S2816
RTT - RTT education, training, and advanced practice
ESTRO 2026
10000-3. Epub 2020 Oct 31. PMID: 33128662; PMCID: PMC8041684.
Digital Poster 867 Stakeholder perspectives on simulation-based education in radiation oncology: opportunities and barriers Marleen Kok 1 , Marjolein E.M. den Ouden 2 , Irna M. Hertel 1 , Jean-Pierre M. van Bergen 1 , Ingrid ten Haken 2 , Christina Jaschinski 2 1 Department of Radiation Oncology, Radboudumc, Nijmegen, Netherlands. 2 Research Group Technology, Health & Care, School of Social Work, Saxion University of Applied Sciences, Enschede, Netherlands Purpose/Objective: With an aging population, increasing care demands and staff shortages, innovative approaches are needed to prepare future healthcare professionals. Simulation-based education (SBE) is a promising strategy to strengthen work-based learning by providing a safe yet authentic learning environment where future RTTs can repeatedly practice clinical skills (Offiah et al., 2019). Most studies on SBE in RTT education focus on student learning outcomes, such as skills, confidence and preparedness (Chau et al., 2022; Flinton et al., 2023). However, few examine how educators, clinical staff, or managers view and support simulation in clinical practice. This study explores these perspectives on integrating SBE into work-based learning for RTTs and identifies learning objectives, opportunities, and barriers for future implementation. Material/Methods: An exploratory qualitative study was conducted within the radiation oncology department of a Dutch academic hospital. Semi-structured interviews were held with relevant stakeholders (n=16), including Medical Imaging and Radiation Therapy students (n=2), practising RTTs (n=11), a team leader (n=1), a tactical manager (n=1), and an educator from a collaborating educational institution (n=1). Transcripts were thematically analysed to map attitudes towards SBE, perceived opportunities and barriers, and learning objectives suitable for simulation. Results: Participants were mostly familiar with SBE, expressed positive attitudes, and were willing to adopt SBE in work-based training. Perceived benefits included repetition and deliberate practice in a safe learning environment, immediate feedback, and bridging the gap between theory and clinical practice. Reported barriers included high start-up costs, significant time and resource requirements, and limited fidelity compared to actual clinical practice. Most participants agreed that radiotherapeutic procedures such as
In comparison, in-person training focuses on a single topic and is offered over five consecutive morning sessions within one workweek. Each team is responsible for the attendance of one RTT per day while preserving clinical continuity (n ≈ 69). Results: The average daily participation reached 71.3% of present RTTs, corresponding to 40.4% of all RTTs. Participation fluctuated across days and years, generally peaking earlier in the week. Fewer daily questions correlated with higher response rates (Table 2). The mean answer accuracy was 80.1%, indicating a solid baseline of IGRT knowledge. Variation was observed in areas related to recently updated protocols and exceptional cases. These variations stimulated constructive peer discussion, with participants describing the quiz as engaging, accessible, and educational.In comparison, in-person training achieved a daily reach of 14.1% of present RTTs, and after five sessions, a cumulative reach of 40.0% of all RTTs. Conclusion: The IGRT quiz provides an accessible and interactive form of supplementary training for RTTs, achieving higher daily engagement and comparable overall participation compared to in-person training. This approach strengthens knowledge, standardizes clinical practice, and refines the content of work instructions. Based on these findings, the quiz will be offered annually for one workweek to support continuous quality improvement. Keywords: Quiz, E-learning, IGRT References: [1] Boissoneau R. The importance of continuing education for radiologic technologists. Radiol Technol. 1977 Sep-Oct;49(2):154-7. PMID: 905560.[2] van Gaalen AEJ, Brouwer J, Schönrock-Adema J, Bouwkamp-Timmer T, Jaarsma ADC, Georgiadis JR. Gamification of health professions education: a systematic review. Adv Health Sci Educ Theory Pract. 2021 May;26(2):683-711. doi: 10.1007/s10459-020-
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