S2832
RTT - RTT education, training, and advanced practice
ESTRO 2026
International journal of scientific & technology research volume 4, issue 07, july 2015. issn 2277-8616
assignments were also introduced, replacing the previously offered voluntary reflection tasks related to the skills training sessions. Time allocated for laboratory practice and skills training was increased, while the training tasks remained unchanged. The students’ workload perceptions, engagement, and learning outcomes were assessed using the same questionnaire as for the original curriculum. Results: Forthe revised curriculum students reported higher sufficiency of allocated time and greater usefulness of mandatory preparation activities compared to the original curriculum’s voluntary reflection tasks (Table 1). Expected learning outcomes were perceived as equally clear by both cohorts (60% vs. 62.5%). Student engagement was higher in the original curriculum (80% vs. 62.5%), but a larger proportion of students in the revised curriculum reported being satisfied or very satisfied with learning outcomes (56.3% vs. 33.3%).In the original curriculum, 80% of students had no prior experience with portfolio assessments, and understanding of expected content was limited. Most students found the coursework in the revised curriculum reasonable and educational, with some experiencing time pressure. It was considered useful for understanding proton planning and physics, effective exam preparation, and valuable for real-case learning. Opinions on the school exam were mixed; some students found it useful, while others deemed it unnecessary after completing coursework. Average assessment scores were unchanged between cohorts.
Digital Poster 2968
Bridging Academia and Clinical Practice: Developing a Lung Advanced Practitioner Radiation Therapist role through a Structured Master’s Programme Juan Phoon Carinne Ho 1 , Angelina Piccolo 2 , Caroline Wright 2 , Li li Goh 1 , Cheng Nang Leong 1 1 Department of Radiation Oncology, National University Cancer Institute, Singapore, Singapore, Singapore. 2 Department of Medical Imaging and Radiation Sciences, Monash University, Victoria, Australia Purpose/Objective: Advanced Practitioner Radiation Therapist (APRT) roles are increasingly recognised worldwide for enhancing patient care, service efficiency and workforce sustainability (Chan et al., 2025). However, there remains limited consensus on standardised education and training pathways. This initiative aimed to demonstrate how a structured collaboration between an Australian University and a Singaporean clinical department can establish a replicable framework for developing a lung APRT role, aligning academic learning with clinical competency and measurable service outcomes. Material/Methods: A senior radiation therapist enrolled in a Master’s of Advanced Radiation Therapy Practice, selecting lung cancer as a specialty, to address the high clinical workload within their institution. A tripartite learning contract was co-developed with the trainee, the clinical mentor (radiation oncologist), and the departmental manager to ensure alignment between academic outcomes and service needs.The academic component incorporated case-based learning, reflective practice through a clinical portfolio, written assignments, and a viva voce. Structured work- integrated learning (WIL) conducted for a minimum of four hours per week over 32 weeks, included participation in lung multidisciplinary tumour boards, thoracic target and organ at risk contouring, plan and image review discussions, and mentorship under radiation oncologists. A five-weeks attachment in clinical centres of excellence across Australia, provided exposure to advanced radiotherapy practices and established APRT models. Competency assessment was conducted using a professional development framework, jointly endorsed by academic and clinical supervisors. Results: The integrated academic–clinical framework enabled
Conclusion: Students reported better time-workload balance and higher learning outcomes with lesser efforts, however with no change in average assessment result. Keywords: Education, RTT, learning outcomes References: 1.Weerd, Eva van (2025) Optimizing RTT training in proton therapy: a focused and flexible educational framework, Radiotherapy and Oncology, Volume 206, Supplement 1, May 2025, S42442.Kuijper, Ingrid T (2025) Innovative proton therapy training and education: Using blended(-learning) waves 2.0. Radiotherapy and Oncology, Volume 206, Supplement 1, May 2025, Pages S4216-S42183.Mokhtaria, Lahmer (2015) The Use Of Portfolio As An Assessment Tool.
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