S2829
RTT - RTT education, training, and advanced practice
ESTRO 2026
during potentially stressful treatments and can reduce the risk of traumatization and re-traumatization [1]. Additionally, RTT’s experience a variety of stressors that may develop into burnout, which has been demonstrated to impact patient care, employee health, and organizational effectiveness [2]. Therefore, incorporating TIC training in RTT’s education is critical [1]. Material/Methods: TIC educational input was designed based on learning objectives of TIC models ‘the 4 R’s’ [3]. A 3-hour educational session was designed and provided to first and second year students in a pre-registration MSc Radiation Therapy course. Feedback forms were administered, with improvements made to the feedback form between cohorts. The objective of this study was to evaluate the impact and acceptability of TIC educational input for RTT students. Participation was voluntary and anonymous. Quantitative data is displayed on graphs. Results: All of the students in attendance (n=19) completed the feedback forms. All respondents reported an increase in knowledge of trauma and TIC, competency as a TIC healthcare worker, and confidence in applying TIC in their work, following completion of TIC educational input (Figure 1 and 2). All respondents (n=19) were ‘very satisfied’ with the training, all rated the training as ‘very beneficial’ for supporting them in their work and for enhancing patient care, and all rated the training as ‘very relevant’ to their work. All students (n=19) reported that they would recommend TIC educational input to other students/healthcare professionals.
Figure 2: Impact of TIC education on second years Conclusion: The findings demonstrate the positive impact of TIC educational input on RTT TIC knowledge, TIC competency, and confidence in applying TIC in the work, as well as the relevance and benefit of TIC educational input for RTT’s. It is deemed beneficial for both supporting the RTT in their role and for enhancing patient care. There is a very high level of satisfaction with the educational input, as well as recommendations for other students and healthcare professionals to complete TIC training. In conclusion, the findings demonstrate the positive impact, high acceptability, and need for TIC education in student- healthcare professional training to enhance patient care. It is likely beneficial to include TIC educational input on other student-healthcare professional training programmes, and as part of continuous professional development for healthcare workers. Keywords: patient centred care, trauma, burnout References: 1. Thompson M, Fleishman J, Tonning K. A trauma- informed care curriculum in radiation therapy education. Radiation Therapist. 2024: 33(1): 31- 37.2024 2. Akroyd D, Caison A, & Adams RD. Burnout in radiation therapists: the predictive value of selected stressors. 2002: 52(3): 816-821. 3. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. 2014.
Poster Discussion 2297
Inclusive Radiation Therapy: Exploring Radiation Therapists’ Views, Misconceptions, and Training Needs for Better Support of Autistic Individuals. Shaun Tynan 1 , Claire Poole 2,3 1 Applied Radiation Therapy Trinity, Discipline of Radiation Therapy, Trinity College Dublin, Dublin, Ireland. 2 Applied Radiation Therapy Trinity,Discipline of Radiation therapy, Trinity College Dublin, Dublin, Ireland. 3 Radiation Therapy, Trinity St.James's Cancer Institue, Dublin, Ireland
Figure 1: Impact of TIC education on first years
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