Promoting radiation therapy research: understanding perspectives, transforming culture
Notice bibliographique
Résumé
Abstract Purpose: To identify the challenges and opportunities that prevent Radiation Therapist (RT) led research at our clinic. Insight gained from this process may lead to strategies which can encourage and support RT research. In this way we can ensure evidence-based practises are promoted by RTs as well as enhancing the professional profile of RTs in the research domain. Methods: A qualitative approach was chosen for this study. Five focus group sessions were conducted to discuss issues related to research participation within our department. Sessions were audio-recorded and transcribed. Thematic analysis occurred whereby overarching themes were identified, content categories were developed, and summaries were written from these categories. Pre-dominant themes were later presented to the entire radiation therapy department for member checking. Answers to a series of questions were obtained anonymously through the use of iClickers TM (MacMillan MPS, Gordonsville, VA). Further, an open group discussion followed focusing on three key areas (departmental, personal and professional). Initiatives or opportunities that could be implemented to increase research activities were discussed and recorded by a designated note-taker. Results: Nineteen RTs participated in five focus group sessions. The over-arching themes identified were definition of research, involvement in research and the barriers to conducting research. Member checking confirmed these major themes. Conclusion: We identified the challenges faced by RTs in the areas of research and development at our centre. This information has given us a greater understanding of the culture of our department and the attitudes to research activities from all groups within it. We aim to use these insights to set-up a framework of support to facilitate increased initiatives. Alongside this support RTs will have a clear understanding of their responsibilities to the organisation that facilitates their research. We anticipate these developments will lead to greater job satisfaction for RTs, increased staff morale and most importantly, the improvement of the overall quality of services we deliver to our patients.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,028 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,003 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».