candidate portfolio guideline

CLINICAL SPECIALIST RADIATION THERAPIST
SUSTAINABILITY PROJECT
PRIOR LEARNING ASSESSMENT AND
RECOGNITION
Candidate Portfolio Guide
Cancer Care Ontario
2012
CSRT Sustainability Project
CANDIDATE PORTFOLIO GUIDE
TABLE OF CONTENTS
INTRODUCTION
3
PRIOR LEARNING ASSESSMENT AND RECOGNITION
4
BEFORE BEGINNING THE PORTFOLIO
5
PORTFOLIOS
6
SECTION ONE: INTRODUCTION
7
SECTION TWO: COMPETENCIES
8
SECTION THREE: RELEVANT ACTIVITIES
9
SECTION FOUR: KNOWLEDGE AND SKILLS
10
SECTION FIVE: EVIDENCE
11
THIRD PARTY EVIDENCE
13
ASSESSMENT CRITERIA
14
PROCESS AND PROCEDURES
15
EVALUATION SCHEME
16
HELPFUL RESOURCES ON PORTFOLIO DEVELOPMENT
17
ATTACHMENT A: RETURN FORM
18
ATTACHMENT B: CLINICAL SPECIALIST RADIATION THERAPIST COMPETENCIES
19
ATTACHMENT C: PORTFOLIO COMPETENCY TABLE TEMPLATE
25
ATTACHMENT D: THIRD PARTY COVER LETTER AND COMPETENCY ASSESSMENT
FORM
27
2
CANDIDATE PORTFOLIO GUIDE
INTRODUCTION
The purpose of this Guide is to help you prepare a portfolio relating to your professional
practice. A portfolio is an integrated collection of documents that demonstrates to others
that you have particular knowledge and skills. In this pilot project, you will be using a
portfolio to demonstrate your achievement of professional competencies necessary to
qualify as a Clinical Specialist Radiation Therapist (CSRT).
Before beginning, it is important to understand that the focus of your portfolio must be on
your relevant knowledge and skills. It is not your education or experience that requires
demonstration. It is the knowledge and skills derived from your education and experience
that you are being asked to identify in your portfolio. This is not always as simple as it
sounds, so CSRT Sustainability Project administrators have provided a number of
supports to help you with this process. One of these supports is this Guide.
This Guide includes important information on:
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Prior learning assessment and recognition
Portfolio components
Steps in portfolio development
Third party evidence
Assessment criteria
Process and procedures
Evaluation scheme
Helpful resources
Forms
This information will familiarize you with Prior Learning Assessment and Recognition
(PLAR), ensure a fair, transparent, process, and help you to provide the necessary
information in your portfolio. Please use this information as your guide in preparing your
portfolio.
In addition to this Guide, the CSRT Sustainability Project’s administrators will be
providing an advising service to all candidates. If you have questions in developing your
portfolio please contact:
Nicole Harnett
[email protected]
A member of the Oversight committee will be able to provide portfolio guidance as
requested at your centre.
When you have completed your portfolio a panel of assessors will evaluate it based on
criteria discussed later in this Guide.
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PRIOR LEARNING ASSESSMENT AND RECOGNITION
Prior learning assessment and recognition (PLAR) is based on a belief/value system that
supports opportunities for individuals to have all relevant learning recognized and
counted towards a qualification. It is consistent with other strategies that support diverse
and inclusive pathways to lifelong learning.
PLAR is a process that identifies, verifies, and recognizes learning (knowledge and skills)
that cannot be fully recognized through other means. To be recognized, prior learning
must be appropriate to the context in which it is accepted and have an adequate balance
between theory and practical application.
In North America, the concept of assessing and recognizing prior learning began in the
1940’s when American universities began to explore ways to credit the experiential
learning of military personnel returning from World War ll. Since the 1980’s, support for
the concept has grown in countries around the world. It is known by several different
names, and is applied in a variety of ways but it has been based on the single
foundational belief that learning acquired outside the classroom has value and should be
recognized.
Today PLAR is used by Canadian colleges, universities, regulatory bodies and employers.
In this project, it will be used to identify advanced knowledge and skills of radiation
therapists, and assess whether they have the competencies required to be Clinical
Specialist Radiation Therapists.
A number of assessment methods and tools will used to identify and verify candidates’
knowledge and skills, including portfolio assessment, case studies, observation, and
interviews.
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BEFORE BEGINNING THE PORTFOLIO:
AN ANNOTATED CHRONOLOGY
Before you begin preparing your portfolio, it is helpful to identify the different contexts in
which you have gained knowledge and skills. Creating an annotated chronology will help
to remind you of all the activities you have been involved in that have led to advanced
skills in radiation therapy. This chronology is not part of the portfolio but an important tool
that can catalyze your thinking about what you know and can do.
Begin with your postsecondary education and working career. Your existing resume
should help you in the preparation but will not likely detail other valuable activities such
as volunteer committee work or teaching. Do not exclude anything at this stage. You will
use this chronology as the foundation for later steps of the portfolio development process
so reflect carefully on your past to ensure that you have included as much as possible.
At this point you should start to collect materials that will help you to identify the
knowledge and skills you have gained from the activities you are listing. When your
portfolio is complete, you may include the chronology in the appendix but it is not
required.
A Sample Chronology
1988
1989
1990
1991
1997
1999
2000
2004
2006
Graduated from George Brown College with a three-year diploma in
health care management, (Collected course outlines and transcripts).
Got a job at the Ontario Ministry of Health designing and managing a
summer employment program for students studying health care
management. (Collected performance appraisal and job description).
At the end of the nine-month contract became a researcher at the Office
of the Ontario Ombudsman. Conducted interviews, communications with
a wide range of government offices to informally resolve complaints.
Became an investigator specializing in social and health policy. For
example, one of my investigations resulted in provincial assistance to all
new mothers who needed electric breast pumps to feed their babies.
Specialized in research, critical analysis, report writing, advocacy, client
and government interviews, conducted presentations, worked
independently and in teams. I prepared Office’s first policy on HIV/AIDS
(copy of policy and minutes of committee meetings).
Became Assistant Director of Investigations where I learned to supervise,
give direction, take direction, make decisions, and learn from others. I
specialized in investigations of complaints related chronic diseases. I
took a public-speaking course. (Got video on speaking assessment).
Enrolled in Ryerson University to obtain a Bachelor of Science in Nursing.
I also worked part-time in a childcare centre and volunteered at the
Canadian Cancer Society. I provided emotional support to cancer
patients (got letters from patients, correspondence from childcare centre).
Following graduation, I accepted a position at St. Michael’s hospital. I
worked the evening shift and continued with my studies on a part-time
basis. (Got job description, letter of evaluation, course information.)
Transferred to the Hospital for Sick Children and the pediatric cancer unit.
I was asked to sit on a hospital research team on new diagnostic
interventions and public consultations and developing public policy
proposals for government funding for two new cancer treatments.
5
PORTFOLIOS
As noted earlier, a portfolio is an integrated collection of documents that demonstrate a
person’s knowledge and skills in relation to pre-established criteria. It usually takes the
form of a binder containing all required information. However, a portfolio can also be
supplemented by additional forms of evidence such as videos, audiotapes and other
products.
For the purpose of this project, you may modify the portfolio format suggested in this
Guide if you think it improves your demonstration of knowledge and skills.
Essential Requirements
There are a number of essential requirements for all portfolios in this project. They must:
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Be professional in appearance – lay-out, binding, originality
Comply with criteria set by Cancer Care Ontario
Begin with a table of contents
Be free of spelling and grammar errors
Have design and formats appropriate for the intended audience
Be a manageable length
Be well organized
Contain a clearly explained purpose in each section
Include appropriate references to relevant literature in radiation therapy
Focus on knowledge and skills, not time spent
All evidence provided, must be referenced in the body of the portfolio
If your portfolio does not meet these essential requirements, it will not be assessed. See
Return Form in Attachment A.
Portfolio Components
Candidates’ portfolios should contain six components:
1.
2.
3.
4.
5.
6.
A table of contents
An introduction
A list of the competencies to be evaluated
Relevant activities
Explanatory report of knowledge and skills derived from the learning activities
Evidence
The following pages provide you with information on what each section of your portfolio
should contain. It includes a Competency Table template that you can use to summarize
the final content of components 3 to 5 but it is not mandatory.
Note: a sample portfolio is available. Please contact Nicole Harnett
([email protected]) and the portfolio will be sent to you.
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SECTION ONE: INTRODUCTION
The introduction to a portfolio should:
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explain its purpose
introduce the sections, in a similar way to a preface in a book
provide any additional information you want to share with assessors, such as
your reasons for applying to the project.
Interestingly, some candidates prefer to leave preparation of the Introduction until the end
of the portfolio development process. You can make notes in the space below to remind
yourself of points you will want to make in writing your introduction.
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SECTION TWO: COMPETENCIES
The Competencies are statements of what a Clinical Specialist Radiation Therapist
should know and be able to do. These statements explicitly state and implicitly imbed the
required knowledge and skills for each competency.
You can find these competencies listed in the left column of the Clinical Specialist
Radiation Therapist Competency Profile Table in Attachment B.
In the right column of the Clinical Specialist Radiation Therapist Competencies Profile are
Indicators of Performance. These Indicators have been developed to give you a clearer
sense of what is included in the competency. It is important to note that you are not
required to demonstrate achievement of every single indicator. They are intended only to
enhance your understanding of each competency.
Think about each competency carefully, and how you have come to acquire it. In Section
Two of your portfolio, list the competencies that are related to the position for which you
are applying.
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SECTION THREE: RELEVANT ACTIVITIES
Portfolio development becomes more challenging as the process goes along. At this
point, you need to review your chronology and identify all the activities that involved
learning related to each competency you have selected. They can be academic or
experiential learning activities undertaken through employment, professional
development, volunteer work, or independent study.
At this stage, you should already have begun to gather all of the materials you can obtain
relating to the identified activities. Careful reflection on these materials will help you to
describe activities through which you acquired relevant knowledge and skills, and
complete the next steps of the process.
Below, is an example of relevant activities from a person who claims to be competent to
conduct research in the profession of nursing.
Example:
Competency:
Participate in the development of the field of nursing through the conduct of research.
Relevant Activities:
I have actively engaged in the following activities related to this competency and its
indicators of performance. I have:
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Participated in working committees on government health care policy
development.
Represented the nursing association on College of Nurses’ joint committee on
entry to practice standards development.
Participated as part of a design team for a pilot project to improve services to
cancer patients awaiting chemotherapy including setting criteria for assessment.
Conducted consultations on public demand.
Participated in the research of a hospital study on diagnostic interventions.
Authored a 50 item annotated bibliography on community health care and cancer
as part of my nursing degree.
Conducted database queries for statistics, tables and charts using database
software.
Prepared PowerPoint presentations including audio.
Document all relevant activities that correspond to each competency in Section Three of
your portfolio.
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SECTION FOUR: KNOWLEDGE AND SKILLS
This is the most challenging section of the portfolio. For each competency, describe the
knowledge and skills you acquired through the relevant activities you have identified and
explain how they relate to the competency. Again, reflection on and reference to the
materials you have gathered will help you to draw out the knowledge and skills you
acquired from each experience. Remember that the emphasis should not be on what you
did but rather, what you know and are able to do.
Here are some tips, drawing on the previous section for examples.
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In this section of the portfolio, you make your case. It is normally written in an
essay format, in the first person.
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Focus on the main element(s) of the competency.
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Break down the competency into what you think the assessment panel will be
looking for, and think about your knowledge and skills in each segment.
For example, regarding the competency on conducting research, think about the
types of research conducted in your field. Explain what you know about
conducting research based on your experiences. It is acceptable to use
statements such as, “During my experience in the _________________ research
project, I learned ____________” or “Knowledge of ____________ “ is a critical
component of conducting research in __________. I have gained an expertise in
this area which has been recognized by my employer through _____________.”
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The assessment panel will be looking for knowledge and skills and evidence that
you have successfully put them to use. In the above sample, this means
knowledge of how to conduct research in your field, and evidence that you have
done so.
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Do not fall into the trap of discussing the content of research you have
conducted.
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Be sure to address the breadth, depth, currency, sufficiency, and relevance of
your knowledge and skills in the competency. These are the criteria the
assessment panel will use. Again, in the example of research, breadth refers to
how broad your knowledge and skills are in conducting research. Depth refers to
your level of expertise. Currency indicates how up to date your knowledge and
skills are. Sufficiency relates to the extent to which your evidence indicates solid
knowledge and skills.
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Do not include evidence that you do not refer to in your description of your
knowledge and skills.
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The number of years spent performing a particular task does not in itself indicate
adequate knowledge and skill – in this case, at an advanced level. So do not rely
solely on reporting your number of years of experience, or the number of
research projects you’ve completed. These are good indicators of experience
but the assessment panel will be focusing on evidence of what you know and
can do as a result of those experiences.
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SECTION FIVE: EVIDENCE
Your portfolio must include evidence verifying the knowledge and skills you claim to have.
If you are unable to provide documentation that fully verifies your knowledge and skills,
you may suggest additional mechanisms and Project officials will consider them.
The evidence verifying your knowledge and skills can include a wide range of items. They
should showcase the breadth, depth, currency, sufficiency, and relevance of your
knowledge and skills. Here, we provide you with a list of the types of items you might be
able to include in your portfolio but it will depend greatly on you own situation. You may
also have additional ideas on verifying documentation that we have not considered.
Use the minimum number of pieces of evidence to make your point.
Types of Evidence
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Work samples – reports email exchanges, etc.
Chart audits of completed cases
Job descriptions
Performance appraisals
Letters from employers, supervisors (see section on “third party evidence”)
Letters from teachers (see section on “third party evidence”)
Minutes of meetings
Academic transcripts
Transcripts from professional development
Course descriptions
Video tapes
Written descriptions and analyses
Awards, grants or scholarships
Reflective practice paper
Presentation materials
Each item of evidence should be referenced to the knowledge and skills you are claiming
and assigned a tab number for easy reference by the assessment panel.
An example is shown below in reference to a competency of a theoretical candidate providing
evidence of her competency in research.
Competency
Participate in the
development of the radiation
medicine and overall health
service evidence-based
knowledge through the
conduct of research as the
principal investigator or coinvestigator
Evidence
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Tab Number
List of primary or co-authored publications from
peer reviewed journals and abstract
presentations from the last 5 years.
Copy of certificate of “Best Poster” award from
RTi3 Radiotherapy Conference (2011) and
copy of abstract
Description of my involvement with our local
RT Research Committee
Description of my involvement with our local
RT journal club
Letter from working committee chair confirming
details of my contribution to the committee on
1
2
3
4
5
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radiotherapy wait times reduction (subcommittee evaluating flow between decision to
treat and treatment times at provincial centers)
Narrative and statistical report to subcommittee on workflow process as above.
Letter of support from Dr. Jones, co-chair of
VMAT implementation working group
(translational research role)
Summary of VMAT implementation working
group terms of reference, project timelines and
outcomes measurements
Presentation to RT Research Committee on
VMAT SBRT implementation project
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Summary
A Portfolio Competency Table Template is provided in Attachment C. It demonstrates the
use of each column using an example of a portfolio candidate in the profession of nursing.
The template can be used to summarize the information in your portfolio by deleting the
sample content and entering your own. If you only have a hard copy of this Guide, the
template is available electronically from the Project Manager, Nicole Harnett
[email protected]
Enter into column one of your Portfolio Competency Table all the competencies related to
the position for which you are applying. Use the exact wording provided in the
Sustainability Project documentation. In column two, enter the learning activities relating
to each competency. In column three, enter the knowledge and skills you are claiming. In
column four enter the evidence items that verify your knowledge and skills. And finally, in
column five enter the evidence and related tab numbers.
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THIRD PARTY EVIDENCE
Candidates may obtain indirect evidence from third parties to help substantiate their
claims. The following guideline is designed to build confidence in this type of evidence.
Main Elements
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Third parties should explain their professional relationship to the candidate and
contact details.
 Third parties should review the competencies and indicators of performance
before making their report.
 Their report should provide a judgment as to the level of the candidate’s
knowledge and skills.
 Third party reports should be sent directly to project officials.
A cover letter and Competency Assessment Form are provided in Attachment D to assist
candidates obtain valid and reliable evidence from third parties. The amount of weight
placed on a third-party report will be determined by how well the third party understands
the competencies and the candidate’s knowledge and skills. Third parties should be
prepared to be contacted by assessors if it is necessary to clarify certain points.
If you intend to request evidence from third parties, please provide them with a copy of
the letter and Competency Assessment Form in Attachment D. You will need to modify
the letter by selecting the appropriate gender designation. You will also need to enter the
relevant competencies and indicators of performance into the Competency Assessment
Form. You can do this by cutting and pasting them from this Guide.
Third parties are asked to place their assessments in a sealed envelope and give it to you to
include in your submission or send to:
Nicole Harnett
CSRT Sustainability Project Manager
th
Radiation Oncology Department, 5 Floor
Princess Margaret Hospital
610 University Avenue
Toronto, Ontario
M5G 2M9
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ASSESSMENT CRITERIA
Several factors will be considered when the assessment panel examines your portfolio. These
factors are:
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Breadth of knowledge and skills
Depth of knowledge and skills
Currency of knowledge and skills
Sufficiency of information to make a reasoned judgment
Relevance of evidence to required competencies
Authenticity of evidence
The number of years spent performing a particular task does not in itself indicate adequate
knowledge and skill – in this case, at an advanced level. Candidates are advised not to rely on
time-based evidence such as the number of years of work experience, or the number of research
projects they have completed. These are good indicators of experience and as such are useful to
include in a portfolio but assessors will be focusing on evidence of what you know and can do as
a result of those experiences.
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PROCESS AND PROCEDURES
Portfolio Assessment Procedure
Portfolios from all candidates will be assessed by one assessment panel. It will be made
up of experienced radiation therapists familiar with PLAR. Each portfolio will be
evaluated individually by two assessors following which the panel will convene to discuss
all portfolios. Assessment results will be compared and any discrepancies discussed. A
final decision will be documented and each site will be notified.
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EVALUATION SCHEME
The competencies for Clinical Specialist Radiation Therapist are outlined in the
Competency Profile. See Attachment B.
Assessment panels will use the following evaluation formula to evaluate the
competencies presented in each portfolio.
Assessment Criteria
General Competencies
High Achievement
 In-depth knowledge and skills in conducting research in the field
Satisfactory Achievement
 Moderate knowledge and skills in conducting research in the field
Unsatisfactory Achievement
 Insufficient knowledge and skills in conducting research in the field
2 points
1 point
0 points
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HELPFUL RESOURCES ON PORTFOLIO DEVELOPMENT
Boonarzian, S. (1994). Learner guide to prior learning assessment at Cambridge College.
Cambridge, Mass.: Cambridge College Center for Learning and Assessment Services.
Bridges, M. (1997). [Ed.] Career planning and adult development journal - Special issue:
Portfolios. San Jose: Career Planning and Adult Development Network.
Lambdin, L. (1997). Earn college credit for what you know. Chapter Seven. Chicago:
CAEL.
Mandell, A., Michelson, E. (1990), Portfolio development & adult learning: Purposes &
strategies. Chicago: CAEL.
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ATTACHMENT A
RETURN FORM
The portfolio of candidate ________________________________ did not meet the
following criteria. A copy of this form will be provided to the candidate.
(Please circle all that apply).
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Professional in appearance – lay-out, binding, originality
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Comply with criteria set by Cancer Care Ontario
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Begin with a table of contents
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Be free of spelling and grammar errors
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Have design and formats appropriate for the intended audience
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Be a manageable length
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Be well organized
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Contain a clearly explained purpose in each section
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Include appropriate references to relevant literature in radiation therapy
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Focus on knowledge and skills, not time spent
_____________________________
Project Manager
_____________________________
Date
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ATTACHMENT B
CLINICAL SPECIALIST RADIATION THERAPIST COMPETENCIES
ADVANCED PRACTICE RADIATION THERAPIST
COMPETENCY PROFILE
An Advanced Practice Radiation Therapist (“APRT(T)”) is an experienced academic radiation therapist with advanced knowledge, skills and
judgment in a specific area of expertise in radiation therapy. The APRT(T) employs graduate level educational preparation to practice at an
advanced level in clinical radiation therapy. The central focus of the APRT(T) is optimizing radiation treatment and improving patient health
outcomes in the realm of radiation therapy especially in his/her area of specialization.
The APRT(T) is a self-regulated practitioner
- guided by strong ethical and moral values in a spectrum of practice related environments taking into account the unique qualities of each
- integrating theoretical, research and practical knowledge to exercise sound judgment across complex and varying social, cultural and
organizational contexts.
The APRT(T) practices by
- serving as an innovative leader in radiation therapy overall and an autonomous consultant in his/her area of specialization
- bringing the profession’s perspective to influence health care policy.
The APRT(T) is a leader who
- promotes and works within an evidence-based framework to develop and employ best practices
- is an avid consumer of and contributor to radiation medicine research
- uses academic enquiry, analysis and consultation to inform and transform practice and to advance the science of radiation therapy
- challenges fundamental assumptions to facilitate effective change in the interdisciplinary environment.
The APRT(T) is a professional who
- is a role model and mentor in both clinical and academic practice, demonstrating commitment to the overall radiation therapy community
- educates and collaborates with students and other health care professionals throughout the health care community
- provides outreach and builds new networks and partnerships within his/her own department and in the community.
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All competencies will be conducted:
 with the patient as the central focus
 in accordance with professional Code of Ethics and Standards of Practice
 in accordance with all relevant provincial and national legislation
 in accordance with departmental protocol, practice and policy
 as guided by Delegation or as outlined in a Medical Directive
 with due regard for radiation protection and overall safety
1. CORE CLINICAL COMPETENCIES
Works as a member of the interdisciplinary care team to provide optimal patient care for radiotherapy patients
 in the defined patient population
 at any point in the patient journey
 in a variety of settings (e.g. outpatient, new patient, follow up, treatment review, at outreach clinic, etc) and
 in person or at a distance (remote consultation, email, telephone, telehealth etc.)
Competency
1. Ensure that all relevant information is available for
clinical decision making
Indicators of Performance
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Reviews available information against established guidelines in advance of
patient appointment
Gathers results of/orders relevant procedure for information that is missing
as per protocol
2. Assess the patient’s general condition using all
available relevant information and techniques
including:
a. Physical/clinical examination
b. Patient history
c. Diagnostic imaging, laboratory and
pathology tests
d. Other pertinent information
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For the purposes of:
 Establishing eligibility for radiation therapy
 Differentiating between radiation induced side-effects and symptoms of
disease progression or other treatments/conditions
 Referring patients to other appropriate services/programs
3. Formulate and implement an effective patient care
and/or treatment plan
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Determines treatment goal following synthesis of available data/information
Includes patient/family/caregiver as part of the decision making team (e.g.
patient preferences and limitations, etc.)
Presents the plan disclosing fully all available alternatives including the
advantages and disadvantages of each to the patient/family/caregiver
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Provides the necessary information/support for the patient/family/caregiver to
understand and comply with the plan
4. Assess effectiveness of patient care plan
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Continually monitors patient compliance and acceptance of care plan
Revises care plan as necessary
5. Communicate the results of specific
tests/procedures identifying a disease or disorder
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Includes:
 a review of the purpose of the test
 the significance of the results relative to treatment/care decisions
 follows up on questions and/or requests
6. Obtain informed consent for required diagnostic or
therapeutic interventions
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Fully discloses available options including the advantages, disadvantages
and side effects of each to the patient/family/caregiver
7. Prescribe/dispense correct pharmaceutical from
defined and approved list for discrete and
specified conditions (e.g. pain management,
radiation treatment sequelae, etc
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In accordance with department protocol and patient care guidelines
Follows dispensary protocols
Conducts patient education prior to prescription/administration
Monitors patient response to medication
8. Refer cases that fall outside of standard protocol
to radiation oncologist or other appropriate health
care professional or service
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Correctly identifies when patient cases or information results in uncertainty
or when information is incomplete or conflicting
Identifies correct person/service for referrals
Makes referrals in a timely manner
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2. CORE TECHNICAL COMPETENCIES
Utilizes advanced oncologic, radiobiological and dosimetric knowledge to optimize the use of available technology for the provision of
tailored radiation therapy treatment to patients
Competency
1. Provide autonomous technical consultation at all
phases of the radiation therapy planning and
treatment process
a. Plan optimization/ acceptability
Indicators of Performance
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For the purposes of
o Treatment planning, particularly in complex/non-standard cases
o Starting treatment
o Holding treatment
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b.
c.
d.
e.
f.
Patient immobilization
Field placement
Treatment accessories
Changes in anatomical and treatment
volumes
Daily image guidance results
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2. Order/employ appropriate imaging studies to
optimize visualization of the regions of interest
for planning purposes
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3. Identify and justify treatment volumes
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4. Employ clinical decision making skills to
Intervene when planned treatment is no longer
possible
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5. Refer cases that fall out of standard protocol to
radiation oncologist or other radiation medicine
professional
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o Adapting treatment
Incorporates all relevant clinical, diagnostic and technical information
Provides expert advice to team members or external health care
professionals
At any point during the patients’ course of treatment (e.g. planning, daily
image guidance, adaptation of plan in response to change in
situation/condition, etc.)
Selects most suitable imaging technology (xray, CT, MR, PET, etc.) based
on local availability and department protocols/policies
Develops strategies to optimize the use of available technology
Incorporates all relevant clinical, diagnostic and technical information
Establishes when protocol should be followed or when an individualized
approach is required
Identifies/delineates GTV, CTV, ROIs, in accordance with international
standards (ICRU 50 and 62) and local protocols
At any point during the patients’ course of treatment (e.g. planning, daily
image guidance, adaptation of plan in response to change in
situation/condition)
Uses available images and image registration/fusion software
For any of the following reasons
a. Change in patient condition
b. Anatomical changes
c. Results of daily imaging – once, or over time
d. Equipment variations
Delivers orders for changes and/or moves to achieve accurate treatment
delivery
Includes QA procedures (review of DVHs, fluence assessments, etc)
Correctly identifies when patient cases or information results in uncertainty
or when information is incomplete or conflicting
Identifies correct person/service for referrals
Makes referrals in a timely manner
22
3. CORE PROFESSIONAL COMPETENCIES
Functions as a leader, role model, educator, researcher and mentor in radiation therapy and especially in their area of specialization.
Competency
Indicators of Performance
A) QUALITY, SAFETY AND SERVICE ENHANCEMENT
1. Promote, advocate and employ evidence-based

approaches to develop and engage in best
professional practice



2. Contribute to ongoing program review and audit
and develop strategies to address findings
3. Continually monitor existing departmental quality
assurance processes and safety procedures,
taking action when gaps or deviations are
identified
B)
LEADERSHIP
1. Contribute to the optimal function of the health
care team through continual assessment, audit,
evaluation and strategic visioning











2. Participates in knowledge dissemination and
translation related to innovation and research
through communication, promotion and advocacy





Undertakes all aspects of an evidence-based approach to service
enhancement – e.g. Creating and using databases, establishing quality
indicators, assessment of existing literature and practices, research activity,
risk management considerations, etc.
Works with people/programs/services to understand, implement and assess
evidence based approaches
Communicates through presentations and publications
Takes into consideration characteristics of patient population, available
resources, goals of program, etc.
Collects and assesses available evidence in accordance with established
criteria
Formulates judgments and conclusions
Suggests strategies for programmatic change
Effectively utilizing all available resources
Assesses available evidence in accordance with established criteria
Formulates judgments
Suggests strategies for change
Initiates action when potential risk is identified
Takes responsibility for scope of practice and contribution to the team
Develops strategies for addressing Identified barriers to/gaps in optimal team
functioning
Effectively negotiates solutions to problems identified in the patient care
pathway
Suggests strategies for new/improved service provision or models of care
Communicates through presentations and publications
Proactively identifies opportunities to develop new partnerships
Maintains networks of community stakeholders (referring physicians,
community agencies, etc.)
Advocates for the role of the radiation therapist in the radiation medicine
23
3. Participates in hiring, supervising and
performance appraisal of staff associated with
research, education and practice.
4. Mentor and supervise junior staff
C) RESEARCH
1. Participate in the development of the radiation
medicine and overall health service evidencebased knowledge through the conduct of research
as investigator
2. Build academic career research platform to
contribute to practice development/ innovation in
area of specialization
D)
1.
2.
3.
4.
EDUCATION
Assess learning needs of target audience
Create learning plan and materials
Deliver educational intervention
Evaluate learning event to revise intervention,
identify need for remediation, or adjust processes
or materials












enterprise
Uses established processes and protocols
Participates in candidate interviews
Contributes to performance evaluation when requested
Provides constructive feedback to mentees and junior staff
Develops action plans with mentees and junior staff to improve performance
Undertakes activities related to the conduct of research – e.g. literature
review, research design, proposal/grant writing, ethics submissions, data
collection and analysis, communication of results, publications, etc.
Assume responsibility for project management including establishing and
meeting external and internal deadlines
Takes initiative to develop platform including project development, grant
application, long range planning, etc.
Ensures work is to academic and scholarly standards
For any target population (students, patients/family/caregiver, community,
other health care professionals, etc.)
In a variety of professional environment (clinic, classroom, workshop,
conference, etc.)
Using a variety of formats (formal/informal, didactic/clinical, lecture/hands on,
written/electronic, etc.)
24
ATTACHMENT C
PORTFOLIO COMPETENCY TABLE TEMPLATE
EXAMPLE FROM NURSING
COMPETENCY
Participate in the
development of the
nursing profession
through the conduct of
research
RELEVANT ACTIVITIES
EVIDENCE
TAB
NUMBER
Work with other professionals
to research, analyze issues
and make recommendations
on government policies that
impact the profession
 Display cultural sensitivity
with colleagues and research
subjects
Letter from working committee
chair confirming details of my
contribution to the committee
on health care policy
1
Represented the nursing
association on College of
Nurses’ joint committee on
entry to practice standards

My research report culminating
in the Nurses’ Association
policy position on proposed
changes to entry to practice
standards
2
Participated on design team
of a pilot project to improve
services to cancer patients
awaiting chemotherapy
including setting criteria for
assessment

Letter of confirmation from
committee chair detailing my
contribution to pilot project
design to improve wait times
for chemotherapy
3
My narrative and statistical
report on impact of reducing
wait times on quality of care
4
Report on research
methodology
5
Performance appraisal from
Hospital for Sick Children
6
Participated in working
committee on government
health care policy
development
Participated in research in
hospital study on diagnostic
interventions
KNOWLEDGE AND SKILLS
I am able to reliably:

Consult and synthesize the
perspectives of the
profession and provide
meaningful input to
committee deliberations
Use appropriate criteria in
designing research projects
 Effective writing skills

Carry out a range of valid
and reliable research
methods
1
25
COMPETENCY
RELEVANT ACTIVITIES
KNOWLEDGE AND SKILLS
I am able to reliably:
EVIDENCE
TAB
NUMBER
Annotated bibliography
prepared as part of my degree
in nursing
7
Authored a 50-item annotated
bibliography on community
health care and cancer as
part of my nursing degree

Conducted database queries
for statistics, table, and charts
using Access software

Keep detailed records of
research data
 Use computer technology to
support data collection and
analysis
 Apply hospital ethics,
confidentiality and other
research policies and
procedures
 Meet research deadlines
Report on database
development and explanation
of how it was developed.
8
Prepared PowerPoint
presentations including audio

Sample PowerPoint
presentation on consultation
results
9
Knowledge of the literature
on community health care for
cancer treatment
Report the results of
research
26
ATTACHMENT D
THIRD PARTY COVER LETTER AND COMPETENCY ASSESSMENT FORM
To Referee,
Thank you for taking the time to provide information to Cancer Care Ontario on this candidate.
The candidate is a Radiation Therapist completing a prior learning assessment to determine
whether his/her knowledge and skills meet some of the competency requirements of Clinical
Specialist Radiation Therapist (CSRT). This is a new health care professional category requiring
advanced knowledge and skills. Following the prior learning assessment, the candidate may be
selected for a CSRT position as part of Cancer Care Ontario’s CSRT Sustainability Project.
A prior learning assessment is a process used to identify and verify knowledge and skills that
individuals have acquired through a variety of activities including work, professional development,
volunteering such as committee work or teaching, and academic and independent study.
Your input represents one piece of evidence in this prior learning assessment process and will
assist assessors in identifying the candidate’s strengths and areas requiring development.
Development opportunities will be provided during a three-month introductory period of
employment as part of the project and should not be considered detrimental to their candidacy. It
is important that your assessment be as objective as possible.
The candidate will be reporting to project assessors that he/she has the competencies noted on
the attached form and that based on your experience with him/her you are able to provide
verification. The form presents four possible responses.
Demonstrates Competency – check this box if based on your experience, the candidate exhibits
the competency.
Requires Development – check this box if in your judgment, the candidate does not exhibit the
competency.
Unable to Comment – check this box if you do not have sufficient information to evaluate a
specific competency based on your experience with the candidate.
Comments – Please add additional comments that will help us to assess this candidate’s prior
learning. When you have completed the form please return it directly to the Project Manager at
the address below. Your report will remain confidential. When you have completed the evaluation,
please place it in a sealed envelope and give it to the candidate or send it to:
Nicole Harnett
CSRT Sustainability Project Manager
th
Radiation Oncology Department, 5 Floor
Princess Margaret Hospital
610 University Avenue
Toronto, Ontario
M5G 2M9
Thank you again.
27
ATTACHMENT D
CLINICAL SPECIALIST RADIATION THERAPIST SUSTAINABILITY PROJECT
THIRD PARTY COMPETENCY ASSESSMENT FORM
Name of Candidate
_________________________________
Name of Third Party
_________________________________
E-mail Address
_________________________________
Telephone Number
_________________________________
Relationship to Candidate
_________________________________
Third Party Signature
_________________________________
COMPETENCY
INDICATORS OF PERFORMANCE
DEMONSTRATES
COMPETENCY
REQUIRES
DEVELOPMENT
UNABLE TO
COMMENT
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Comments
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
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