapy. During the first follow-up examination at the end of radiotherapy 60% of the patients reported pain relief and improvement of motility (p<0.001). In the telephone survey, 59% of the patients with pain relief stated that it had lasted for "years", in further 41% at least for "months". Neccessity of analgesic use after radiotherapy was 10%. No radiation toxicity or secondary malignancies were observed. Conclusion The obtained results allow the conclusion that the low- dose radiotherapy for painful humeroscapular periarthritis may be an effective method of treatment; onethat is often characterized by a long-lasting relief of pain and does not produce side effects. EP-1681 Modern radiotherapy learning: a quantitative study of trainer and trainee views G. Walls 1 , S. McAleer 2 , G. Hanna 3 1 Queen's University Belfast, Centre for Cancer Research & Cell Biology, Belfast, United Kingdom ; 2 Queen's University Belfast, Centre for Medical Education,

Belfast, United Kingdom ; 3 Queen's University Belfast, Centre for Cancer Resarch & Cell Biology, Belfast, United Kingdom Purpose or Objective Trainees in Clinical/Radiation Oncology previously learned radiotherapy skill in an apprenticeship model with their trainers. The last two decades have seen revolutionary developments in both radiotherapy technology and postgraduate medical training and therefore the current training landscape is different from that that current trainers experienced. The current state of radiotherapy training following this progress has not been explored comprehensively. As co-investors in the process of radiotherapy learning, passing radiotherapy skill from trainer to trainee, both the perspectives of trainers and trainees are important for this assessment. Material and Methods Clinical Oncology trainees and trainers at a regional Cancer Centre (n=34) were invited to undertake the same purpose-built questionnaire (69 questions). Four trainers (including two Educational Supervisors) and four trainees piloted the questionnaire, and input was sought from national leads in training Clinical Oncology training surveys. Significance testing was performed on pre- defined questions, and thematic analysis was performed on white space questions. Results Responses were received from 13 trainees and 19 trainers (96% invitees). The responses indicate that the training programme connects trainees to the necessary expertise and technology but several components could be optimised. Discordance exists between some trainer and trainee views eg trainer and trainee responses were not aligned on how robust the programme induction is (p=0.005), how encouraged trainees are to prioritise radiotherapy learning (p=0.009) or how adequately equipped the First FRCR course prepares trainees for the physics (p=0.001). Furthermore, trainees and trainers agreed on many points, such as Consultant observation of trainee volume delineation on a regular basis would optimise radiotherapy learning (p=0.182) and peer teaching sessions increase trainee ‘on the job’ learning in the radiotherapy department (p=0.088). Additional differences between trainers and trainees were apparent from graphical representation of results eg graph 1 for ‘proportion of instances where trainer contacts trainee regarding impromptu training opportunities’. Trainees are shown to have limited insight into the amount of plan analysis that occurs, and of the total components required for professional activity as a Consultant. Trainers on the other hand have poor awareness regarding trainee induction, general radiotherapy learning access outside their subspecialty, frequency of peer teaching and radiological anatomy teaching. A degree of validation of the bespoke questionnaire was achieved through comparison with RCR survey results.

Conclusion The

study mutual understanding. Significant differences exist between the demonstrated incomplete