Presentation Description
Caroline Wright1
Kristie Matthews1
1 Monash University
Kristie Matthews1
1 Monash University
Background
The clinical capabilities of radiation therapists (RTs) are evolving into areas of advanced practice (AP) beyond those traditionally associated with the RT role.(1) This is occurring under the guidance of the radiation oncology multidisciplinary team (radiation oncologists, radiation oncology medical physicists, nurses and allied health professionals). Assessment plays a crucial role in evaluating AP capability and should therefore be fit for purpose, allowing RTs to demonstrate knowledge and clinical competence.
The clinical capabilities of radiation therapists (RTs) are evolving into areas of advanced practice (AP) beyond those traditionally associated with the RT role.(1) This is occurring under the guidance of the radiation oncology multidisciplinary team (radiation oncologists, radiation oncology medical physicists, nurses and allied health professionals). Assessment plays a crucial role in evaluating AP capability and should therefore be fit for purpose, allowing RTs to demonstrate knowledge and clinical competence.
Summary of work
The creation of appropriate clinical assessment regimes for AP requires design partnership, leveraging not only the pedagogical content knowledge of the academic, but the practice expertise of clinicians. This paper will discuss how academics and a multidisciplinary team of clinicians across two radiation oncology centres collaborated to create a curriculum, which embedded an authentic and meaningful clinical assessment regime.
Results
Assessments were aligned with learning outcomes, clinician expectations, professional society advanced practice domains and international standards through a collaborative mapping process. Use of a clinical capability framework based on the work of Miller(2) and Benner(3), contextualised with radiation therapy practice facilitated assessment of clinical skills. Assessment ‘of’, ‘as’ and ‘for’ learning approaches were intentionally designed and integrated to align with practitioner development and the program outcomes.
Discussion
The co-design process highlighted the importance of combining educational design, content and practice expertise to develop context-specific assessment, flexible enough to meet the diversity of the clinical setting.
The co-design process highlighted the importance of combining educational design, content and practice expertise to develop context-specific assessment, flexible enough to meet the diversity of the clinical setting.
Conclusions
Collaborative curriculum design enabled the creation of a learning and assessment program that proactively meets the needs of future practice.
Take-home messages / implications for further research or practice
Pedagogical content knowledge and practice expertise are required for the creation of advanced practice capability assessment. Collaboration is crucial to develop an authentic and flexible assessment regime.
References (maximum three)
1. Matthews K, Duchesne G, Baird M. Navigating uncertainty: the implementation of Australian radiation therapy advanced practitioners. Technical Innovations & Patient Support in Radiation Oncology. 2021 Mar 1;17:82-8.
2. Benner P, Tanner C, Chesla C. From beginner to expert: Gaining a differentiated clinical world in critical care nursing. Advances in nursing science. 1992 Mar 1;14(3):13-28.
3. Miller GE. The assessment of clinical skills/competence/performance. Academic medicine. 1990 Sep 1;65(9):S63-7.