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Education as a Tool to Navigate Changing Technology in Radiation Oncology
Caitlin Gillan1, Daniel A Low2, Srinivas Raman1
1BC Cancer, Vancouver, Canada; Division of Radiation Oncology, Department of Surgery, University of British Columbia, Vancouver, Canada.
Seminars in Radiation Oncology
|January 30, 2026
Summary
Technological advancements in radiation therapy (RT) require updated education frameworks for safe adoption. Focusing on adaptable skills like technological literacy is key to integrating new RT innovations effectively.
Area of Science:
- Radiation oncology
- Medical physics
- Health professions education
Background:
- Technological innovation in radiation therapy (RT) is rapidly advancing.
- Past disruptive technologies, like intensity-modulated RT (IMRT), highlight the need for robust educational frameworks to ensure safe and equitable adoption.
- The IDEPTH framework emphasizes coordinated involvement across academia, industry, professional associations, and clinical organizations for successful technology implementation.
Purpose of the Study:
- To address the challenges in adopting emerging radiation therapy technologies.
- To propose a framework for scalable and comprehensive education in radiation oncology.
- To identify key competencies required for the safe integration of new RT tools.
Main Methods:
- The study reviews historical implementation of disruptive technologies (e.g., IMRT) to inform future educational strategies.
- It analyzes the gap between technological development rates and the updating of educational curricula, accreditation, and certification.
- The IDEPTH framework is presented as a model for technology translation and implementation.
Main Results:
- Significant heterogeneity persists in educational access, curriculum integration, and competency requirements for RT professionals.
- The pace of technological development often outstrips the update cycle for educational standards and certification processes.
- Emerging technologies like AI-enabled workflows, MR-integrated RT, adaptive radiotherapy, and particle therapy necessitate scalable educational approaches.
Conclusions:
- Closing the educational gap requires prioritizing adaptable competencies (technological literacy, critical evaluation, human-technology interaction) over device-specific skills.
- Radiation oncology education must adapt by reducing emphasis on legacy skills to accommodate new technologies and automated workflows.
- Robust, forward-looking education systems are crucial for the safe and high-quality integration of future innovations in radiation oncology.
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