Developing electronic learning to deliver MR safety training in a radiotherapy department.

Autor:	McDaid L; Department of Radiotherapy, The Christie NHS Foundation Trust, Manchester, United Kingdom., Hutton M; Christie Medical Physics and Engineering, The Christie NHS Foundation Trust, Manchester, United Kingdom., Cooper L; The Christie Proton Beam Therapy Centre, The Christie NHS Foundation Trust, Manchester, United Kingdom., Hales RB; Department of Radiotherapy, The Christie NHS Foundation Trust, Manchester, United Kingdom., Parry C; The Christie Proton Beam Therapy Centre, The Christie NHS Foundation Trust, Manchester, United Kingdom., Waters J; The Christie Proton Beam Therapy Centre, The Christie NHS Foundation Trust, Manchester, United Kingdom., Rodgers JE; Department of Radiotherapy, The Christie NHS Foundation Trust, Manchester, United Kingdom., Doherty W; Department of Radiotherapy, The Christie NHS Foundation Trust, Manchester, United Kingdom., Eccles CL; Department of Radiotherapy, The Christie NHS Foundation Trust, Manchester, United Kingdom; Division of Cancer Sciences, Faculty of Biology, Medicine and Health, University of Manchester, United Kingdom. Electronic address: cynthia.eccles1@nhs.net.
Jazyk:	angličtina
Zdroj:	Journal of medical imaging and radiation sciences [J Med Imaging Radiat Sci] 2021 Dec; Vol. 52 (4S), pp. S24-S31. Date of Electronic Publication: 2021 Jul 03.
DOI:	10.1016/j.jmir.2021.05.012
Abstrakt:	Introduction/background: Magnetic Resonance Imaging (MRI) is used in radiotherapy planning, and increasingly in on-treatment guidance. The potential for the MR environment to be hazardous, without stringent safe working practices, is real. Guidance suggests all workers in MRI undergo annual safety training. To facilitate a tangible MR safety program, an electronic learning module was created and evaluated. Methods: An existing presentation, normally delivered face-to-face, was modified and questions added to test knowledge. The module was delivered and feedback collected, together with answers to the questions, over three phases to ensure deliverability, clarity, and robustness. These comprised an initial pilot phase for non-MR personnel, an evaluation phase for staff renewing annual MR safety training, and finally for new therapeutic radiographer graduates, a test-retest methodology. Results: Seven participants took part in the initial pilot phase, followed by thirty-one in the evaluation phase. Participants included radiographers (therapeutic and diagnostic), play specialists, clinical oncologists and anaesthetists, physicists and nursing staff. Within the evaluation group, 74.2% achieved a score >80%. Incorrect responses were principally related to questions regarding expected levels of responsibility and working practices, rather than the physics of high magnetic field strengths. The test-retest phase (n = 5) followed. Mean scores prior to learning were 59%, improving to 79% following learning, with the weakest sections mirroring those highlighted within the evaluation phase. Discussion: Transferring MR safety training into an electronic format has provided a standardised, tangible tool that provides evidence of compliance with recommended guidance. Conclusions: This work illustrates the transition of MR safety learning for radiotherapy staff from passive presentation, to an interactive teaching methodology. The e-learning module has now been implemented within the department. (Copyright © 2021. Published by Elsevier Inc.)
Databáze:	MEDLINE
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