queensland university of technology cricos no. 00213j standardising radiation therapy undergraduate...

Queensland University of Technology

CRICOS No. 00213J

Standardising Radiation Therapy

Undergraduate Competency levels

Mary-Ann CarmichaelLecturer Radiation Therapy

CRICOS No. 00213Ja university for the worldrealR

Presentation Overview

• Rationale• Study Aims and Objectives• Method• Results• Discussion• Conclusion


Background

• Changes to course at QUT

• Removal of staged assessment

• New clinical achievements


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


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


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


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


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


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


Discussion

• Limitations

• High standard deviations of responses – Suggests wide variation of staff perceptions– Further work needed to achieve agreement


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


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)


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


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


Acknowledgements

• Pete Bridge• Queensland RT Clinical Educators• Participating Clinical Staff

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