Planning experience of new graduate radiation therapists in New Zealand.

INTRODUCTION: This research assessed the preparedness of new graduate radiation therapists (NGRTs) for the clinical practice of planning. METHODS: A senior planner from each department and NGRTs who completed their degree in 2020 were surveyed after approximately 6 months of practice. Both were asked about NGRTs preparedness for practice and for feedback on the Bachelor of Radiation Therapy (BRT) planning curriculum. NGRTs were asked about body sites planned, how many plans they completed and planning techniques they had used. Senior planners were asked about their expectations of NGRTs in planning. RESULTS: New graduate radiation therapists frequently planned using three-dimensional conformal radiation therapy (3DCRT) or virtual simulation (VSim). Commonly planned body sites were those with palliative intent, radical breast and sites more frequently planned using 3DCRT. The departmental sign-off process sometimes prevented them from generating VMAT plans. They suggested more VMAT teaching could be included in the BRT. Senior planners expected NGRTs to be able to plan using 3DCRT and VMAT/IMRT. They suggested more clinical workflow teaching in the BRT planning curriculum. The majority of NGRTs and senior planners felt the BRT prepared the NGRTs for clinical practice. CONCLUSION: The undergraduate degree is preparing NGRTs for clinical practice in planning. 3DCRT and VSim planning techniques remain a core role of NGRTs and a large proportion of clinical workload. NGRTs utilised their VMAT/IMRT planning skills less often during their initial period of practice, despite being expected to possess these skills. This is a challenge for the undergraduate curriculum and New Zealand departments as the clinical use of VMAT/IMRT continues to increase.

Keeping it going: the importance of delivering interprofessional education during the COVID-19 pandemic.

BACKGROUND AND CONTEXT Globally, the coronavirus disease 2019 (COVID-19) pandemic has highlighted the need for better interprofessional collaboration and teamwork. When disciplines have worked together to undertake testing, deliver care and administer vaccines, progress against COVID-19 has been made. Yet, teamwork has often not happened, wasting precious resources and stretching health-care workforces. Continuing to train health professionals during the pandemic is challenging, particularly delivering interprofessional education that often uses face-to-face delivery methods to optimise interactional learning. Yet, continuing to offer interprofessional education throughout the pandemic is critical to ensure a collaboration-ready health workforce. One example is continuing the established INVOLVE (Interprofessional Visits to Learn Interprofessional Values through Patient Experience) interprofessional education initiative. ASSESSMENT OF PROBLEM Educators have not always prioritised interprofessional education during the pandemic, despite its immediate and long-term benefits. The INVOLVE interprofessional education initiative, usually delivered face-to-face, was at risk of cancellation. RESULTS A quality improvement analysis of the strategies used to continue INVOLVE demonstrated that it is possible to deliver interprofessional education within the constraints of a pandemic by using innovative online and hybrid educational strategies. Educators and students demonstrated flexibility in responding to the sudden changes in teaching and learning modalities. STRATEGIES When pandemic alert levels change, interprofessional educators and administrators can now choose from a repertoire of teaching approaches. LESSONS Four key lessons have improved the performance and resilience of INVOLVE: hold the vision to continue interprofessional education; be nimble; use technology appropriately; and there will be silver linings and unexpected benefits to the changes.

Radiation therapy students' perceptions of peer group supervision: a pilot study.

INTRODUCTION: Research indicates radiation therapy students are at risk of burnout. Peer Group Supervision (PGS) is a tool used to help reduce stress, increase reflective practice and help manage professional issues. This pilot study aimed to investigate the third-year New Zealand radiation therapy students' perceptions of participating in PGS. METHODS: In 2019, all 27 third-year radiation therapy students were introduced to PGS. At the end of the year, the students were invited to fill in a 14-item Clinical Supervision Evaluation Questionnaire (CSEQ), answer an open-ended question and provide demographic data. The CSEQ asks participants to indicate the extent to which they agree with 14 statements related to Purpose, Process and Impact of PGS. The open-ended question asked if there were anything else they would like to say about participating in PGS as a student. The study utilised both qualitative and quantitative methods. RESULTS: Of the 27 students invited, 22 responded to the questionnaire. Analysis of the CSEQ revealed that eight of the 22 students (36.4%) had a positive impression of PGS, 13 (59.1%) were neither positive nor negative, and one (4.6%) had a negative perception of PGS. The thematic data showed that the students perceived PGS to assist with stress management. They valued having scheduled time out to reflect on practice and appreciated the safety and trust established in the groups. CONCLUSION: Overall, the radiation therapy students responded positively to PGS. The students felt safe talking about clinical issues in their groups, and they perceive PGS to positively affect their stress management, resulting in new clinical insights and increased self-awareness. Further research is required to examine the long-term effects of PGS on patient care and if PGS can help reduce burnout for student radiation therapists.

New Zealand radiation therapists' perceptions of peer group supervision as a tool to reduce burnout symptoms in the clinical setting.

INTRODUCTION: Research indicates that radiation therapists (RTs) are at risk of burnout and that there is a lack of evidence on effective coping strategies for managing work-related stressors within this workforce. Peer group supervision (PGS) is a useful tool in assisting staff to manage stress in the clinical setting, improve reflective practice and provide support. The aim of this research was to investigate New Zealand (NZ) RTs' perceptions of participating in PGS. METHODS: In-service training on PGS was offered to all RT centres in NZ, and five of the nine centres agreed to partake in PGS. Participants anonymously completed the same online questionnaire, six months apart. The questionnaire consisted of the Clinical Supervision Evaluation Questionnaire (CSEQ), an open-ended question and demographics. The CSEQ asks participants to indicate their agreement with 14 statements related to Purpose, Process and Impact of PGS. RESULTS: Overall, 71 and 48 participants completed the first and second surveys, respectively. In contrast to previous studies, this study found that confidence in practice, team support and group safety were valued by participants. This was supported by the qualitative data that revealed four themes: supportive groups, time out to reflect, organisational barriers and group process issues. RTs with one to five years' experience were more likely to structure their meetings, understand the purpose of the meetings and had clearer expectations of the group process. CONCLUSIONS: PGS may address burnout for RTs with one to five years' experience. This group of RTs feel patient-related matters can be discussed openly during PGS, and PGS appears to be helping to improve their practice and reduce stress. More experienced RTs appear to be using the groups as a 'professional support group', rather than 'peer supervision', as a strategy for managing organisational stressors associated with burnout.

Radiation therapy students' perceptions of a wiki.

BACKGROUND: This pilot study aimed to gain the perceptions of first-year students using a wiki as a learning tool for the Bachelor of Radiation Therapy degree in New Zealand. Literature suggests that wikis have great potential as an educational tool for both lecturers and students, because they encourage collaborative learning and resource sharing. In 2015, the 'Otago Wiki' platform was introduced as a part of the degree. METHODS: The first-year students were allocated into groups of four. Using the 'Otago Wiki' tool, each group created their own wiki page by addressing assigned tasks over the course of the year that related to a fictional patient. At the end of the year they were invited to participate in an online Survey Monkey™ questionnaire, which 15/26 students completed. We used a conventional approach to code the free-text responses for our content analysis. RESULTS: Three main themes emerged from the qualitative data: group work experience; developing a greater self-awareness of radiation therapy; and improving the learning experience. Although there is room for improvement, the quantitative data indicate that most students found the wiki to be a valuable group exercise, helping them to understand the patient experience. CONCLUSION: Overall, the students' perceptions of the wiki as a learning tool indicated that it was a worthwhile experience. Moving forward, wikis will continue to be used and incorporated into other modules in the first year. Setting clearer goals for each task would enable the students to use their time more efficiently in the future. Literature suggests that wikis have great potential as an educational tool for both lecturers and students.

Radiation therapy students' perceptions of their learning from participation in communication skills training: An innovative approach.

INTRODUCTION: Communication skills training has been progressively integrated into the Bachelor of Radiation Therapy programme in New Zealand throughout the last 3 years. This innovative study aimed to explore students' perceptions of their learning from participation in communication skills workshops. The purpose was to expose students to a variety of common clinical situations that they could encounter as a student radiation therapist. METHODS: Common scenarios from the radiation therapy setting were developed, using trained actors as a standardised patient, staff member or member of the public. Students were briefed on their scenario and then required to manage their interactions appropriate to its context. A staff member and peers observed each student's interaction via a digital screen and assessed the student's performance in six key skills. Each student was video recorded so that they could review their own interaction. Verbal and written feedback was given to each student. Students evaluated their experience using a 5-point Likert scale. RESULTS: Quantitative and qualitative data were collected from 116 of 150 students who consented to participate. Three main themes emerged from the data: the value of learning from peers; preparation for the clinical environment; and the ability to self-reflect. The quantitative data indicated that students' perceptions of the tool are positive and an effective learning experience. CONCLUSIONS: Students' perceptions of participation in the communication skills workshops, with the integration of trained actors, are positive and students perceive the scenarios to be helpful for their learning. Opportunities are indicated to further develop of students' ability to self-reflect.