Evaluation of radiotherapy education across the EU and the impact on graduates' competencies working on the linear accelerator

Abstract

Introduction: Regulation and education of the professionals administering radiotherapy treatments in the linear accelerator varies across the EU. However, how different programme characteristics affect the level of competency of these professionals has never been studied before. This study also aimed to assess which are the least and most developed competencies in radiotherapy across the EU. Methods: An online questionnaire was distributed to academic staff teaching radiotherapy across the EU. Staff were asked to identify the characteristics of the course programmes and to classify the level of competency of graduates regarding linear accelerator tasks. Results: Fifty respondents from 19 EU countries answered the questionnaire. The least developed competency theme was pharmacology followed by equipment quality assurance and management and leadership. The most developed competency was positioning and immobilisation, followed by radiotherapy treatment delivery and professional and ethical practice. Some competencies are developed at the same level across EU countries, while others vary considerably between member-states. Longer programmes, with more placements, and larger proportions of radiotherapy in the programme showed significant increase in the development of some competencies. Longer placements in skills labs was correlated with a decrease in competency. Conclusion: There is no harmonisation of radiotherapy eduction across the EU and the differences in programme characteristics are reflected in differences in competency levels of radiotherapy radiographers. This may hinder movement of professionals and create disparities in the level of care offered across the EU.

Competency level in radiotherapy across EU educational programmes: A cross-case study evaluating stakeholders’ perceptions

“…These differences resulted in graduates with different competencies, both in medical imaging (MI) 5 and radiotherapy (RT). 1 This study focused on Therapeutic Radiographers' (TRs) education working on the linear accelerator. The most prominent role of these professionals is the delivery of ionising radiation to treat patients 11 ; however, to perform this role, TRs must develop competencies in multiple areas, including immobilisation of the patient, imaging, decision-making, education, communication, and research, among many others.…”

“…International guidelines, 16e18 as well as published literature, 12 are available regarding TRs' competencies. The use of international guidelines increase the competency level of graduates; however, not all education institutions implement them 1 as they are non-binding documents. Consequently, the levels of the competencies developed vary across the EU.…”

“…Consequently, the levels of the competencies developed vary across the EU. 1 Various studies addressed the development of individual competencies of utmost importance for the profession and the patient. For example, research competencies are well-established competencies of the TR, 16e18 but evidence shows that there is still room for improvement in skill level.…”

“…This framework describes the academic levels from EQF1 (primary school) to EQF8 (doctorate), intending to facilitate the comparison of degrees between member states. Even though most European radiography programmes are at EQF6 1,4 as recommended by international benchmarking documents, 16e18 the minimum level required to practise therapeutic radiography varies from EQF4 to EQF7. 9 The EQF levels relevant for radiography are summarised in Table 1.…”

“…A survey conducted in 2019 by the SAFE EUROPE project provided an overall picture and identified which linear accelerator competencies were least developed across EU education institutions. 1 This survey asked academic staff to rate graduates' level of competency across 63 competencies identified from published literature. It was identified that Pharmacology, Equipment Quality Assurance (QA), Research and Education, and Management and Leadership competencies are significantly less developed across Europe at the end of their initial degree.…”