General Patient Care Date
Completed
Competence Verified 1. CPR-BLS By
2. Vital Signs (BP, pulse, respiration, temperature) 3. O2 Administration
2. Parallel Opposed Fields with Field Shaping 3. Geometric Gap
4. Weighted Fields 5. Wedged Fields
6. Computer Generated Isodose Plan 7. Electron Field
Treatment Accessory Devices 1. Custom Block (electron) 2. Bolus
3. Custom Immobilization Devices for Thorax or Abdomen/Pelvis (e.g., foaming agents, vacuum bags)
4. Thermoplastic Mold Participatory Procedures 1. Total Body Irradiation (TBI) 2. Craniospinal
3. Brachytherapy
48 | P a g e Radiation Treatment Procedures Mandatory Elective
Date
8. Tangentials with Supraclavicular x 9. Tangentials with Supraclavicular
and Posterior Axilla Boost x
10. Tangentials with
49 | P a g e PHYSICS / TREATMENT PLANNING LEARNING OUTCOMES
Student demonstrates ability to generate a variety of treatment plans
Student demonstrates understanding re: use of various treatment planning techniques
Student demonstrates understanding re: the use of various treatment energies
Student demonstrates understanding re: the use of wedges and bolus
Student understands necessity of machine calibration and chart checks
Student demonstrates ability to perform specified Quality Assurance checks
PHYSICS/TREATMENT PLANNING WEEKLY OBJECTIVES Week one: Student will generate single field treatment plans
1) Perform importing and contouring of information.
2) Review: marked Isocenter from Simulator and shift Isocenter, set up to lasers for shift, set up to table for shift.
3) Create single field SAD plan for: C-Spine, T spine, L Spine. Use different energies, re-normalize, add calc.
point.
4) Describe and explain in a paragraph the changes you observed.
5) Do hand calculations and MU check for all plans. Print plans for self.
6) Evaluate DVH and record doses to OAR's.
Week Two: Student will generate treatment plans for parallel opposed and 3D conformal treatment fields
1) POP: Use same patients' fields: C-Spine, T Spine, L Spine. Use different energies, re-normalize add calc. point.
2) Describe and explain in a paragraph the changes you observed.
3) Create POP lateral plan for Whole Brain (clinical) and German Helmet using marked Isocenter in center of brain with symmetrical field size; then change Isocenter to behind orbits with asymmetric field sizes.
4) Create plans for POP arm, POP hip, and an SSD femur.
5) Do hand calculations and MU check for all plans. Print plans for self.
6) Evaluate DVH and record doses to OAR's.
Week Three: Student will generate treatment plans for wedged pair vs. open field arrangements, electron fields, and either dynamic or IMRT plans (forward planning). Student will generate three and four field pelvic plans
1) Create SAD Breast plan: both symmetric and asymmetric field sizes: wedges, hard, dynamic and control points.
2) Describe and explain in a paragraph the differences between the three.
3) Create SSD Breast treatment plan.
4) Create an electron boost plan with and without bolus: pay attention to SSD on bolus or SSD on skin.
5) Explain differences, including benefits and risks, between 3D, forward planning, IMRT, VMAT, SRS and SBRT.
6) Do hand calculations and MU check for all plans. Print plans for self.
7) Evaluate DVH and record doses to OAR's.
Week Four: Student will perform basic Quality Assurance tasks, and become familiar with Brachytherapy 1) Attend SRs or chart rounds.
2) Perform chart checks using guidelines established at your clinical site.
3) Observe seed implant/HDR insertion/Mammosite, whatever is available. Record pertinent specifics.
4) Observe and assist with Nanodot placement and reading, (or other type of dose verification measurement).
5) Participate in calibration of a Radiation Therapy machine.
6) Explain in a paragraph the importance of performing above tasks.
7) Review and complete all work. Have evaluation completed and signed by Radiation Physics
50 | P a g e
PHYSICS/TREATMENT PLANNING WEEKLY OBJECTIVES EVALUATION FORM
Attention: Radiation Dosimetrist/Physicist,
Please evaluate student's completion of objectives given below according to the following scale. Place a on the appropriate line. Please note that time of completion of each objective is not specific to the week listed, it is just a student guideline. Faculty from Nassau Community College will read all paragraphs related to objectives and provide the totals. Thank you.
Expectations: NA / Not Met / Met
Week one: Student generated single field treatment plans
7) Performed importing and contouring of information. ____ ____ ____
8) Review: marked Isocenter from Simulator and shift Isocenter ____ ____ ____
9) Created single field SAD plan for: C-Spine, T spine, L Spine. Used different energies, re-normalized, added calc. point. ____ ____ ____
10) Described and explained in a paragraph changes observed. ____ ____
11) Did hand calculations for all plans. ____ ____ ____
12) Evaluated DVH and recorded doses to OAR's. ____ ____ ____
Week Two: Student generated treatment plans for parallel opposed and 3D conformal treatment fields
1) POP: Used same patients' fields: C-Spine, T Spine, L Spine. Used different energies, re-normalized, added calc. point. ____ ____ ____
2) Described and explained in a paragraph changes observed. ____ ____
3) Created POP lateral plan for Whole Brain (clinical) and German Helmet using marked Isocenter in center of brain
with symmetrical field size; then changed Isocenter to behind orbits with asymmetric field sizes. ____ ____ ____
4) Created plans for POP hip, and an SSD femur. ____ ____ ____
5) Did hand calculations for all plans. ____ ____ ____
6) Evaluated DVH and recorded doses to OAR's. ____ ____ ____
51 | P a g e Week Three: Student generated treatment plans for wedged pair vs. open field arrangements including incorrect orientation of wedges, electron field plans, and either dynamic or stereotactic plans
Expectations: NA / Not Met / Met
8) Created SAD Breast plan: both symmetric and asymmetric field sizes: wedges, hard, dynamic and control points. ____ ____ ____
9) Described and explained in a paragraph the differences between the three. ____ ____
10) Created SSD Breast treatment plan. ____ ____ ____
11) Created an electron boost plan with and without bolus: paid attention to SSD on bolus or SSD on skin. ____ ____ ____
12) Did hand calculations and wedge calculations for all plans. ____ ____ ____
13) Evaluated DVH and recorded doses to OAR's. ____ ____ ____
Week Four: Student assisted with basic Quality Assurance tasks, and became familiar with Brachytherapy
8) Attended SRs or chart rounds. ____ ____ ____
9) Performed mock chart checks. ____ ____ ____
10) Observed treatment planning of seed implant/HDR insertion/Mammosite, whatever available. ____ ____ ____
11) Observed and assisted with Nanodot placement and reading, (or other type of dose verification measurement). ____ ____ ____
12) Participated in calibration of a Radiation Therapy machine. ____ ____ ____
13) Explained in a paragraph the importance of performing above tasks. ____ ____
Not Applicable = 0 Not met expectations = -1 Met expectations = 1 TOTAL ____ ____ ____
52 | P a g e Overall comments regarding student performance during Physics/ Treatment Planning Rotation:
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EVALUATOR'S SIGNATURE: ______________________________________ DATE _________________
STUDENT'S SIGNATURE: ______________________________________ DATE _________________
53 | P a g e Assessment Modules completed in Senior year
Since you have completed one year of clinical experience, program faculty assume that you have acquired basic skills in the treatment and simulation of most types of set-ups, and that you will consistently demonstrate those skills. This will be monitored by your supervising therapist and program faculty, and by your completion of the
required logs.
At this point in your clinical education, it is appropriate for you to concentrate on those aspects of experience that will enhance your ability to deliver quality care to patients, and also increase your marketability as an entry level therapist. Therefore, we have designed modules reflecting these areas. You must, before completing your therapy education, document your mastery of each area. This should in no way should detract from your concentration on improving your basic skills in treatment.
Instructions
1. You must complete at least two modules in each marking period
2. Please tell your supervisor on which module you will be working within one week of starting your clinical rotation
3. You must ask for an assessment from your supervisor within seven weeks of beginning the module, as you must complete at least two. If you are not deemed
competent, you must repeat the module. A faculty member will discuss with you whether you should repeat the same module immediately or at a later date.
4. You may complete more than two modules in a given marking period.
5. You may not work on two modules at the same time
Therapist’s signature/date Student’s signature/date