Impact of Telemedicine on Patient Satisfaction and Perceptions of Care Quality in Radiation Oncology.

BACKGROUND: The COVID-19 pandemic has transformed cancer care with the rapid expansion of telemedicine, but given the limited use of telemedicine in oncology, concerns have been raised about the quality of care being delivered. We assessed the patient experience with telemedicine in routine radiation oncology practice to determine satisfaction, quality of care, and opportunities for optimization. PATIENTS AND METHODS: Patients seen within a multistate comprehensive cancer center for prepandemic office visits and intrapandemic telemedicine visits in December 2019 through June 2020 who completed patient experience questionnaires were evaluated. Patient satisfaction between office and telemedicine consultations were compared, patient visit-type preferences were assessed, and factors associated with an office visit preference were determined. RESULTS: In total, 1,077 patients were assessed (office visit, n=726; telemedicine, n=351). The telemedicine-consult survey response rate was 40%. No significant differences were seen in satisfaction scores between office and telemedicine consultations, including the appointment experience versus expectation, quality of physician's explanation, and level of physician concern and friendliness. Among telemedicine survey respondents, 45% and 34% preferred telemedicine and office visits, respectively, and 21% had no preference for their visit type. Most respondents found their confidence in their physician (90%), understanding of the treatment plan (88%), and confidence in their treatment (87%) to be better or no different than with an office visit. Patients with better performance status and who were married/partnered were more likely to prefer in-person office visit consultations (odds ratio [OR], 1.04 [95% CI, 1.00-1.08]; P=.047, and 2.41 [95% CI, 1.14-5.47]; P=.009, respectively). Patients with telephone-only encounters were more likely to report better treatment plan understanding with an office visit (OR, 2.25; 95% CI, 1.00-4.77; P=.04). CONCLUSIONS: This study is the first to assess telemedicine in routine radiation oncology practice, and found high patient satisfaction and confidence in their care. Optimization of telemedicine in oncology should be a priority, specifically access to audiovisual capabilities that can improve patient-oncologist communication.

The influence of educational preparation on evaluations of applicants for radiation therapy positions: a policy-capturing experiment.

PURPOSE: To determine whether radiation therapy department administrators prefer to hire graduates with certain types of educational preparation. The study was undertaken by the American Registry of Radiologic Technologists as part of a larger project to determine educational requirements for radiation therapists. METHODS AND MATERIALS: Forty-one department administrators evaluated applications from a pool of 984 hypothetical applicants for the position of radiation therapist. Applications were created by systematically varying eight characteristics such as years of experience, quality of educational program, and ratings from prior references. Type of educational program (baccalaureate degree, associate's degree, or hospital certificate) was of particular interest in this study. Each administrator evaluated 24 applications and assigned a rating ranging from 1 to 5 to indicate the extent to which he or she desired to interview each applicant. All ratings and applicant characteristics were coded and subjected to regression-type analyses to determine the relative importance of each applicant characteristic to administrators' decision-making policies. RESULTS: Information obtained from applicant references had the greatest impact on administrators' evaluations of applicant quality. Specifically, reference ratings of cooperation and technical skills were the two most important characteristics, followed closely by reference ratings of interpersonal skills and dependability. Quality of educational program had some influence, as did years of experience. Type of educational program had virtually no impact on interview decisions for a vast majority of the administrators. CONCLUSIONS: When making hiring decisions about hypothetical applicants, department administrators place most emphasis on evidence relating to past performance and give almost no weight to type of educational preparation. The extent to which these results generalize to actual applicants is addressed in the article.

The relationship between educational preparation and performance on the ARRT examination in radiation therapy.

PURPOSE: To determine if graduates of different types of educational programs obtain similar scores on the Examination in Radiation Therapy administered by the American Registry of Radiologic Technologists. The results will help inform discussions regarding educational requirements for radiation therapists. METHODS AND MATERIALS: Test scores were obtained for 531 candidates who had taken the examination for the first time in 1997, 1998, or 1999. Candidates were divided into the following three categories, based on the type of educational program attended: hospital-based certificate, associate's degree, or bachelor's degree. To determine if test scores were related to the type of educational preparation, analyses of variance were conducted separately to test for differences in total scores and section scores, and scores on test questions intended to measure critical thinking skills. RESULTS: Candidates with an associate's degree scored slightly lower than candidates with a bachelor's degree on the total test (p < 0.10) and lower than candidates with either a certificate or bachelor's degree on Section B of the examination (Treatment Planning and Delivery, p < 0.10). Baccalaureate candidates did not obtain higher scores than those prepared in certificate programs. On critical thinking questions, candidates with certificates scored higher than those with associate's degrees (p < 0.10). Some evidence suggested that candidates with a certificate scored higher on critical thinking than those with a bachelor's degree (p < 0.10), and that candidates with a bachelor's degree scored higher than candidates with an associate's degree (p < 0.10). CONCLUSIONS: Although some of the differences in the mean test scores among the three educational groups were statistically significant, all differences were small and do not support one type of educational preparation over another.