Policy Prior to attempting a procedure competency, the student must first successfully complete log-ins or practice competencies.
Procedure 1. The student will choose three different patients for log-ins
2. The knowledge assessment must be filled out prior to logging in, and signed off by the clinical staff
3. Any registered therapist can assess the student log in procedures (they do not have to be designated clinical supervisor)
4. The procedure must be completed by the student with 100% accuracy
5. The student must set at least the first field size manually
6. The student will do all triangulation and leveling independently
7. Second year students will do 3 log-ins successfully before attempting the treatment competency
8. Third year students will do 1 log-in successfully before attempting the treatment competency
Name all critical structures & bony landmarks in this field
REVISED: 9/99, 4/01, 5/04, 8/07, Reviewed 8/10
MASSACHUSETTS COLLEGE OF PHARMACY & HEALTH SCIENCES
CLINICAL PROCEDURE FORM
Student Name: Date:
Clinical Site: Treatment Unit:
Rationale for Exercise: It has been reported by staff therapists, and observed by the Clinical Coordinator that some students are not integrating their theory and didactic course work into the clinical setting. The goal of alternating class schedules with clinical schedules is for the student to apply these concepts to their daily clinical education. While many procedures look similar, there are a wide range of differences: different pathology, critical structures, positioning, side effects, beam parameters, beam modifiers, dose etc. Prior to participating in any & all set up procedure the expectation is that the student will know what they are treating and why. For instance, when asked what we are treating for a patient with a mask, the student would say the metastatic or primary brain disease, or the larynx etc. The incorrect answer is “a head and neck”. Example: when setting up a pelvic field and asked what we are treating, the student would say Prostate, Bladder etc. If it is a metastatic case, the student would know what the primary was & routes of spread etc. Again, the goal being to actually integrate theory and didactic work into the clinical setting. This exercise is to encourage the student to identify basic radiation therapy theory for every patient that they treat, whether comping on the patient or not!
ASSIGNMENT: The student will be expected to complete this form for every new start patient treated on their treatment unit.
It is the responsibility of the student to incorporate looking in the chart of EMR for every patient before they enter the room. The therapists as clinical instructors should be asking the student these basic questions and not allowing the student to go near a patient if they don’t know what they are doing. The student will copy this form for all procedures & review briefly with the staff at the end of the clinical day. *The student should know that they will always be expected to know this information and will routinely be asked this information even after this assignment. Don’t be a robot, be a critically thinker, your patient depends on it!
Anatomical Site Treated:
Stage of Disease:
Does the patient need films, which ones would you take:
What anatomical structures do you plan to review to make sure the film matches the sim film: