queensland university of technology cricos no. 00213j standardising radiation therapy undergraduate...
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![Page 1: Queensland University of Technology CRICOS No. 00213J Standardising Radiation Therapy Undergraduate Competency levels Mary-Ann Carmichael Lecturer Radiation](https://reader036.vdocuments.us/reader036/viewer/2022082817/56649ddb5503460f94ad3005/html5/thumbnails/1.jpg)
Queensland University of Technology
CRICOS No. 00213J
Standardising Radiation Therapy
Undergraduate Competency levels
Mary-Ann CarmichaelLecturer Radiation Therapy
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CRICOS No. 00213Ja university for the worldrealR
Presentation Overview
• Rationale• Study Aims and Objectives• Method• Results• Discussion• Conclusion
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CRICOS No. 00213Ja university for the worldrealR
Background
• Changes to course at QUT
• Removal of staged assessment
• New clinical achievements
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CRICOS No. 00213Ja university for the worldrealR
Rationale
• Inconsistencies in perceived levels of student competency
• Student feedback indicates discrepancies in marking and assessing between clinical centres
• Student feedback also indicates discrepancies in marking and assessing amongst staff in the same clinical centre
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CRICOS No. 00213Ja university for the worldrealR
Aims and Objectives
• Standardise levels of clinical achievement for each year group
• Collate staff opinions of levels of student progression
• Evaluate degree of correlation between staff seniority and perception of student levels
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CRICOS No. 00213Ja university for the worldrealR
Methods• Anonymous questionnaire to find out what these
perceived levels of student competency were
• Questionnaire consisted of a series of statements – RTs asked to assign which year level of student should be able to perform each task (in their opinion)
• The questionnaire was distributed to all RTs in Queensland
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CRICOS No. 00213Ja university for the worldrealR
Results
• Questionnaires provided to all RTs in Queensland
• Responses received from 89 RTs of various staff grades:
Grade not supplied
NPDP HP3 HP4 HP5 HP6
9 10 35 19 13 3
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CRICOS No. 00213Ja university for the worldrealR
Start Year 2 Year 2 Start Year 3 Start NPDP
Prepare room + patient data for appropriate processes
Anticipate sequence of procedures
Work as part of the team with minimal direction
Can be trusted to work independently
Help with basic treatment techniques under close direction
Work as part of the team and able to ask for direction when necessary
Can be trusted to take on messages and pass on to rest of team
Can be trusted to explain procedures to patients and handle all questions asked
Follow departmental protocols on radiation safety and H+S
Provide sound rationale for their decisions
Apply knowledge to non-routine cases
Needs constant supervision and direction for all tasks
Operate treatment or localisation equipment with minimal direction
Create a clinically acceptable plan for a routine site independently
Results
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CRICOS No. 00213Ja university for the worldrealR
Start Year 2 Year 2 Start Year 3 Start NPDP
Prepare room + patient data for appropriate processes
Anticipate sequence of procedures
Work as part of the team with minimal direction
Can be trusted to work independently
Help with basic treatment techniques under close direction
Work as part of the team and able to ask for direction when necessary
Can be trusted to take on messages and pass on to rest of team
Can be trusted to explain procedures to patients and handle all questions asked
Follow departmental protocols on radiation safety and H+S
Provide sound rationale for their decisions
Apply knowledge to non-routine cases
Needs constant supervision and direction for all tasks
Operate treatment or localisation equipment with minimal direction
Create a clinically acceptable plan for a routine site independently
Results
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CRICOS No. 00213Ja university for the worldrealR
Results
• No correlation at all between the staff grade and what they expect students to be capable of
• Pearson Correlation Coefficient range:– 0.00068 - 0.2432
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CRICOS No. 00213Ja university for the worldrealR
Discussion
• Limitations
• High standard deviations of responses – Suggests wide variation of staff perceptions– Further work needed to achieve agreement
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CRICOS No. 00213Ja university for the worldrealR
Discussion
• “The assessment should reflect the consistency and standard of performance across the placement, taking into consideration the experience level of the student.”
Australian Universities Radiation Therapy Student Clinical Assessment FormUser Guide – version 1a
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CRICOS No. 00213Ja university for the worldrealR
Discussion
“Professional competency is more than factual knowledge and the ability to solve problems with clear cut solutions; it is defined by the ability to manage ambiguous problems, tolerate uncertainty and make decisions with limited information”
(Schon, 1983)
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CRICOS No. 00213Ja university for the worldrealR
Conclusions
• Results suggest considerable variation in staff perceptions of student levels
• Staff agree that amount of direction is an indicator of level of student ability
• No correlation between staff grade and perception of student achievement for levels
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CRICOS No. 00213Ja university for the worldrealR
References
• Australian Universities Radiation Therapy Student Clinical Assessment Form - User Guide – version 1a
• Baartman, L.K., Bastiaens, T.J., Kirschner, .P.A. and van der Vlueten, C.P.M (2007) Evaluating Assessment Quality in Competence-Based Education – A Qualitative Comparison of Two Frameworks. Educational Research Review 2: 114-129
• Schon, D. A. (1983) The Reflective Practitioner. New York: NY Basic Books
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CRICOS No. 00213Ja university for the worldrealR
Acknowledgements
• Pete Bridge• Queensland RT Clinical Educators• Participating Clinical Staff