Defining Imaging Literacy in Radiation Oncology Interprofessionally: Toward a Competency Profile for Canadian...

A curriculum gap exists in radiation oncology medical residency programs relating to imaging. This study, using an interprofessional approach, aimed to identify elements of an imaging literacy competency profile and current best educational practice. Radiation medicine professionals and trainees affiliated with a single radiation oncology residency program were invited to participate in interprofessional, semistructured focus groups. Questions concerned the definition of imaging literacy, current teaching best practices, and required competencies. Audio recordings were transcribed verbatim and data coded and analysed iteratively. Themes were identified using the constant comparison method. Ten physicians (three staff, seven trainees), eight radiation therapists, and six physicists participated in four focus groups, averaging 52 minutes (range, 47-59 minutes) in duration. Imaging literacy was defined as the knowledge of indications for imaging, and skills for image manipulation through all stages of diagnosis, treatment, and response assessment. Shortcomings in the current training program include a lack of imaging expertise, defined objectives, or structured assessments. A need for an interprofessional approach to teaching imaging literacy was expressed. Participants provided a comprehensive picture of imaging literacy for radiation oncologists unachievable with a uniprofessional approach. Suggested competency elements require further refinement with input from interprofessional colleagues, especially therapists and physicists, prior to implementation within residency programs.