Introduction: The radiotherapy technician (referred to as RTT) is a professional who, together with the other actors involved in radiotherapy treatment, is dedicated to the preparation and administration of radiation therapy within a radiotherapy unit. The technical and relational skills required for this job are different from those of a radiology technician who performs diagnostic imaging procedures; however, these are not adequately taught to students in their academic paths, thus leading to gaps in knowledge and skills that are only partially filled during the new employee’s onboarding process. Objectives: The aim of this work is to analyse the role of radiology technicians in radiotherapy (RTT) and describe the main differences compared to diagnostics from a technical, communicative and relational perspective. Academic training and professional development are also considered. National and international educational-professional standards are described, with particular reference to the ESTRO Benchmarking Document for RTT, which outlines the radiotherapy competencies that a radiology technician should possess at the end of their basic training (bachelor's degree). In order to investigate these issues and better analyse them, a questionnaire was administered to the working professionals with questions related to RTTs competencies, their academic and professional training, the new hires’ onboarding and mentoring practices, as well as personal satisfaction and in-depth study of issues related to aspects of psychology and communication within the work context. Methods: A questionnaire was prepared for RTTs trained in Italy and currently employed within the country in both public and private facilities. The questionnaire consisted of 40 multiple-choice questions shared with professionals over a three-month period (March - May 2023). Subjective data were collected on topics related to academic and professional training. The training programs of some of the major Italian universities were also analysed, also quantifying the radiotherapy-specific training credits with respect to the total amount: these were compared with the proposed training project outlined by AITRO for proper training of future RTTs. 8 Results: A total of 115 responses were collected: analysis of the results showed that most professionals shared the view that basic academic training is not totally suitable for the acquisition of the skills necessary for the newly recruited to be introduced into a radiation therapy setting. There was also little involvement of RTTs in continuing education and research activities. Discussion/Conclusion: At the end of the analysis of the results, there is evidence of a mismatch between the skills possessed at the end of basic training and the skills needed for entry into a work setting. The effects of this situation are reflected not only on purely technical aspects, but especially on issues that are fundamental for recognition and advancement in the profession such as involvement in research activities, proper continuing education in the professional field, and in-depth study of concepts related to communication and psychology. In conclusion, this paper can be considered an analysis of the current situation of the training field for RTTs.
Introduzione: Il tecnico di radioterapia (denominato RTT) è la figura professionale che, insieme agli altri attori coinvolti nell’iter radioterapico, è deputato alla preparazione e somministrazione della terapia radiante all’interno di un contesto di radioterapia. Le competenze necessarie, relativamente sia all’ambito tecnico che a quello relazionale, sono differenti rispetto a un TSRM impegnato in diagnostica; tuttavia, queste non trovano adeguato riscontro durante il percorso accademico inerente alla formazione di base dello studente, determinando lacune di conoscenze e abilità che vengono solo parzialmente colmate durante l’inserimento nel contesto lavorativo del neoassunto. Obiettivi: Il presente lavoro di tesi si pone l’obiettivo di analizzare la figura del tecnico di radiologia che opera in radioterapia, descrivendone le differenze sostanziali rispetto alla diagnostica sia dal punto di vista tecnico che da quello comunicativo e relazionale, e successivamente valutarne la formazione accademica e lo sviluppo professionale. Viene fatta un’analisi degli standard formativo-professionali a livello nazionale e internazionale: particolare attenzione è stata rivolta all’ESTRO Benchmarking Document for RTT, in cui vengono delineate le competenze inerenti alla radioterapia che un tecnico di radiologia dovrebbe possedere al termine della formazione di base (laurea triennale). Per indagare le tematiche trattate e poterle analizzare al meglio è stato somministrato ai professionisti in attività un questionario con domande relative alle competenze del RTT, alla loro formazione accademica e professionale, all’inserimento del neoassunto e relativo tutoraggio, nonché alla soddisfazione personale e all’approfondimento di tematiche inerenti aspetti di psicologia e comunicazione all’interno del contesto lavorativo. Metodi: È stato redatto un questionario riservato agli RTT formatisi in Italia e attualmente occupati all’interno del territorio nazionale sia in strutture pubbliche che private. Il questionario era composto da 40 domande a scelta multipla condiviso con i professionisti nell’arco di tre mesi (marzo - maggio 2023). Sono stati 6 raccolti dati soggettivi su argomenti inerenti alla formazione accademica e professionale. Sono inoltre stati analizzati i programmi formativi di alcuni dei maggiori atenei italiani valutando la consistenza dei crediti formativi specifici per la radioterapia rispetto alla totalità degli stessi: questi sono stati confrontati con la proposta di un progetto formativo delineato da AITRO per una corretta formazione dei futuri RTT. Risultati: Sono state raccolte complessivamente 115 risposte: dall’analisi dei risultati è emerso che la maggior parte dei professionisti condivide l’opinione che la formazione accademica di base non sia totalmente idonea all’acquisizione delle competenze necessarie per l’introduzione del neoassunto in un contesto di radioterapia. È emerso inoltre uno scarso coinvolgimento degli RTT in attività di formazione continua e ricerca. Discussione/Conclusione: Al termine dell’analisi dei risultati si evidenzia un mismatch tra le competenze possedute al termine della formazione di base e quelle necessarie per l’inserimento in un contesto lavorativo. Gli effetti di questa situazione non si riflettono esclusivamente sugli aspetti puramente tecnici ma soprattutto su tematiche fondamentali per il riconoscimento e l’avanzamento della professione quali il coinvolgimento in attività di ricerca, una corretta formazione continua in ambito professionale e l’approfondimento di concetti relativi alla comunicazione e alla psicologia. Il presente lavoro può essere considerato un’analisi della situazione attuale dell’ambito formativo per gli RTT.
Il ruolo del Tecnico di Radioterapia (RTT) in Italia ed Europa: confronto dello standard europeo con la formazione nazionale e analisi delle competenze dei professionisti.
NICOLETTO, MATTIA
2022/2023
Abstract
Introduction: The radiotherapy technician (referred to as RTT) is a professional who, together with the other actors involved in radiotherapy treatment, is dedicated to the preparation and administration of radiation therapy within a radiotherapy unit. The technical and relational skills required for this job are different from those of a radiology technician who performs diagnostic imaging procedures; however, these are not adequately taught to students in their academic paths, thus leading to gaps in knowledge and skills that are only partially filled during the new employee’s onboarding process. Objectives: The aim of this work is to analyse the role of radiology technicians in radiotherapy (RTT) and describe the main differences compared to diagnostics from a technical, communicative and relational perspective. Academic training and professional development are also considered. National and international educational-professional standards are described, with particular reference to the ESTRO Benchmarking Document for RTT, which outlines the radiotherapy competencies that a radiology technician should possess at the end of their basic training (bachelor's degree). In order to investigate these issues and better analyse them, a questionnaire was administered to the working professionals with questions related to RTTs competencies, their academic and professional training, the new hires’ onboarding and mentoring practices, as well as personal satisfaction and in-depth study of issues related to aspects of psychology and communication within the work context. Methods: A questionnaire was prepared for RTTs trained in Italy and currently employed within the country in both public and private facilities. The questionnaire consisted of 40 multiple-choice questions shared with professionals over a three-month period (March - May 2023). Subjective data were collected on topics related to academic and professional training. The training programs of some of the major Italian universities were also analysed, also quantifying the radiotherapy-specific training credits with respect to the total amount: these were compared with the proposed training project outlined by AITRO for proper training of future RTTs. 8 Results: A total of 115 responses were collected: analysis of the results showed that most professionals shared the view that basic academic training is not totally suitable for the acquisition of the skills necessary for the newly recruited to be introduced into a radiation therapy setting. There was also little involvement of RTTs in continuing education and research activities. Discussion/Conclusion: At the end of the analysis of the results, there is evidence of a mismatch between the skills possessed at the end of basic training and the skills needed for entry into a work setting. The effects of this situation are reflected not only on purely technical aspects, but especially on issues that are fundamental for recognition and advancement in the profession such as involvement in research activities, proper continuing education in the professional field, and in-depth study of concepts related to communication and psychology. In conclusion, this paper can be considered an analysis of the current situation of the training field for RTTs.File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12608/55486