Massachusetts college of pharmacy & health sciences radiation therapy program school of Medical Imaging & Therapeutics Contact Information


Brachytherapy OBSERVATION ROTATION: HDR CT Sim: Brachytherapy



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Brachytherapy OBSERVATION ROTATION: HDR CT Sim: Brachytherapy

The student will observe an HDR/ Brachytherapy procedure and explain to the supervising therapist the concepts involved, and the points detailed below.



CT SIMULATOR √ N/A comments/notes

Review of CT Scanner operations: warm ups , general info










Identify parts of the console and sim controls










Virtual simulation workstation: CT scanner, target volume definition/treatment planning dose calculation software










Review emergency procedures










Patient data entry










Patient set up for HDR purposes










Protocol selection; algorithm selection, slice thickness, scan location










Discuss slice interval (spacing)










Technique Selection; mA, kVp, rotation speed, table movement










Identify gantry, laser systems, localizing process, bore size (70 cm, 90 cm)










Discuss image reconstruction, reconstruction algorithms, (ie. Cylinder diameter measurements)










Axial, coronal, sagittal views










Discuss image display; higher the matrix the more improved the spatial resolution; contrast; Hounsfield Units/ CT numbers






















Room & equipment: locate control area, sterilization and scrub areas, treatment room equipment, brachy planning; locate crash cart, sharps container; emergency stops; CODE team numbers and important team numbers inc. radiation safety officer contacts






















HDR/ AFTERLOADER










Explain Afterloader operation for procedures; discuss HDR, LDR and VLDR










Review HDR console and operations










Discuss Radioisotopes










Daily QA – warm ups










Emergency procedures and equipment usage, inc. radiation safety personnel










Identify various types of patient immobilization, kits, & when to use them










Understanding of the case observed (pick 1 or 2 to discuss)










Case options:










GYN: Cylinders; T & O; T & Ring; T & cylinder










Prostate TRUS










Others: surface applicators; catheters; vasculars; endobronchs; bile ducts; mammosites; esophageal; Liver- SirSpheres










Others: LDR and VLDR cases. (For example, LDR T & O; VLDR seeds case for sarcomas










Explain importance of HDR treatment to that patients’ course of treatment, as an alternative therapy










Explain your understanding of the emotional aspects of the explained treatment










Discuss various ways to identify a patient










Explain Safety Pauses: anesthesia cases and outpatients










Discuss parts of the treatment record (paper recording; HDR treatment procedures; physics planning concepts)










Identify and explain sterilization kits, equipment, and clean up










Discuss billing and coding for procedures












PERFORMANCE:

(Choose all which apply)

IN PARTICIPATING IN THIS OBSERVATION ROTATION THE STUDENT:









comments/notes

Was enthusiastic and inquisitive







Showed knowledge of Radioisotopes







Did not show adequate knowledge of Radioisotopes







Showed understanding of the concepts and topics discussed







Understood the Cognitive Domain as part of their competency (demonstration of understanding of concepts related to anatomy, physiology, pathology, and dose to critical structures; recognize complications and side-effects commonly associated with each treatment procedure; and also describe alternative treatment procedures and how those procedures might apply to a given case)







Understood the Psychomotor Domain as part of their competency (Demonstrate competence performing activities such as verifying treatment parameters, set-up, patient positioning and immobilization, monitoring the treatment delivery, and documentation)







Understood the relevance of the ‘Interpersonal Domain’ for competency assessment (demonstrate ongoing sensitivity to and compassion for each patient’s physical and emotional well-being, interact with the members of the team in a positive and productive manner, and maintain high ethical standards)







Appeared not motivated to learn







Asked appropriate questions







Was not inquisitive







Took notes







Behaved professionally to patients and/or staff members







Did not behave professionally to patients and/or staff members








COMMENTS:
Student’s Signature
Evaluator’s Signature 9/2010




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