Education & History in Radiation Oncology

SS 04 - Education and History 1 - Structured Learning and Academic Productivity

29 - An Innovative Learning Tool for Radiotherapy Treatment Plan Evaluation: Implementation and Evaluation

Sunday, September 15
5:25 PM - 5:35 PM
Location: Room W176

An Innovative Learning Tool for Radiotherapy Treatment Plan Evaluation: Implementation and Evaluation
J. Adleman1,2, J. Winter1,3, A. L. McNiven1,4, and J. M. Croke1,3; 1Department of Radiation Oncology, University of Toronto, Toronto, ON, Canada, 2Radiation Medicine Program, Princess Margaret Cancer Centre, University Health Network, Toronto, ON, Canada, 3Princess Margaret Cancer Centre, University Health Network, Toronto, ON, Canada, 4Princess Margaret Cancer Centre, Toronto, ON, Canada

Purpose/Objective(s): Treatment plan (TP) evaluation is a core competency within radiation oncology (RO) and medical physics (MP). Despite this, teaching and evaluating TP evaluation has been identified as a gap in learning. To implement and evaluate an interactive TP evaluation learning tool for RO and MP residents.

Materials/Methods: Design of the TP evaluation learning tool has been previously described (CARO 2018). The tool, consisting of an interactive user module (case selection, learner response and feedback) and TP evaluation software (EVOQ), was pilot tested on current RO (n=20) and MP (n=4) residents over 2 sessions. Residents were provided with an in-person overview and a set of instructions describing tool navigation. This included how to select a clinical case, enter information regarding their TP evaluation, access the corresponding answer key and, if relevant, the modified acceptable plan. During the pilot, 3 cases were reviewed, representing different clinical sites, levels of difficulty and TP errors. Residents were then asked to complete an evaluation pertaining to tool design, content and perceived impact on learning, using a 4-point Likert-scale (strongly disagree to strongly agree). Suggestions for improvement were also solicited. Descriptive analyses were performed.

Results: To date, 67 cases covering various clinical sites, levels of difficulty and classification errors have been curated. A total of 16 RO (80%) and 4 MP (100%) residents attended, and 90% completed the evaluation form. The TP evaluation learning tool was positively endorsed with respect to design, content and perceived impact on learning. Residents strongly agreed that the user module and TP evaluation software was easy to navigate and use (94%), answer keys were clear and direct (94%) and adequate instruction was received (100%). Regarding case content, all agreed that the tool reinforced key concepts in TP evaluation. Furthermore, 88% strongly agreed that its interactivity (3D navigation and immediate feedback) provided increased educational value compared to other current learning methods and 100% recommended its use to other residents. A common suggestion for improvement was providing more detailed answer keys.

Conclusion: RO and MP residents were enthusiastic about the TP evaluation learning tool that we developed and its ability to help attain TP evaluation competencies. Its interactivity was highlighted as its major strength and advantage over other learning methods. Future directions will include increasing details and key learning points in the answer keys, expanding the number of cases and assessing feasibility for expansion to other programs.

Author Disclosure: J. Adleman: None. J. Winter: None. A.L. McNiven: None.

Jenna Adleman, MD, MS, BS

University of Toronto

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University of Toronto

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