The updated ESTRO core curricula 2011 for clinicians, medical physicists and RTTs in radiotherapy/radiation oncology

Eriksen, Jesper Grau; Beavis, A W; Coffey, Mary; Leer, J.W.H.; Magrini, Stefano Maria; Benstead, Kim; Boelling, T.; Hjälm-Eriksson, Marie; Kantor, G.; Maciejewski, B.; Mezeckis, Maris; Oliveira, Â.; Thirion, P.; Vítek, Pavel; Olsen, Dag Rune; Eudaldo, T.; Enghardt, W.; François, Patrice; Garibaldi, Cristina; Heijmen, B.; Josipović, Mirjana; Major, Tibor; Nikoletopoulos, S.; Rijnders, Alex; Waligórski, M.P.R.; Wasilewska-Radwańska, Marta; Mullaney, L.; Boejen, A.; Vaandering, A.; Vandevelde, G.; Verfaillie, Christine; Pötter, Richard

doi:10.1016/j.radonc.2012.02.007

Cited by 81 publications

(56 citation statements)

References 7 publications

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“…La France accuse ainsi un retard important dans l'évaluation des connaissances et compétences, préalable à la qualification pour l'exercice d'une spécialité, comparativement à d'autres pays européens et/ou anglo-saxons, avec épreuve interactive et pratique à type de cas cliniques et de mises en situation devant un jury en lieu et place du mémoire de DES. La réalisation d'un travail de recherche original pourrait être valorisée sous la forme d'un article scientifique en anglais, ce qui a été mis en place par une politique d'incitation, voire d'obligation dans de nombreuses universités en France en lieu et place de la thèse d'exercice de médecine [33,34].…”

Section: Discussionunclassified

Évaluation nationale de l’enseignement théorique du troisième cycle des études médicales en France

Faivre¹,

Agopiantz²,

Loeb³

et al. 2015

La Revue de Médecine Interne

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Section: Discussionunclassified

Évaluation nationale de l’enseignement théorique du troisième cycle des études médicales en France

Faivre¹,

Agopiantz²,

Loeb³

et al. 2015

La Revue de Médecine Interne

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“…Two versions of the core curriculum have been produced in 1991 (Leer et al, 1991) and 2004 (Baumann et al, 2004), consisting of areas in which trainees have to demonstrate their ability in patient management, and topics which they should have knowledge of. The first version of the core curriculum was endorsed by 22 European member countries in 1991, while the second version in 2004 was endorsed by 35 member countries (Eriksen et al, 2012).…”

Section: Regional Initiatives: the Estro Core Curriculummentioning

confidence: 99%

“…In 2007, ESTRO refined its approach towards Competency-Based Medical Education and initiated a major revision of its core curriculum (Eriksen et al, 2012). This third revision is based on the seven general competencies described in the CanMEDS system.…”

Section: Regional Initiatives: the Estro Core Curriculummentioning

confidence: 99%

Need for Competency-Based Radiation Oncology Education in Developing Countries

Rosenblatt¹,

Prajogi²,

Bartoň³

et al. 2017

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Although not a new concept in itself, competency-based education has set the trend for the globally accepted standard norm for education and training of medical professionals including postgraduate education in radiation oncology. Societal needs demand from radiation oncologists that they be not only competent in the knowledge and skills relevant to their specific discipline, but that they also display competencies such as professionalism, scholarship, health advocacy, management/leadership, collaboration and communication. The realities of developing countries, in particular low and middle income countries (LMICs) set different priorities than in high income countries. A large proportion of cancer patients do not have access to adequate radiotherapy services. Resource constraints determine limitations in equipment, accessories, and dosimetry. Lower than standard staffing levels and limited quality education and training also contribute to substandard care and clinical outcomes. In this environment, the addition and assessment of competencybased elements to training programmes can be challenging. On the other hand, it is precisely in these countries, where competencies such as the ones listed above are highly needed in the radiation oncology profession. Implementation of competency-based medical education in the education of radiation oncologists in LMICs is both a need and a challenge. The available frameworks and competencies, despite being very relevant to the realities faced by radiation oncologists in LMICs, will still need to be adapted in order to ensure effective implementation at the national/regional level. Radiation oncologists need to employ effective change-management strategies to ensure that the changes which are introduced can remain sustainable within the context of national healthcare, education and political systems.

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“…Facing the same problems as our colleagues16 we have to resolve them quicker because of the vast one step modernization. 15 Despite the offered discount fee for ESTRO courses, it is still financially difficult for our physicians and physicists to join them. Instead, we are organizing short one-week courses mainly at our University Departments or in National Centre of Oncology.…”

Section: Education and Expertise Of The Staffmentioning

confidence: 99%

Pattern of radiotherapy care in Bulgaria

Hadjieva

2015

Reports of Practical Oncology & Radiotherapy

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The updated ESTRO core curricula 2011 for clinicians, medical physicists and RTTs in radiotherapy/radiation oncology

Cited by 81 publications

References 7 publications

Évaluation nationale de l’enseignement théorique du troisième cycle des études médicales en France

Évaluation nationale de l’enseignement théorique du troisième cycle des études médicales en France

Need for Competency-Based Radiation Oncology Education in Developing Countries

Pattern of radiotherapy care in Bulgaria

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