Getting Schooled: Insights from an Exploratory Survey on the Academic Preparation for Advanced Practice Radiation Therapy Roles

Abstract

Purpose/Aim

As the demand for the Advanced Practice Radiation Therapist (APRT) grows, understanding the preparation pathways for these roles is essential. Currently, there are no APRT education programs in the US or Canada. This study analyzed the APRT perspective on the nature of education and training programs currently being accessed internationally as part of the preparation for advanced practice radiation therapy.

Methods/Process

An exploratory survey was distributed via REDCap to members of the APRT International Community of Practice and US APRT Working Group from July 2 to August 15, 2024, with a total of 56 participants. Demographic data, educational backgrounds, and responses related to advanced practice duties were collected. Statistical associations were analyzed concerning age, years in practice, degree completion, and formal education program attendance. Thematic analysis of qualitative responses was conducted to identify key themes related to APRT preparation.

Results or Benefits/Challenges

Participants were predominantly aged 35-54 (69%) and practice in 11 countries, the majority in Canada (34%) and the UK (34%). Notably, 94% of respondents did not assume advanced practice duties until after at least five years of practice. A significant association was found between the year of degree completion and formal APRT education enrollment (p=0.01), with a positive correlation for those completing degrees after 2015. The majority of participants (84%) completed an advanced degree, however only 45% of those who completed an advanced degree attended a formal education program specifically for their advanced practice role. Of those who did not attend a formal degree for their advanced practice role, the top three reasons were that (in descending order of frequency) there was no suitable program available, that it was not necessary for the position, or that they still plan to complete an APRT specific degree in the future. Thematic analysis of open-ended responses revealed that participants tended to make comments related to the 4 established pillars of advanced practice (education, research, clinical practice, leadership and management). Participants valued clinical judgment, research skills, and technical skills as graduate program essentials. They noted development of clinical expertise, clinical judgement, clinical assessment and psychosocial aspects as shortcomings of existing APRT education programs.

Conclusions/Impact

These international data suggest a pressing need for the development of an optimal APRT preparation model, incorporating essential clinical practice components and addressing identified educational gaps. Future work will include content analysis of existing programs, literature review, and focus groups with stakeholders to develop an ideal APRT preparation model for the US and Canada.