Social accountability and improving care for sexual and gender diverse patients.

Social Accountability (SA) in healthcare includes understanding and responding to how social determinants affect patient health. Altruistic healthcare professionals can improve socially accountable patient care at the individual patient or family level (micro), the population or community level (meso), and/or provincial, federal, or international levels (macro). There is a well-established healthcare equity gap for Sexual and Gender Diverse (SGD) people affected by cancer. In this article, I discuss how SA has played a role in my career. As a SGD healthcare professional, I offer some personal examples of SA in action that have made a difference. For socially accountable healthcare professionals, there is almost always something to contribute to improve care, from the patient to the policy level.

Narratives in the Journal of Medical Imaging and Radiation Sciences: Publishing stories in an academic journal.

Healthcare narratives can be used for education to elicit an emotional or affective response, develop critical thinking, and gain perspective on individuals' experiences with life and illness to cultivate person-centered care. This editorial describes the recent experience of the Journal of Medical Imaging and Radiation Sciences (JMIRS) in developing a new narrative submission format. The processes of engaging and supporting patient authors as well as creating a more accessible submission and review process are presented. Finally, the paper discusses the emerging impact of published narratives and the benefit of working with patients as experts and authors.

Letter in response to Laing et al., "An evaluation of radiation therapy patient body mass index trends and potential impact on departmental resource planning".

"An evaluation of radiation therapy patient body mass index trends and potential impact on departmental resource planning" by Laing et al. The authors' comment that research into the experiences of larger bodied patients should focus on compassionately improving care for this patient population rather than framing large-bodied patients as a burden or problem, and should include commentary on the effects of weight-bias in the healthcare system.

Engagement in radiation therapy research: What happens after graduation?

BACKGROUND: To prepare undergraduate radiation therapy (RT) students for the professional role of Scholarly Practitioner the University of Alberta's Radiation Therapy Program (RADTH) provides research education, and students conduct novel research studies during their final practicum year with the final result being a publishable paper. A curriculum evaluation project was carried out to examine the impact of the RADTH undergraduate research education by examining the final outcomes of these research projects and whether the learners carried out further research after graduation. METHODS: Alumni who graduated from 2017 to 2020 were surveyed to seek information on the dissemination of their research projects, whether the projects resulted in a change to practice, policy, or patient care, if subsequent research has been performed by the graduates, and the motivators or barriers to conducting research post-graduation. A subsequent manual search of publication databases was conducted to fill in data gaps pertaining to publications. RESULTS: All RADTH research projects have been disseminated by conference presentation and/or publication. One project was reported to have had an impact on practice, with no impact reported for five projects and two respondents not sure about any impact. All respondents reported they have not participated in any new research projects since graduation. Barriers listed included: limited local opportunity, lack of topic ideas, other professional development, no interest in research, COVID impact, and lack of research knowledge. CONCLUSIONS: RADTH's research education curriculum successfully enables the RT students to conduct and disseminate research. All RADTH projects have been successfully disseminated by the graduates. However, participation in research post-graduation is not occurring due to a variety of factors. While MRT education programs are required to develop research skills, this education alone may not alter motivation nor ensure research participation post-graduation. Exploring other avenues of professional scholarship may be key to ensuring contribution to evidence-informed practice.