Leadership in the radiation therapy profession: The importance of understanding the potential benefits and theoretical perspectives

Design and Implementation of a Multidisciplinary High-Fidelity Simulation Course for the Management of Malignant Spinal Cord Compression

High-fidelity simulation (HFS) training is suited to high-stakes, uncommon situations such as malignant spinal cord compression (MSCC), allowing for rare hands-on practice. This pilot study was created as the first of its kind to examine educational outcomes of a radiation therapist (RTT)-led multidisciplinary radiation oncology (RO) emergency simulation course. A multidisciplinary course design team composed of RO residents, radiation oncologists, RTT course instructors, and medical physicists created a high-fidelity MSCC simulation course using collaboratively developed learning goals. Fifteen learners including RO residents, senior RTT students, and a medical physics (MP) resident participated in a live, RTT-facilitated simulation. Participants completed anonymized pre- and post-simulation standard interdisciplinary education perception (IEP) scales and a course evaluation assessing educational outcomes. Standard IEP questionnaire results showed highly favorable perceptions of respondents' own specialty and other allied specialties, with mean total pre-simulation scores of 91.76 and post-simulation scores of 94.23. The course evaluation assessed 10 learning objective domains, with significant improvements seen in self-rated post-course knowledge in 9 domains. Pre-course evaluations showed that 6/15 participants agreed or strongly agreed that they felt comfortable in their knowledge of all included domains; after course completion, 14/15 participants agreed or strongly agreed they felt comfortable in all domains. Collaboratively designed and led HFS courses are not only viable but can be an effective means of improving learning outcomes for RO residents, RTT students, and MP residents.

Leading into the future: Revising nuclear medicine education across Canada to satisfy the newly imposed CAMRT leadership competency

INTRODUCTION

The adoption of the CanMEDS framework into the 2024 competency profiles established by the Canadian Association of Medical Radiation Technologists (CAMRT) requires an increased focus on leadership education and training of student medical radiation technologists (MRTs).

METHODS

A literature review was used to explore current MRT novice leadership and to identify content that should be incorporated into Canadian nuclear medicine curricula to meet the leadership component of the CanMEDS framework. A table, summarizing leadership education currently provided in English-speaking Canadian nuclear medicine programs, is provided.

RESULTS

A gap in leadership preparedness for medical radiation technologists as well as inconsistencies in leadership education within Canadian nuclear medicine curricula were identified. Content inclusions for leadership education is also provided.

DISCUSSION

Recommended content and strategies to revise MRT curricula are offered to enable effective healthcare leadership by MRTs. A specific focus on leadership areas such as technology adoption, radiation safety, and professional advocacy is recommended. The implications for nuclear medicine practice and education are described.

CONCLUSION

Standardized leadership education in nuclear medicine and medical radiation technology education will ensure MRTs are equipped with the skills required to lead effectively.