Radiation Therapy (Scholarly Publications)
http://hdl.handle.net/2262/112
Radiation Therapy (Scholarly Publications)2024-03-29T11:04:31ZRadiotherapy: Seizing the opportunity in cancer care
http://hdl.handle.net/2262/101839
Radiotherapy: Seizing the opportunity in cancer care
Leech, Michelle
The incidence of cancer is increasing, resulting in a rising demand
for high‑quality cancer care. In 2018, there were close to 4.23 million
new cases of cancer in Europe, and this number is predicted to rise
by almost a quarter to 5.2 million by 2040.1 This growing demand poses
a major challenge to healthcare systems and highlights the need to ensure
all cancer patients have access to high-quality, efficient cancer care.
One critical component of cancer care is too often forgotten in these
discussions: radiotherapy. Radiotherapy is recommended as part of
treatment for more than 50% of cancer patients.2 3 However, at least
one in four people needing radiotherapy does not receive it.3
This report aims to demonstrate the significant role of radiotherapy
in achieving high‑quality cancer care and highlights what needs to be done
to close the current gap in utilisation of radiotherapy across Europe.
We call on all stakeholders, with policymakers at the helm, to help position
radiotherapy appropriately within cancer policies and models of care
– for the benefit of cancer patients today and tomorrow.
2019-01-01T00:00:00ZEvaluation of an eLearning teaching innovation to assist clinical radiation therapy educators in the provision of student feedback
http://hdl.handle.net/2262/96637
Evaluation of an eLearning teaching innovation to assist clinical radiation therapy educators in the provision of student feedback
Kearney, Maeve
Background: Clinical placement is an integral part of the Radiation Therapy undergraduate programme. Feedback and formative assessment during clinical placement are regarded as key to developing clinical skills and competencies.Students regularly report dissatisfaction with the feedback process while clinical educators report heavy clinical workloads and a lack of guidance on feedback mechanisms as barriers to providing meaningful student feedback. Purpose: The purpose of this eLearning intervention was to instruct and support clinical educators involved in giving feedback in the clinical learning environment and to evaluate the impact of the intervention on promoting a culture of feedback in teaching and learning among clinical educators. Methods: An eLearning teaching intervention was developed to support radiation therapists in the provision of student feedback in the clinic.Thematic analysis was used to report attitudes to feedback and feedback practices collected in a pre and a post intervention evaluation.
Results: 30 radiation therapists completed the module and pre and post intervention evaluations. Prior to taking the module just over half of respondents stated that they offered regular and ongoing feedback throughout the student’s placement. Positive attitudes to feedback were reported.There was no association found between years of experience supervising students and confidence in providing student feedback. Following completion of the eLearning tool respondents reported a higher level of confidence in the provision of student feedback and almost 70% said the module had changed how they would approach the feedback process by using feedback models in the future.
Discussion: Radiation therapists appreciate the structure that using a model in the feedback process offers in the provision of consistent feedback to all students. Good and timely feedback is essential and allows a student opportunity to implement recommended changes to practice and thus improve prior to the end of the placement. It also teaches students how to self-assess and self-reflect-skills that they can use in continuous professional development after they graduate. Conclusion: This eLearning teaching intervention was received favourably by radiation therapists who are key to creating a culture of feedback in the clinical environment that will facilitate students in becoming competent healthcare professionals
PRESENTED; Hosted by University College Cork - held virtually
2021-01-01T00:00:00ZMultiplex profiling identifies clinically relevant signalling proteins in an isogenic prostate cancer model of radioresistance
http://hdl.handle.net/2262/92784
Multiplex profiling identifies clinically relevant signalling proteins in an isogenic prostate cancer model of radioresistance
Bates, Mark; Manecksha, Rustom; Marignol, Laure; Prina Mello, Adriele
The exact biological mechanism governing the radioresistant phenotype of prostate tumours at a high risk of recurrence despite the delivery of advanced radiotherapy protocols remains unclear. This study analysed the protein expression profiles of a previously generated isogenic 22Rv1 prostate cancer model of radioresistance using DigiWest multiplex protein profiling for a selection of 90 signalling proteins. Comparative analysis of the profiles identified a substantial change in the expression of 43 proteins. Differential PARP-1, AR, p53, Notch-3 and YB-1 protein levels were independently validated using Western Blotting. Pharmacological targeting of these proteins was associated with a mild but significant radiosensitisation effect at 4Gy. This study supports the clinical relevance of isogenic in vitro models of radioresistance and clarifies the molecular radiation response of prostate cancer cells.
PUBLISHED
2019-01-01T00:00:00ZThe European Society of Radiotherapy and Oncology (ESTRO) European Higher Education Area levels 7 and 8 postgraduate benchmarking document for Radiation TherapisTs (RTTs)
http://hdl.handle.net/2262/91207
The European Society of Radiotherapy and Oncology (ESTRO) European Higher Education Area levels 7 and 8 postgraduate benchmarking document for Radiation TherapisTs (RTTs)
Leech, Michelle; Coffey, Mary
This guideline details the European Higher Education Area Levels 7 and 8 Postgraduate benchmarking document for Radiation TherapisTs (RTTs). The purpose of this benchmarking document is to assist higher education institutes in the development of radiation therapy-specific curricula for RTTs engaging in postgraduate education, with a view to working at an advanced level in radiation therapy departments.
The document specifies the knowledge, skills and competences that are required to work in specific areas of RTT practice, at levels 7 and 8. These include: advanced delineation and volume determination, advanced treatment planning, advanced imaging, quality and risk management, management and service development, patient care and support, brachytherapy and research.
PUBLISHED
2018-01-01T00:00:00Z