S1337
Interdisciplinary - Education in radiation oncology
ESTRO 206
protection standards among radiotherapy workers. Bridging this knowledge-practice gap through targeted education, rigorous exposure monitoring, and harmonised national procedures is essential to safeguard both maternal health and fetal safety while ensuring equitable professional practice in radiation oncology. Keywords: Radiation protection, Pregnancy
recommendations, important gaps persist between theoretical knowledge and daily practice of radiation protection (RP) during pregnancy among radiotherapy professionals. Pregnant workers face both physical and psychological challenges related to occupational exposure to ionising radiation (IR). This study aimed to evaluate the level of knowledge, awareness, and practical implementation of RP measures during pregnancy, and to identify barriers preventing effective application within a radiation oncology department. Material/Methods: A descriptive cross-sectional study was carried out in February 2025 among female personnel of the Radiation Oncology Department at Farhat Hached University Hospital (Sousse, Tunisia). A structured questionnaire assessed sociodemographic data, professional experience, previous pregnancy exposure, understanding of fetal and maternal IR risks, awareness of dose thresholds and worker categories, availability of protective measures, prior RP training, and perceived workplace difficulties. Data were analysed using SPSS v20 with descriptive statistics. Results: Thirty-eight participants were included (mean age = 38 years); 34.2 % were physicians, 31.6 % senior technicians, and 42.1 % had more than 10 years of experience. Among the 34 women who had been pregnant, 47.4 % reported occupational exposure during pregnancy. Nearly all respondents (97.4 %) recognised the potential harm of IR to the fetus, particularly congenital malformations (94.7 %) and miscarriage (73.7 %), and 60.5 % identified the first trimester as the most vulnerable period. However, only 28.9 % correctly identified the recommended fetal dose limit ( ≤ 1 mGy) and 26.3 % recognised Category A workers as the highest-risk group. About 31.6 % were unaware of the relationship between maternal and fetal doses. Although 84.2 % mentioned workstation adaptation as a protective measure, 60.5 % believed it was poorly implemented. Dosimetric monitoring was cited by only 36.8 %, and the use of physical shielding by 26.3 %. A large majority (73.7 %) had never received pregnancy-specific RP training, and 70 % of those trained were dissatisfied with its quality or frequency. More than half (55.3 %) judged safety protocols insufficient or inconsistently applied, while 52.6 % reported feeling pressure to continue work despite pregnancy-related risks. Participants recommended continuous education, clearer institutional guidelines, systematic dosimetric follow-up, and enhanced psychosocial support for pregnant staff. Conclusion: Although awareness of radiation hazards during pregnancy is high, substantial deficiencies persist in technical knowledge, training, and enforcement of
Mini-Oral 3252
Advancing Systems Leadership in Oncology Through Education: 5-year Outcomes from the Global Oncology Leadership Development Program Meredith Giuliani 1,2 , Tina Papadakos 3 , Sun Choi 3 , Anna Dare 4 , Eden Klein 3 , Janet Papadakos 3 , Zhihui (Amy) Liu 5 , Xiang Y Ye 5 , Danielle Rodin 2,1 1 Radiation Medicine Program, Princess Margaret Cancer Centre, Toronto, Canada. 2 Department of Radiation Oncology, University of Toronto, Toronto, Canada. 3 Cancer Education Program, Princess Margaret Cancer Centre, Toronto, Canada. 4 Department of Sugery, University of Toronto, Toronto, Canada. 5 Department of Biostatistics, Princess Margaret Cancer Centre, Toronto, Canada Purpose/Objective: Leadership is a skill that can be learnt, however most oncologist have little to no training in leadership. We describe the development and evaluation of an inclusive leadership development program, the Princess Margaret Global Oncology Leadership Development Program (GOLD), that aims to break down barriers to leadership training and prepare leaders to contribute to cancer control at the local and health systems levels. Material/Methods: The GOLD program integrates Bandura’s social learning theory and principles of adaptive leadership, emphasizing learning through observation, peer interaction, mentorship, and reflective practice. Delivered in a hybrid format, with 3 in-person 2-day modules and interspersed online content, over 8 months, the program includes role-play, guided debriefs, and expert-led discussions to foster systems thinking, relational skills, and values-driven leadership. See figure for the course program.A 24-item, pre- and post-program survey was distributed to participants. Each survey included 24 identical items on a 7-point
scale (1 = Not at all Important, 7 = Extremely Important) and indicate whether the skill or
competence is relevant to their current role (yes/no). The pre-program survey was administered up to one day before the start of the program to collect baseline data on fellow demographic characteristics. The post-
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