Development, Implementation, and Initial Participant Feedback of an Online Anatomy and Radiology Contouring Bootcamp in Radiation Oncology

Abstract

BACKGROUND The Anatomy and Radiology Contouring (ARC) Bootcamp was a face-to-face (F2F) course designed to ensure radiation oncology residents were equipped with the knowledge and skillset to use radiation therapy techniques properly. The ARC Bootcamp was proven to be a useful educational intervention for improving learners’ knowledge of anatomy and radiology and contouring ability. An online version of the course was created to increase accessibility to the ARC Bootcamp and provide a flexible, self-paced learning environment. This study aimed to describe the instructional design model used to create the online offering and report participants’ motivation to enroll in the course and the online ARC Bootcamp's strengths and improvement areas. METHODS The creation of the online course followed the analysis, design, development, implementation, and evaluation (ADDIE) framework. The course was structured in a linear progression of locked modules consisting of radiology and contouring lectures, anatomy labs, and integrated evaluations. RESULTS The online course launched on the platform Teachable in November 2019, and by January 2021, 140 participants had enrolled in the course, with 27 participants completing all course components. The course had broad geographic participation with learners from 19 different countries. Of the participants enrolled, 34% were female, and most were radiation oncology residents (56%), followed by other programs (24%), such as medical physics residents or medical students. The primary motivator for participants to enroll was to improve their subject knowledge/skill (44%). The most common strength identified by participants was the course's quality (41%), and the most common improvement area was to incorporate more course content (41%). CONCLUSIONS The creation of the online ARC Bootcamp using the ADDIE framework was feasible. The course is accessible to diverse geographic regions and programs and provides a flexible learning environment; however, the course completion rate was low. Participants’ feedback regarding their experiences will inform future offerings of the online course.

Pengembangan E-LKPD Berbasis Guided Dicovery Learning untuk Meningkatkan Kemampuan Berpikir Kritis Siswa

“…Penelitian ini merupakan Research and Development dengan menggunakan model ADDIE (Analyze, Design, Development, Implementation, Evaluation) (Branch, 2010;Eansor et al, 2021). Model ini dipilih oleh peneliti untuk mengembangkan produk bahan ajar yang efektif karena memfasilitasi konstruksi pengetahuan dan keterampilan peserta didik dalam rencana pembelajaran terbimbing yang bersifat instruksional (Branch, 2010).…”

Successful implementation of online educational lectures of the German Society for Radiation Oncology (DEGRO)

“…Preliminary work carried out in Germany and other countries has identified and later concluded that the synergistic collaboration of multiple disciplines in the case-based teaching of radiation oncology is very important for the successful education of future residents [ 25 – 27 ]. Additionally, a study from Canada shows that case-based learning in anatomy and radiology contouring is an ideal candidate for transfer to online formats, and course participants particularly appreciate the flexible, self-paced learning environment [ 28 ].…”

“…Studies of other medical specialties have shown that online teaching formats are challenging due to lower completion rates but can, however, offer a very effective learning experience and other benefits such as geographic flexibility [ 28 – 30 ]. Within radiation oncology, online courses in the field have shown high effectiveness in delivering knowledge to both residents and students [ 2 , 14 , 31 , 32 ].…”