Meredith Giuliani1, Maria Athina Tina Martimianakis2, Kim Benstead3, Jesper Grau Eriksen4, Christine Verfaillie5, Viviane Van Egten6, Ben Umakanthan6, Erik Driessen7, Janneke Frambach8. 1. Radiation Medicine Program, Princess Margret Cancer Centre, Toronto, Canada. Electronic address: Meredith.Giuliani@rmp.uhn.ca. 2. Department of Radiation Oncology, University of Toronto, Canada. 3. Department of Paediatrics University of Toronto, Canada. 4. Department of Clinical Oncology, Cheltenham General Hospital, UK. 5. Department of Experimental Clinical Oncology, Aarhus University Hospital, Denmark. 6. ESTRO Office, Brussels, Belgium. 7. MPH, Cancer Education Program, Princess Margaret Cancer Centre, Toronto, Canada. 8. School of Health Professions Education, Maastricht University, Netherlands.
Abstract
BACKGROUND AND PURPOSE: Global curricula exist across medical specialties however, the factors which influence their implementation are not well understood. The purpose of this study is to report the perceived factors that impact the implementation of the ESTRO Core Curriculum. METHODS: An anonymous, 37-item, survey was designed and distributed to the Presidents of the National Societies who have endorsed the ESTRO Core Curriculum (n = 29). The survey addressed perceptions about implementation factors related to context, process and curriculum change. The data was summarized using descriptive statistics. RESULTS: Twenty-six (90%) National Societies completed the survey. One respondent perceived that the values of the training system of their country would be incompatible with the proposed ESTRO Core Curriculum. The most common contextual barriers to implementation was a lack of support from the government (57%), a lack of internal organizational support (35%) and a 'poor fit' between the ESTRO Core Curriculum and the broader political and economic context (35%). Perceived implementation process barriers included insufficient numbers of faculty (44%), poor coordination between the government and training institutions (48%), and a lack of an influential person leading the implementation (44%). Two barriers related to curriculum change were a lack of funding and lack of assessment tools. CONCLUSIONS: The content and values espoused in the ESTRO Core Curriculum are endorsed across diverse geopolitical and sociocultural regions. Barriers to curricular implementation are identified at the organizational and systems level and include insufficient teaching faculty, lack of coordination and the need for influential leadership.
BACKGROUND AND PURPOSE: Global curricula exist across medical specialties however, the factors which influence their implementation are not well understood. The purpose of this study is to report the perceived factors that impact the implementation of the ESTRO Core Curriculum. METHODS: An anonymous, 37-item, survey was designed and distributed to the Presidents of the National Societies who have endorsed the ESTRO Core Curriculum (n = 29). The survey addressed perceptions about implementation factors related to context, process and curriculum change. The data was summarized using descriptive statistics. RESULTS: Twenty-six (90%) National Societies completed the survey. One respondent perceived that the values of the training system of their country would be incompatible with the proposed ESTRO Core Curriculum. The most common contextual barriers to implementation was a lack of support from the government (57%), a lack of internal organizational support (35%) and a 'poor fit' between the ESTRO Core Curriculum and the broader political and economic context (35%). Perceived implementation process barriers included insufficient numbers of faculty (44%), poor coordination between the government and training institutions (48%), and a lack of an influential person leading the implementation (44%). Two barriers related to curriculum change were a lack of funding and lack of assessment tools. CONCLUSIONS: The content and values espoused in the ESTRO Core Curriculum are endorsed across diverse geopolitical and sociocultural regions. Barriers to curricular implementation are identified at the organizational and systems level and include insufficient teaching faculty, lack of coordination and the need for influential leadership.
Authors: Hans Christiansen; Maximilian Niyazi; Marcel Büttner; Nils Cordes; Tobias Gauer; Daniel Habermehl; Gunther Klautke; Oliver Micke; Matthias Mäurer; Jan Sokoll; Esther Gera Cornelia Troost Journal: Radiat Oncol Date: 2021-03-20 Impact factor: 3.481
Authors: Cristina Garibaldi; Nuria Jornet; Li Tee Tan; Annette Boejen; Pierfrancesco Franco; Johan Bussink; Esther G C Troost; Bartosz Bak; Jean-Emmanuel Bibault; Maia Dzhugashvili; Ludwig Van den Berghe; Lara Fizaine; Arta Leci; Umberto Ricardi; Barbara A Jereczek-Fossa Journal: Radiother Oncol Date: 2020-08-07 Impact factor: 6.280