Couto J G, McFadden S, McClure P, Bezzina P, Beardmore C, Hughes C
Radiography Department, Faculty of Health Sciences, University of Malta, Msida, MSD2080, Malta.
School of Health Sciences, Ulster University, Newtownabbey, Co. Antrim, BT37 0QB, Ireland.
Radiography (Lond). 2022 Feb;28(1):180-186. doi: 10.1016/j.radi.2021.10.015. Epub 2021 Oct 30.
The education of Therapeutic Radiographers (TRs) is regulated in some countries but is not standardised across the EU, leading to differences in competencies between and within member states. This study aimed to explore stakeholders' perceptions regarding underdeveloped competencies of TRs practising on the linear accelerator, identified in a previous study by the same research team.
Interviews with stakeholders from four countries (selected based on the characteristics of their degrees) were performed as part of this cross-case study. Stakeholders were asked to provide their perception regarding the least developed competencies identified in a previous study.
The 27 stakeholders confirmed that Pharmacology, Quality Assurance (QA), Management and Leadership, Research (from the previous study) were underdeveloped and identified Image Verification and Critical Thinking as additional underdeveloped competencies. Suggested causes included: lack of regulation of required competencies at the national level, lack of training dedicated to radiotherapy (RT) (taught within generic modules) and lack of time within the degree programme. The ideal academic level to develop these competencies and whether they are essential varied between country and stakeholder.
It is essential to regulate learning outcomes at the national level to ensure a high level of care is provided to all RT patients and, ideally, standardise it across Europe. Education institutions should review their curricula to ensure that sufficient time is dedicated to RT and that the essential competencies are developed. Due to time constraints within some programmes, some competencies must be developed after graduation.
Lack of regulation of learning outcomes (at European level and national level in many countries) and lack of RT-specific training lead to underdeveloped competencies that may compromise patient care.
放射治疗技师（TRs）的教育在一些国家受到监管，但在欧盟范围内尚未标准化，这导致成员国之间以及成员国国内的能力存在差异。本研究旨在探讨利益相关者对同一研究团队先前一项研究中确定的从事直线加速器工作的放射治疗技师能力发展不足的看法。
作为本跨案例研究的一部分，对来自四个国家（根据其学位特点选择）的利益相关者进行了访谈。要求利益相关者就先前一项研究中确定的最不发达的能力提供他们的看法。
27名利益相关者确认，药理学、质量保证（QA）、管理与领导力、研究（来自先前的研究）能力发展不足，并将图像验证和批判性思维确定为另外两个发展不足的能力。建议的原因包括：国家层面缺乏对所需能力的监管、缺乏专门针对放射治疗（RT）的培训（在通用模块中讲授）以及学位课程中时间不足。培养这些能力的理想学术水平以及它们是否必不可少，因国家和利益相关者而异。
在国家层面规范学习成果至关重要，以确保为所有放疗患者提供高水平的护理，并理想地在欧洲实现标准化。教育机构应审查其课程，以确保为放射治疗留出足够的时间，并培养基本能力。由于某些课程存在时间限制，一些能力必须在毕业后培养。
学习成果缺乏监管（在欧洲层面以及许多国家的国家层面）以及缺乏针对放射治疗的培训导致能力发展不足，这可能会影响患者护理。
