Education as a Tool to Navigate Changing Technology in Radiation Oncology

While technological innovation in radiation therapy (RT) continues to accelerate, safe and equitable adoption of emerging tools is reliant on the readiness of the workforce and the robustness of associated educational frameworks. Early experience with disruptive technologies such as intensity-modulated RT (IMRT) has taught us that fragmented or insufficient education can create an implementation barrier. The IDEPTH framework (as illustrated here using the translation of IMRT from development to mainstream implementation) describes how development and implementation of new technologies requires coordinated involvement across academia, industry, professional associations, and clinical organizations. Emerging technologies, such as artificial intelligence (AI)-enabled workflows, magnetic resonance (MR)-integrated RT, adaptive radiotherapy and particle therapy will similarly require comprehensive and scalable approaches to education. Despite progress, significant heterogeneity still exists in access to education, integration into professional curricula, and ongoing requirements for competence. Central to this challenge is that the rate at which technology is developed often outpaces the rate at which curricula, accreditation standards, and certification processes are updated. Closing this gap will be most effectively met by increased emphasis on adaptable competencies such as technological literacy, critical evaluation, and effective human-technology interaction rather than mere device-specific skills. Also, the increasing role of automation means RT must also identify legacy skills whose education emphasis is reduced to allow time and attention to the latest technologies and treatment methods. The creation and maintenance of robust, forward-oriented education systems is crucial if future innovations within radiation oncology are to be integrated in ways that are safe and of high quality.