An evaluation of the educational requirements to practise radiography in the European Union

Competencies of therapeutic radiographers working in the linear accelerator across Europe: A systematic search of the literature and thematic analysis

“…Different levels of competency can be achieved as a result of education at different academic levels. 21,22 When academic level was discussed in the analysed literature, the recommended level is the university first cycle (EQF level 6) 19,23,24,27,28 which corresponds to the following competency descriptor, according to EQF: "Manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts (and) take responsibility for managing professional development of individuals and groups" 30(p13) In addition, and perhaps more importantly, patients undergoing radiotherapy can only be offered the best treatment and consequently the best chances of a cure, independent of their country, if professionals undertake roles for which they are competent. Therefore, ensuring that appropriate competencies are developed by TRs before entering the job market is of utmost importance for the success of the radiotherapy treatment.…”

“…Professionals can move between European Union (EU) and European Economic Area (EEA) countries and practice their profession in the destination country. 13 Although several actions have been put in place to achieve homogeneity of education in Europe (such as the Bologna process, 15,16 various ERASMUS projects 17 or the Tuning project 18,19 ), discrepancies are still evident in the education and regulation of TRs: Bibault et al 20 concluded that countries follow different benchmarking documents in the design of education programmes for therapeutic radiographers; McNulty et al 21 identified divergences in terms of areas of practice (diagnostic radiography and/or radiotherapy), programme duration, workload and accreditation across European education programmes for radiographers; and Couto et al 22 identified that EU countries may regulate diagnostic radiography and radiotherapy as a single or independent profession, while the minimum requirements to practice vary in terms of academic level, programme duration, workload and curriculum.…”

Evaluation of radiotherapy education across the EU and the impact on graduates' competencies working on the linear accelerator

“…This is one of the most critical responsibilities of these professionals since errors have a significant impact on patient outcomes, resulting in a decrease in tumour control and an increase in patients' side-effects. 1,2 However, roles and competencies of the TR vary across the EU 3 since neither the profession 4 nor the education is harmonised across Europe. 5e9 Although literature acknowledges the influence of course characteristics in competency level, 3 there is a gap in knowledge regarding the extent of this relationship.…”

“…However, the required "qualifications" to practise are not established in the same way across member states: only a few countries specify the necessary competencies for practice. 4 Therefore, recognition of qualifications is often based on the most fundamental characteristics of the courses such as academic level, duration of the programmes or which specialisms the graduate covered in the programme. Since, in most countries, competencies are not a criterion used to assess if the TR meets the requisites to practise, 4 TRs may be able to move within the EU even though they may not have developed the same competencies.…”

“…4 Therefore, recognition of qualifications is often based on the most fundamental characteristics of the courses such as academic level, duration of the programmes or which specialisms the graduate covered in the programme. Since, in most countries, competencies are not a criterion used to assess if the TR meets the requisites to practise, 4 TRs may be able to move within the EU even though they may not have developed the same competencies. This discrepancy led the researchers to analyse if courses that seem similar (for instance, with the same academic level and specialisms) are also identical in other course characteristics and competencies.…”