S2842
RTT - RTT education, training, and advanced practice
ESTRO 2026
Caitlin Gillan 1 , Yat Tsang 2 , Samantha Skubish 3 , Nicole Harnett 2 , Maria Dimopoulos 3 1 British Columbia Cancer, , Provincial Health Services Authority, e. British Columbia, Canada. 2 Radiation Medicine Program, Princess Margaret Cancer Centre, Toronto, Canada. 3 Department of Radition Therapy, Mount Sinai Health System, New York, USA Purpose/Objective: Advanced Practice Radiation Therapist (APRT) roles are expanding across multiple countries, yet pathways for educational preparation remain inconsistent and lack standardization. This study applied a multi-phase, mixed-methods design to identify essential components and guiding principles for a globally relevant APRT preparation framework aimed at informing future educational program development. Material/Methods: A sequential explanatory mixed-methods approach integrated quantitative and qualitative data across five phases, guided by the CDC Program Evaluation Framework. The first phase involved a scoping review of advanced practice education across allied health professions (11,346 records screened; 14 eligible studies) to establish the evidence base. The second phase analyzed five degree-granting APRT programs in Australia, Canada, Ireland, the Netherlands, and the United Kingdom to identify shared structures and areas of divergence. The third phase was an international survey of the APRT Community of Practice (n=56, 11 countries; 74.7% response rate) that explored preferences for educational design and role preparation. Phase four applied a SWOT analysis to examine contextual facilitators and barriers to developing a new APRT program. In the final phase, four international focus groups (n=33, ten countries) were conducted with APRTs, educators, gatekeepers,
and (6) Preparation Outcomes to focus on graduates being equipped for autonomous, evidence-based, and collaborative practice. The methodological integration ensured internal coherence and enhanced the credibility of the framework through multiple forms of data validation.
Conclusion: This work presents a comprehensive and evidence- informed framework for APRT education developed through a robust mixed-methods design. The GPS model provides a foundation for advancing APRT curriculum development, accreditation standards, and policy alignment across healthcare systems. The methodology offers a replicable approach for future research on advanced practice education within radiation therapy and related disciplines. Keywords: Advanced Practice, Education, Preparation Standard Poster Discussion 29 Application of Failure Mode and Effects Analysis in Gynecological Brachytherapy: Advancing Risk Management for Patient Safety and Treatment Quality Sheng-Fang Huang 1,2 , Ming-Hsien Li 1,3 , Jo-Ting Tsai 1,3 , Chee-Kin Then 1,4 , Chih-Chieh Chang 1 , Chun-Yuan Kuo 1,2 , Li-Jhen Chen 1 , Jang-Chun Lin 1,3 , Yi-Chieh Tsai 1 , Po-Wei Huang 1 , Wei-Kai Chuang 1,5 1 Department of Radiation Oncology, Shuang Ho Hospital, Taipei Medical University, New Taipei City 23561, Taiwan. 2 School of Biomedical Engineering,College of Biomedical Engineering, Taipei Medical University, Taipei, Taiwan. 3 Department of Radiology, School of Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan. 4 Graduate
and radiation oncology leaders to deepen understanding of contextual and institutional
influences. Data from all phases were synthesized during a two-day in-person immersion workshop through iterative coding, triangulation, and consensus building, resulting in the Global Preparation Standards (GPS) model. Results: The integrated analyses produced the GPS model, which articulates six guiding principles for APRT preparation as illustrated in figure 1 : (1) Delivery and Design to be flexible, hybrid, and experiential learning formats; (2) Process to include mentorship, competency-based assessment, and reflective practice; (3) Context to have the adaptability to dynamic professional and healthcare system needs; (4) Key Requirements of master’s-level qualifications supported by mentored clinical experience; (5) Content of the educational curricula grounded in clinical practice, leadership, education, and research;
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