Abstract：
BACKGROUND: Communication and collaboration are integral in radiation oncology practice. A recently published qualitative study identified several deficiencies in skills development for Australian/New Zealand trainees. We aim to validate these findings to guide curriculum development.
METHODS: A quantitative survey was developed through an iterative process, using themes identified in the previous qualitative investigation. This survey was distributed to radiation oncologists and trainees across Australia and New Zealand via email. Data collection and management utilised the REDCap system. Question types varied to maximise richness of data, including ranking, likert-scales and free-text questions. Results are primarily reported descriptively.
RESULTS: Totally 35 participants submitted completed survey responses with broad representation across geography, gender and clinician seniority. To learn communication, participants reported strong preferences towards informal observation (60% agreement) and self-reflection (49% agreement), and against online learning (77% disagreement) methodologies. Nearly 35% acknowledge poor communication at least weekly, with time pressure being a major barrier (63% agreement). Clinical uncertainty and existing patient/family assumptions (both 74% agreement) contribute to difficulties in breaking bad news, with online learning being the only negatively perceived training modality (23% agreement). No participants reported any formal training/mentoring in multi-disciplinary team (MDT) engagement. Conflict was commonly witnessed/experienced (97%) and 26% of participants avoid MDTs due to difficulties experienced.
CONCLUSIONS: This study validates the themes previously identified. We identified a strong preference for informal learning methodologies and against online modules, discordant to published literature. Effective collaboration within MDTs is identified as a particular area of need. We recommend future curriculum modification considers these results to maximise efficacy.
METHODS: A quantitative survey was developed through an iterative process, using themes identified in the previous qualitative investigation. This survey was distributed to radiation oncologists and trainees across Australia and New Zealand via email. Data collection and management utilised the REDCap system. Question types varied to maximise richness of data, including ranking, likert-scales and free-text questions. Results are primarily reported descriptively.
RESULTS: Totally 35 participants submitted completed survey responses with broad representation across geography, gender and clinician seniority. To learn communication, participants reported strong preferences towards informal observation (60% agreement) and self-reflection (49% agreement), and against online learning (77% disagreement) methodologies. Nearly 35% acknowledge poor communication at least weekly, with time pressure being a major barrier (63% agreement). Clinical uncertainty and existing patient/family assumptions (both 74% agreement) contribute to difficulties in breaking bad news, with online learning being the only negatively perceived training modality (23% agreement). No participants reported any formal training/mentoring in multi-disciplinary team (MDT) engagement. Conflict was commonly witnessed/experienced (97%) and 26% of participants avoid MDTs due to difficulties experienced.
CONCLUSIONS: This study validates the themes previously identified. We identified a strong preference for informal learning methodologies and against online modules, discordant to published literature. Effective collaboration within MDTs is identified as a particular area of need. We recommend future curriculum modification considers these results to maximise efficacy.
摘要：
背景：在放射肿瘤学实践中，沟通和合作是不可或缺的。最近发表的一项定性研究发现，澳大利亚/新西兰受训人员在技能发展方面存在一些不足。我们旨在验证这些发现，以指导课程开发。
方法：通过迭代过程开发了定量调查，使用先前定性调查中确定的主题。这项调查通过电子邮件分发给澳大利亚和新西兰的放射肿瘤学家和学员。数据收集和管理利用REDCap系统。问题类型多种多样，以最大限度地提高数据的丰富性，包括排名,likert-scales和自由文本问题。结果主要是描述性报道。
结果：共有35名参与者提交了完整的调查答复，在不同地区具有广泛的代表性。性别和临床医生资历。为了学习沟通，参与者报告说，他们强烈倾向于非正式观察(60%同意)和自我反省(49%同意)，反对在线学习(77%的人意见不一)方法。近35%的人承认至少每周沟通不畅，时间压力是一个主要障碍(63%同意)。临床不确定性和现有的患者/家庭假设（均为74％的同意）导致了打破坏消息的困难，在线学习是唯一负面感知的训练方式(23%的同意)。没有参与者报告在多学科团队（MDT）参与中进行任何正式培训/指导。冲突通常被目睹/经历（97％），26％的参与者由于经历的困难而避免MDT。
结论：这项研究验证了先前确定的主题。我们发现了对非正式学习方法和在线模块的强烈偏好，与已出版的文献不一致。MDT内的有效协作被确定为特定的需求领域。我们建议未来的课程修改考虑这些结果，以最大限度地发挥功效。
方法：通过迭代过程开发了定量调查，使用先前定性调查中确定的主题。这项调查通过电子邮件分发给澳大利亚和新西兰的放射肿瘤学家和学员。数据收集和管理利用REDCap系统。问题类型多种多样，以最大限度地提高数据的丰富性，包括排名,likert-scales和自由文本问题。结果主要是描述性报道。
结果：共有35名参与者提交了完整的调查答复，在不同地区具有广泛的代表性。性别和临床医生资历。为了学习沟通，参与者报告说，他们强烈倾向于非正式观察(60%同意)和自我反省(49%同意)，反对在线学习(77%的人意见不一)方法。近35%的人承认至少每周沟通不畅，时间压力是一个主要障碍(63%同意)。临床不确定性和现有的患者/家庭假设（均为74％的同意）导致了打破坏消息的困难，在线学习是唯一负面感知的训练方式(23%的同意)。没有参与者报告在多学科团队（MDT）参与中进行任何正式培训/指导。冲突通常被目睹/经历（97％），26％的参与者由于经历的困难而避免MDT。
结论：这项研究验证了先前确定的主题。我们发现了对非正式学习方法和在线模块的强烈偏好，与已出版的文献不一致。MDT内的有效协作被确定为特定的需求领域。我们建议未来的课程修改考虑这些结果，以最大限度地发挥功效。
