An intentional approach to the development and implementation of meaningful assessment in advanced radiation therapy practice curricula. (December 2022)

• Record Type: Journal Article
• Authors: Wright, Caroline; Matthews, Kristie
• Is Part Of: Technical innovations & patient support in radiation oncology. Volume 24(2022)
• Page Start: 13
• Page End: 18
• Publication Date: 2022-12
• Subjects: Assessment -- Advanced practice -- Programmatic assessment -- Radiation therapy -- Pedagogy; Radiotherapy -- Periodicals; Cancer -- Radiotherapy -- Periodicals; Cancer -- Patients -- Hospital care -- Periodicals; 615.842
• DOI: 10.1016/j.tipsro.2022.08.010
• Languages: English
• ISSNs: 2405-6324

Abstract

Highlights: Intentional assessment design is essential for advanced practitioner courses. Using programmatic assessment enables learner agency and individualised learning. Aligning assessment longitudinally facilitates transparent achievement of advanced practitioner capabilities. Abstract: Creating meaningful assessment for advanced radiation therapy practice training programs is a challenge. This is because it requires a balance of formative and summative assessments, which meet the academic and professional needs of the practitioner, as well as the requirements of local service delivery, educational and professional standards. This paper discusses educational strategies and models used to integrate assessment into theoretical and clinical curricula, allowing practitioners to demonstrate higher order cognitive knowledge, advanced level clinical performance and attitudes/values associated with advanced practice. The discussion draws upon concepts of constructive alignment and programmatic approaches to assessment, which use Bloom's taxonomy, Benner's beginner to competent model of skill development, and Miller's pyramid of clinical competence. These models are analysed with respect to an advanced practice program in adaptive radiation therapy to provide context.