Preparing undergraduate health students to navigate interprofessional education: The role of a workshop on psychological safety.

PURPOSE: The current paper outlines the development and delivery of an invitational workshop on psychological safety. The workshop was developed to better prepare undergraduate health education students for interprofessional collaboration. METHODS: The invitational workshop was designed and delivered to a class of 94 undergraduate students in their second year of a Medical Radiation Sciences program. The workshop consisted of an icebreaker activity, a theory section, a second activity to reinforce learning, and a final debrief. Pre, post, and follow-up questionnaires with 5-point Likert scale items were integrated into the course to assess changes in students' understanding of psychological safety and their perspectives on the workshop. RESULTS: Ninety-one students completed the post-workshop questionnaire for a response rate of 96.8%, while 81 students (86.2%) completed the pre-workshop questionnaire, and 74 students (78.7%) completed the follow-up questionnaire. Generally, students had a much stronger understanding of psychological safety (40.2% vs. 95.6%; p<0.0001) and the value that it holds in team functioning (78.0% vs. 98.9%; p<0.0003) after they had been formally introduced to the topic, were more aware of strategies to establish inclusion and trust among members of a team (43.7% vs. 88.2%; p<0.0001), and felt more comfortable sharing or voicing their opinions in group settings thereafter (28.0% vs. 41.3%; p<0.0003). CONCLUSIONS: Outcomes from the workshop suggest that integrated education on psychological safety allows for long standing retention of knowledge and benefits students by enabling them to communicate more effectively within interprofessional teams using the knowledge, strategies, and comfort gained.

Implementing Workshops to Improve Radiation Therapists' Knowledge and Attitudes about Sexual Health Issues in Cancer Patients.

OBJECTIVES: Although it is widely acknowledged that radiotherapy treatments can have a negative impact on a patient's sexual health, this aspect of side effect management is not commonly addressed by radiation therapists or by other cancer specialists. It is important for radiation therapists to recognize and address possible sexual health issues to provide a holistic approach to care. This quality-improvement project was designed to help radiation therapists discuss the sexual health needs of patients undergoing radiotherapy by improving their clinical knowledge, skills, and comfort level about the topic. METHODS: This study used a cross-sectional descriptive prequestionnaire/postquestionnaire design, in which data were collected from a nonrandom sample of radiation therapists at a single urban radiation therapy center. Participants attended two 90-minute sexual health education workshops specifically designed for radiation therapists and completed online preworkshop/postworkshop questionnaires. All questions were quantitative in nature. The survey consisted of multiple-choice, multiple-select, and five-point Likert-scale questions. Descriptive analysis was used for data analysis. RESULTS: The results of this improvement project indicated that participants had introductory-level knowledge about how cancer treatments can impact patients' sexual health. Although there is potential for some changes in the general knowledge levels of the participants after the initiative, two general workshops about the topic are not enough to have radiation therapists feel comfortable enough with the topic to change their clinical practice. CONCLUSION: This project identified that although radiation therapists acknowledge the importance of discussing sexual health concerns as part of delivering holistic health care, lack of knowledge and expertise with the topic is a main barrier to initiating conversations. To help prepare radiation therapists, education and training initiatives, which build on knowledge and offer opportunities to develop and apply practical skills in both simulated and real-life situations, should be created. This can help to increase confidence in the sexual health counseling provided, which may result in more radiation therapists frequently engaging in these important sexual health conversations.

Use of Online Media for Professional Development Amongst Medical Radiation Practitioners in Australia and Canada.

Online media allows access to professional development (PD) regardless of geographical location and has the potential to provide equitable, immediate and quality PD. Online media includes online information and social media. The purpose of this mixed methods research study was to investigate the perceptions and use of online media for PD amongst medical radiation practitioners within Australia and Canada. An online survey was circulated to members of the Canadian Association of Medical Radiation Technologists (CAMRT) and the Australian Society of Medical Imaging and Radiation Therapy (ASMIRT). The survey collected data within three domains: current use, satisfaction of use, and future use. A four point Likert scale was used for both satisfaction with the online platform and frequency of use. Two hundred and thirty-nine responses were collected. Results indicated that the online mechanisms most frequently used by respondents for PD were Google, self-directed learning, and intranet. A correlating degree of satisfaction was indicated with the use of these platforms. The least used online media for PD were social media platforms including health related blogs, LinkedIn, Twitter, health related and professional applications, Facebook, and online journal clubs. Online media is well suited to PD for medical radiation practitioners. The platforms that are preferred offer speed and ease of access regardless of geographical location or occupation. Whilst inherent risks and instances of unprofessional online behaviour are acknowledged, Australian and Canadian practitioners are keen to learn what social media PD opportunities exist. Findings indicate that radiation therapists are more receptive to explore new social media platforms and tools than are radiographers. There is an opportunity to incorporate formal PD for medical radiation practitioners within recognised social media platforms.

Understanding Radiation Therapists' Perceptions and Approach to Clinical Competence Assessment of Medical Radiation Sciences Students.

BACKGROUND: Within the academic clinical setting, radiation therapists are required to assess students' performance and competence as part of their clinical practice portfolio. Anecdotal feedback from the clinical setting identified challenges in assessment that emerged as a result of variation in who, how, and the context in which the assessment was being completed. A survey was distributed to gain insight into the current state of clinical competency assessment. METHODOLOGY: Radiation therapists (n = 75) from two affiliated clinical sites within an undergraduate program were surveyed. The online survey consisted of open and closed questions. The survey was divided into three principal themes on the assessment of clinical competence: (1) who completes the assessment, (2) how clinical competence is assessed, and (3) what measures are utilized in the assessment. The survey also captured the clinical experience and formal training in education and assessment of respondents. RESULTS: All respondents were aware that clinical teaching was part of their portfolio, but only 45 (60.0%) enjoyed teaching students, 41 (55.4%) rated themselves as very comfortable assessing competence, and 69 (93.2%) were aware of documentation and support on how to evaluate. All collaborate with team members and slightly less with the clinical educators. Sixty-four (86.5%) defined successful competence as sustainability over a defined period of time, measuring both clinical knowledge and application. CONCLUSIONS: Processes surrounding the assessment of clinical competence are congruent among all clinical teachers, supporting their reliability. Enhanced collaboration with clinical educators in both support and training will increase the validity of clinical assessment. In addition, to minimize variability in clinical assessment, the focus should be placed on training the assessors and not controlling the assessment process.

Factors Influencing Radiation Therapists' Perceptions of Performing Manual Monitor Unit Calculations in a Computer-Based Work Environment.

INTRODUCTION: Despite increased automation in the field of radiation therapy, the need to perform monitor unit calculations manually still exists for a small number of clinical situations. Challenges in maintaining the skill of performing infrequently occurring clinical tasks have been identified among other health professions, but no study has been performed for similar issues in radiation therapy. The aim of this study was to explore radiation therapists' (RT) perceived changes in comfort level to perform manual calculations (MC), an infrequently occurring clinical task, and to evaluate factors that may have influenced the change in comfort level. METHODS AND MATERIALS: The study sample consisted of RTs working within the radiation therapy department of a cancer hospital. A questionnaire soliticing RTs' comfort level with MC and potential influencing factors was sent to each participant. The difference in responses based on key study variables, including initial mastery of MC, ongoing exposure to MC, recent exposure to MC, and MC continuing education, was analyzed. In addition, a wave analysis was performed to determine whether the responses gathered with the questionnaire were representative of those who did not respond. RESULTS: Fifty-one responses were obtained. The wave analysis suggested that our study results may reflect the views of those of RTs who were eligible to participate, but did not respond. Ninety percent of the participants reported that their comfort level in performing MC had decreased over the years. A significantly smaller proportion of participants reported being comfortable with orthovoltage MC (14%) compared to other types of MC (75-84%). Participants' years of work experience did not appear to influence their comfort level in performing MC. A higher proportion of participants that had recent or ongoing exposure to MC, including those that performed a MC within the last 12 months, worked in dosimetry, were engaged in on-call activities, or were engaged in continuing education on MC, reported being more comfortable in MC than those participants who did not engage in such activities (91%-92% vs. 47%-71%, P < .001). DISCUSSION/CONCLUSION: Initial mastery and ongoing exposure were identified in the literature as important factors that influence practitioners' ability in performing clinical tasks. Although initial mastery was found to influence comfort level in performing MC, our study also revealed that ongoing exposure may be relatively more important. Lessons drawn from this study will become more important to the field of radiation therapy as more manually performed clinical tasks become less frequent over time. To address potential reduction in RTs' ability in performing this infrequent clinical task, individual radiotherapy departments have historically put in place effective strategies to assure accuracy. Yet, alternatives to performing MC should be explored in order to maximize safety, efficiency, and quality of patient care.

"Relevant and Current": Radiation Therapy Students' Perception of Clinical Credibility in the CSRT as Lecturer.

PURPOSE: To examine how radiation therapy students' perceive the clinical credibility of the clinical specialist radiation therapist who is serving as a lecturer. This lecturer is a clinically based radiation therapy staff member. METHODS: Third-year radiation therapy students (n=16) attended a workshop designed and delivered by the breast-site clinical specialist radiation therapist. A web-based survey was distributed to all students. The survey contained a series of statements that the participants were asked to rate along a 4-point Likert scale. In addition, there was one open-ended question asking "How would you define clinical credibility?" The responses for each question were collated and analyzed for content and theme. RESULTS: Fifteen of the possible 16 students participated. All of the participants viewed the clinical specialist radiation therapist as clinically credible and that clinical credibility added value to the content being delivered. As well, 53.8% agree and 46.2% somewhat agree that the learning experience would be different if the lecture was delivered by someone non-clinical. CONCLUSION: Findings from the study indicate that radiation therapy students view current clinical experience as important and relevant, impacting their perception of clinical credibility in the lecturer. The results support further development of lecturing opportunities for clinically based staff.

A Literature Review of Preceptorship: A Model for the Medical Radiation Sciences?

Preceptorship is a time-limited, education-focused model for teaching and learning within a clinical environment that uses clinical staff as role models. Its primary goal is to assist new staff and students to adapt to their roles, develop clinical skills and socialize the novice to a department or institution. It has been widely used within the allied health professions; however, very little is known of its practice within the medical radiation sciences. The purpose of this paper was to review the literature available regarding the practice of preceptorship within the medical radiation sciences as well as provide a general overview of the key components to consider in any application of preceptorship. Key findings have been categorized into the following components: evolving definitions of preceptorship, purpose of preceptorship, benefits, roles within preceptorship, qualities of a good preceptor, drawbacks, structured and self-directed preceptorship programs.

"We Are All Students:" An Interprofessional Education Approach to Teaching Radiation Oncology Residents.

The principal goal of interprofessional education (IPE) is to cultivate collaborative practice for providing patient centered care. Introduction to Radiation Therapy (IRT) is a course designed to introduce radiation oncology residents to the radiation treatment process and the interprofessional nature of the radiation oncology environment. Each resident is paired with a radiation therapy student during the clinical portion of the IRT course. The intent behind the pairing is to facilitate opportunities for IPE and to establish a professional relationship for interprofessional collaboration in the future. The overall outcome of the IPE experience has been positive and beneficial to both groups. Results of the survey examining the residents' and the radiation therapy students' perception of their IPE experience within the IRT course showed that they were able to gain insight into each other's role, as well as learn with and from each other. However, the timing of the IPE experience had some impact on the participants' ability to reflect on their own practice and share it meaningfully.

Supporting Clinical Teachers: Developing Radiation Therapists' Preceptorship Skills.

Preceptorship is a valuable component of undergraduate radiation therapy education and allows students to develop clinical skills and professional attitudes under the supervision of experienced practitioners. Preceptor preparation in the form of continuing professional development is an important factor for successful preceptorship to occur. This article describes the development and evaluation of a short, flexible blended learning course by a group of Ontario educators. The course was designed to support radiation therapists teaching students from the joint University of Toronto and Michener Institute Medical Radiation Sciences (MRS) program undergoing the clinical practicum component of their 3-year program. The course comprises two workshops and a web-based component. Topics include adult education theories, orienting a student to clinic, feedback, fostering clinical reasoning, conflict resolution, formal evaluation, the MRS program structure/processes and the needs of the student with English as a second language. To date, three cohorts have completed the course (52 learners) from four Ontario radiation therapy departments. Evaluations have been positive, with high participant satisfaction and a noteworthy difference in self-perceived knowledge using the original course objectives between pre- and post-knowledge levels. It is hoped that this course will contribute to the success of the role and provide an opportunity for staff recognition and support.