Policy The purpose of the oral assessment is to allow students to demonstrate their theoretical understanding of the technique through critical thinking and problem-solving skills, and the disease being treated. It also offers a valuable opportunity for the evaluator to discuss important case issues with the student. This assessment should be looked upon as an additional tool to enhance the learning experience.
Procedure 1. The student will be responsible to make copies of any pertinent patient records while following all patient confidentiality procedures
2. The student will set the appointment with the clinical supervisor no later than two weeks after the treatment competency procedure was successfully passed.
3. The student and clinical supervisor can review any questions from the oral competency list.
5. During an oral assessment for a primary treatment field, the student will also be expected to review the procedure for that boost field. A second oral assessment will not be required of the student provided they can present documentation of the assessment of a boost procedure.
6. If a student completes a competency on a boost field in a clinical setting that is different from the clinical setting they completed the primary competency, an oral assessment for that boost field including any details that are unique to that facility will be required.
7. The student who does not answer all questions correctly will have an opportunity to submit the answers in writing to the therapist
9. If the oral competency is failed, the student will need to review all patient case information, relevant oncology, pathology, anatomy and physiology and reschedule the competency.
Revised 5/04, reviewed 8/07, 8/10, 8/11
Oral Assessment Questions
(any of these questions may be selected)
Theoretical Understanding of Procedure
Following successful performance of competency skills, a student must demonstrate his/her theoretical understanding of:
Side effects of treatment
This understanding of these topics should be demonstrated via the student’s oral response to a selection of questions from the list that follows. (The evaluator chooses the questions.)
Define the terms used in the chart.
What were the presenting symptoms?
What diagnostic exams were performed?
What is the primary site? Histology?
Are there etiologic factors identified in the chart?
What etiologic factors are associated with this disease?
How does this tumor metastasize? Common sites?
What is the stage and grade of this pts disease?
What is the plan for treatment? (RT, chemo, surgery…)
Identify the treatment technique being used.
Describe the treatment technique in detail.
Identify normal anatomy
What is being blocked?
Compare sim/portal films/IMAGES
Identify/explain the fractionation scheme.
Comment on choice of treatment energy.
Describe the method of MU calculation.
Identify beam modifiers, why and how used.
Identify critical structures in field and tolerance doses.
Identify potential acute effects from these fields.
Describe interventions for acute effects.
Identify acute effects experienced by patient being treated.
Identify potential chronic effects.
Describe x-ray or electron production.
Identify Dmax/isodose distribution.
Describe interlocks and other safety devices of unit.
Policy The student will rotate to the CT simulator to gain knowledge regarding the simulation and treatment planning of patient radiation therapy fields. A basic understanding of simulation and treatment localization is necessary for a quality radiation therapy education. MCPHS does not expect a student be passed on a simulation competency unless they can possess fundamental knowledge and can critically think issues related to that procedure.
Procedure 1. Students will be introduced to the simulator starting in RTT 203C summer clinical internship.
2. The student will be required to complete a simulation observation form prior to being allowed to comp on a simulation procedure
3. In RTT 203C clinical internship, the student is required to do 1 simulation procedure from the master list of simulations set forth by the ARRT.
4. In RTT 304C, clinical internship, the student is required to do 3 simulation procedures from the master list of simulations set forth by the ARRT.
5. In RTT 305C, clinical internship, the student is required to do 3 simulation procedures from the master list of simulations set forth by the ARRT.
6. The ARRT and MCPHS are aware of the complexities of the simulator and varying units and systems. The ARRT have listed various levels of responsibility allowed of students. It is expected that the candidate will participate with appropriate personnel at one or more of the following levels of responsibility for successfully passing the competency: PERFORM, DISCUSS, REVIEW, OR OBSERVE (LEVEL OF PARTICIPATION MAY DEPEND ON STATE OR INSTITUTIONAL REQUIREMENTS)
7. Simulation responsibilities vary between sites as well with some therapists doing more than others (choosing protocols, placing isocenters, starting IV’s for contrast, etc.)
8. Students are expected to have an understanding of the field they are simulating, areas involved, disease process, areas of concerns, treatment volume, and how this would be treated or planned, exporting information for planning, interpreting
CT images, positioning/immobilization, set-up documentation (chart, EMR), consent, tattoos, patient identification photos, explanation of procedure to the patient.