Review of the clinical benefits and implementation of peer review of treatment plans in undergraduate medical dosimetry and radiation therapy training. Issue 1 (12th December 2016)

• Record Type: Journal Article
• Authors: Chamunyonga, Crispen; Crowe, Scott; Burbery, Julie
• Is Part Of: Journal of radiotherapy in practice. Volume 16:Issue 1(2016)
• Page Start: 85
• Page End: 91
• Publication Date: 2016-12-12
• Subjects: pedagogy, -- peer review, -- quality and safety, -- teaching and learning, -- treatment planning; Radiotherapy -- Periodicals; 615.842005
• DOI: 10.1017/S1460396916000522
• Languages: English
• ISSNs: 1460-3969

Abstract

Abstract: Purpose: Peer review of treatment plans has been used to improve planning consistency, decrease the need for replanning and improve quality of care through the safe delivery of high-quality radiotherapy plans. This narrative review summarises the clinical benefits and addresses the implementation of peer review of treatment plans in undergraduate medical dosimetry and radiation therapy training. Discussion: There are encouraging results of peer review for advanced treatment planning techniques such as Stereotactic Body Radiation Therapy techniques in clinical practice. Peer review can be used as a tool to improve students' knowledge of organ-at-risk contouring, treatment plan critique and quality assurance. These desirable treatment planning skills can be easily transferred to clinical settings. Moreover, there are several potential pedagogical benefits such as improvement in student engagement, better communication skills and provision of synchronous and asynchronous feedback that can positively impact student success and future employment. However, there are several challenges in facilitating its implementation in university settings. Conclusion: Embedding skills in peer review of treatment plans at undergraduate teaching level can be a powerful tool to impart clinical treatment planning knowledge. This narrative review provides a basis on which to develop an exploratory study of structured peer review activities in a training environment.