The landscape of digital resources in radiation oncology

Culbert, Matthew; Brisson, Ryan J.; Oladeru, Oluwadamilola T.

doi:10.1016/j.tipsro.2022.08.006

Cited by 6 publications

(5 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The published literature on so called 'microlearning' is growing, 12,13 and even more so is the literature on open educaBonal resources (OER) and free open access medical educaBon (FOAM) across medical specialBes. [20][21][22][23][24][25][26][27][28][29][30][31] Even the concept of peer reviewed medical educaBon videos has emerged. 41 However, based on basic preliminary searches (Appendix 2) we expect some, but not many, relevant online resources on how to plan, launch, execute, analyse, and report randomised clinical trials.…”

Section: Discussionmentioning

confidence: 99%

“…At our current stage, we are not aware of relevant references. One soluBon would be to train the algorithm on overview arBcles pertaining to OER in specific medical fields [20][21][22][23][24][25][26][27][28][29][30][31] or to train it on arBcles describing specific OERs, such as online residency training programs. [36][37][38] As a last resort, we can train it on those arBcles and screen all retrieved arBcles.…”

Section: Eligibility Criteriamentioning

confidence: 99%

“…[16][17][18][19] Within some medical specialBes, parBcularly anaesthesiology and criBcal care medicine, extensive online communiBes with freely available educaBonal material exist, known as free open access medical educaBon (FOAM). [20][21][22] Overviews and surveys of OER in various specialBes, including pediatric intensive care, 23 nephrology, 24 radiaBon oncology, 25 anaesthesiology, 26 pediatrics, 27 criBcal care, 28,29 otolaryngology, 30 and medical physics 31 report many available resources, including videos, podcasts, and tutorials. We will use this landscape analysis as a primer to build a comprehensive blended learning curriculum on randomised clinical trial conduct targeBng clinicians, invesBgators, trialists, researchers, and anyone interested in the topic on how to make fair tests of treatments.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Open educational resources on how to conduct randomised clinical trials: a protocol for a landscape analysis

Boesen,

Klingenberg,

Gluud

2024

Preprint

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Eligibility Criteriamentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Open educational resources on how to conduct randomised clinical trials: a protocol for a landscape analysis

Boesen,

Klingenberg,

Gluud

2024

Preprint

View full text Add to dashboard Cite

show abstract

“…A review by Culbert et al. showed e‑learning to be actively integrated into radiation oncology training programs [ 21 ]. Even though this study was specifically focused on resident physicians, it aligns with our findings of a significant proportion of continuing education programs being offered in digital format, with rates of 75.8% for physicians and 72.5% for medical physicists.…”

Section: Discussionmentioning

confidence: 99%

Survey in radiation oncology departments in Germany, Austria, and Switzerland: state of digitalization by 2023

Janssen,

El Shafie,

Grohmann

et al. 2023

Strahlenther Onkol

View full text Add to dashboard Cite

Purpose The aim of this work was to assess the current state of digitalization in radiation oncology departments in Germany, Austria, and Switzerland. Methods A comprehensive survey was conducted in a digital format, consisting of 53 questions that covered various aspects of digitalization including patient workflow, departmental organization, radiotherapy planning, and employee-related aspects. Results Overall, 120 forms were eligible for evaluation. Participants were mainly physicians or medical physicists responsible for digitalization aspects in their departments. Nearly 70% of the institutions used electronic patient records, with 50% being completely paperless. However, the use of smartphone apps for electronic patient reported outcomes (ePROMs) and digital health applications (DIGA) was limited (9% and 4.9%, respectively). In total, 70.8% of the radio-oncology departments had interfaces with diagnostic departments, and 36% had digital interchanges with other clinics. Communication with external partners was realized mainly through fax (72%), e‑mails (55%), postal letters (63%), or other digital exchange formats (28%). Almost half of the institutions (49%) had dedicated IT staff for their operations. Conclusion To the best of our knowledge, this survey is the first of its kind conducted in German-speaking radiation oncology departments within the medical field. The findings suggest that there is a varied level of digitalization implementation within these departments, with certain areas exhibiting lower rates of digitalization that could benefit from targeted improvement initiatives.

show abstract

“…With respect to limitations, it should be noted that all articles come from higher income countries or regions though many of the learners participating in the educational interventions described may work in low- or middle-income countries [7] , [8] . Likewise, most of the lessons arising from authors’ analyses of various educational activities and resources or recommendations made for best educational practice and future areas of research have broad applicability in the global setting [9] , [10] , [11] , [12] . It is perhaps not surprising, especially in view of the impact of the Covid-19 pandemic, that 7 of 13 articles deal directly with the topics of virtual, digital or on-line learning interventions, methods or resources and several others make reference to this mode of education.…”

mentioning

confidence: 99%