Radiotherapy Planning and Peer Review in Sub-Saharan Africa: A Needs Assessment and Feasibility Study of Cloud-Based Technology to Enable Remote Peer Review and Training

Remote Global Radiation Oncology Education and Training: A Pathway to Increase Access to High-Quality Radiation Therapy Services in Low- and Middle-Income Countries

“…The course improved the participants’ overall confidence in treatment delivery from 3.1 to 3.8, which is lower compared with 2.8 (baseline) to 6.9 (after self-guided training) in this study. Lewis et al 25 reported on a needs assessment and feasibility study of cloud-based technology to enable remote peer review and training in 3 Sub-Saharan African countries (Ghana, Tanzania, and Botswana). They reviewed the existing radiation therapy treatment facilities, including treatment machines, treatment planning systems, simulators, treatment capability (ie, 2D, 3D conformal, IMRT, and brachytherapy), and informatics infrastructure.…”

Systematic Review and Meta-analysis of the Association Between Radiation Therapy Treatment Volume and Patient Outcomes

“…25,[34][35][36][39][40][41] High-volume radiation therapy facilities also ensure that greater expertise is gained in more complex techniques with steeper learning curves, such as brachytherapy. 42,43 It has been demonstrated that contouring of target volumes, such as the gross tumor and nodal volumes, as well as organs at risk is prone to significant error and can have a detrimental effect on outcome. 44 Therefore, reduction in variation and increased consistency of outlining through greater expertise at HVRFs may lead to better long-term outcomes.…”

Postgraduate oncology educational shifts during the COVID-19 pandemic: results of faculty and medical student surveys

“…Pedagogical changes will include new habits, cooperative production and work (cloud computing, remote teaching…). 19 Efforts are needed to improve e-learning teaching quality and access (here, most teachers reported none/few modifications of the course’s material [67%] or duration [85%]). Virtual teaching should theoretically result in changes to the format of lessons, such as splitting up lessons, asking intermediate questions and forcing interaction ( Figure 4 ).…”