Abstract
Background
Cancer is a major contributor to the health burden in New Zealand, with approximately half of cancer patients receiving radiation therapy over their cancer journey. Radiation therapy in New Zealand is delivered by a relatively small (n~550) group of health professionals called radiation therapists (RTs). In New Zealand the Bachelor of Radiation Therapy (BRT) from the University of Otago, is the sole educational pathway to practice as an RT.
Stakeholders claiming a voice into the BRT curriculum include the university, academic staff, students, practicing RTs and their leaders and the regulatory and professional bodies. This thesis aims to explore the drivers behind the BRT curriculum and develop principles to guide future development of its design and implementation.
Method
The study draws on the principles of Constructivist Grounded Theory (CGT). CGT design provides a clearly recognised methodology which offers structure and rigour for in depth inquiry, with flexibility in terms of data types and sources. CGT gives guidance on participant recruitment, data collection and analysis and the generation of a cohesive explanation of the phenomena under investigation.
The study process identified participant groups who could provide insights into the BRT curriculum as well as comparable health professional education programmes, both domestically and overseas. Using existing professional networks and relationships, the study successfully recruited from these groups. Fifteen one-on-one interviews, four focus groups and one larger cohort survey generated the dataset for analysis. Previous programme curricula and documentation from the regulatory body informed the analysis.
Results
Participants represented a broad range of people connected to the BRT and comparable programmes. Input came from clinical, academic, student and managerial perspectives. Age, work experience, qualifications, gender and ethnicity of the participant pool reflect the wider radiation therapy ecosystem. Analysis generated the grounded theory “Understanding the drivers of the Bachelor of Radiation Therapy curriculum”. Four major themes contributed to the theory: 1. “Becoming and being an RT”, 2. “Influencing what it means to be an RT”, 3. “Factors contributing to the design and implementation of the BRT” and 4. “Looking to the future of the BRT”.
Discussion
Key elements of the grounded theory were considered in the context of the existing literature. From this discussion, four main principles were outlined to guide future curriculum development: 1. Prioritise professional identity formation as a central aim of the BRT, 2. Review and reform key models of working relating to BRT delivery, 3. Consider adopting a concept-based curriculum approach for future BRT design and implementation, 4. Identify BRT stakeholders as communities of practice situated in a landscape of practice to facilitate future curricular development.
Conclusion
This thesis presents the first formal investigation of RT education in New Zealand at a curricular level. It has resulted in a toolkit of principles and associated models which could facilitate an improved approach to curriculum design and implementation for the radiation therapists of tomorrow.