Standardising
Radiation Therapy
Undergraduate
Competency levels
Mary-Ann Carmichael
Lecturer Radiation Therapy
CRICOS No. 00213J
Queensland University of Technology
Presentation Overview
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•
•
•
•
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Rationale
Study Aims and Objectives
Method
Results
Discussion
Conclusion
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CRICOS No. 00213J
Background
• Changes to course at QUT
• Removal of staged assessment
• New clinical achievements
a university for the
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CRICOS No. 00213J
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. 00213J
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
a university for the
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CRICOS No. 00213J
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. 00213J
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
a university for the
real world
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CRICOS No. 00213J
Results
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
a university for the
real world
R
CRICOS No. 00213J
Results
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
a university for the
real world
R
CRICOS No. 00213J
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
a university for the
real world
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CRICOS No. 00213J
Discussion
• Limitations
• High standard deviations of responses
– Suggests wide variation of staff perceptions
– Further work needed to achieve agreement
a university for the
real world
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CRICOS No. 00213J
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 Form
User Guide – version 1a
a university for the
real world
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CRICOS No. 00213J
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)
a university for the
real world
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CRICOS No. 00213J
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
a university for the
real world
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CRICOS No. 00213J
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. 00213J
Acknowledgements
• Pete Bridge
• Queensland RT Clinical Educators
• Participating Clinical Staff
a university for the
real world
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CRICOS No. 00213J