Educating Radiation Therapists in Developing Countries Professional - - PowerPoint PPT Presentation

Penelope Engel-Hills

Educating Radiation Therapists in Developing Countries

Professional Education for Change

ISCARO Vienna - 2009

African Perspective Transferable Developing Countries

Advances in Radiation Oncology

KNOWLEDGE++++++

• shaped people

‘Industry seeks “T-shaped people”, in which the down-stroke represents depth and specialist knowledge in a discipline and the cross-stroke represents breadth and flexibility’.

Report of a meeting sponsored by ESF with Science Magazine (Next Wave) and the Karolinska Institute, Stockholm in 2002

With acknowledgement to

• Prof. A Rip, University of Twente.

Profession Practice

Experience-based knowledge Traditional disciplines

Radiation Oncology Service and RTT Education in Developing World Spectrum of Provision and Quality Excellent, Good, Inadequate and Many Countries without Service or Training at All

STEP 1

Document available services Document education and/or training available Be aware of standards in radiation oncology according to the developed world Explore appropriate response for low income countries to technological developments

STEP 2

Shift away from Radiation Oncology that has palliative focus to a model that encourages:

education for prevention health care directed towards early detection appropriate, quality treatment

This needs EDUCATION to prepare practitioners that are effective in and for the environment.

EDUCATING RTTs Outline

The impact of a changing context on therapists and the preparation of RTT graduates for practise Proposed structure for RTT programmes Curriculum response to change

GLOBAL CHANGE

Rapid technological development applied to radiation oncology environment Changing status of RTTs

Partners in the multidisciplinary team Role extension with increasing responsibility

National/Regional Agendas

Health and Education

Health care focus/needs/priorities Budgetary constraints Disease and trauma burden/profile Positioning of Oncology as tertiary health care Higher Education priorities Resources available for RTT Education and Training Financial allocations

Local Environment

Health and Education

HEI availability and desire to educate RTTs

Faculty of Health Sciences

Hospital suitability for training

Radiation Oncology Department

Collaboration – national, regional and international Hospital budget cuts affect workplace T&L

Structure of Education Programme

Diagnostic Radiography

Radiation Therapy

RT

Shift from in-put to outcome curriculum

Outcomes Based Education

Identify professional learning outcomes (actions, attitudes and behaviours) Design & Plan a curriculum to prepare for achievement of the outcomes (roles) Focus on professional competence Develop underpinning knowledge (foundational and core) Provide support and enrichment

Key to Success

Teaching, Learning and Assessment Aligned Focus on performance (doing with understanding) Transparent outcomes (no surprises, fair, well prepared) Criterion referenced assessment (focus on measurable outcomes for the individual)

Curriculum Response

Integrated approach to Teaching, Learning and Assessment

Characteristics and Rationale of an ‘Integrated Learning Curriculum’

Characteristics Rationale Evidence based sources

Meta-learning Learning How to Learn, Become: life long learners practitioners able to adapt to rapidly changing technology and environment.

Venter, 2003; Hendry, Frommer, & Walker, 1999; Malhotra, 1996

Transparent learning

• bjectives

These are the essential competencies Radiation Therapist: Safe and Accurate Treatment Preparation and Delivery Excellent patient care Harris, Heard & Everingham, 2005

Thematically

• rganised learning

Content Scope Sequence Learning objectives integrated into themes (eg ‘Ca Cervix’) which are meaningful for both academic study and clinical practice. Scope, level and sequencing appropriate to the level

• f the learner.

Bebb & Pittam, 2004; Graham & Wealthall, 1999; Pirrie, Hamilton, & Wilson, 1999

Knowledge generating RTTs as life long learners who can adapt to changing contexts and build professional knowledge is an outcome of a knowledge- generating curriculum. Freeman, Miller & Ross, 2000

Work-integrated learning Contextual learning Variety of curricular practices, (problem-based-learning, work- based, project-based, in-service, clinical placement) facilitate the transition from academic classroom to professional work place. To build competent and caring professionals, there is need for contextually based learning: including learning in ‘high tech’ environments, and in community- based contexts.

Engel-Hills, et at, 2005; Adamson, Harris & Hunt, 1997. Winberg, 2005; Philotheou, 2004; Waghid, 2002; Adamson, Harris & Hunt, 1997;

Sustainable assessment Assessment practices that are not only be aligned with integrated teaching and learning practices, but that support learning beyond the higher education setting e.g. changing clinical practice environment. Boud, 2000.

Continuum of Learner Participation

Passive Conservative Moderate Considerable Active

Participation

CHALLENGES

for improving Radiation Oncology Service in Developing Countries

Socio-Political environment Infra-structure Funding Collaboration and Support (internationalization) EDUCATION

Buy in from HEI and Clinical Facilities Identifying suitable motivated individuals as academics and develop them Design & Plan a suitable curriculum Select suitable students Offer quality programme Optimising support

Acknowledgements

IAEA Cape Peninsula University of Technology

• Prof. C Winberg and the WILRU

Radiography team