Patient Education in Radiation Therapy: To Teach or Not to Teach—That is the Question?

Abstract

Educating patients is one of the fundamental roles that radiation therapists play in the clinical setting. Effective patient teachings have been shown to improve management of side effects, patient satisfaction and reduce anxiety. The purpose of this study was to determine the efficacy of current first-day teaching practices in the radiation therapy department at the Juravinski Cancer Centre (JCC) and to investigate alternative methods of teaching. A literature review was conducted on learning styles, modes of information delivery, and patient education in radiation therapy. Based on this review, a quantitative survey was generated to evaluate patient preferences. The study population included 21 prostate and 24 breast cancer patients. The surveys were distributed by volunteer therapists between June 25, 2014 and July 11, 2014. Inclusion and exclusion criteria were generated to ensure informed consent, prevent bias, and be sensitive to patient needs. The inclusion criteria consisted of those who could reasonably read and speak English, had curative intent treatment plans, and had not received radiation therapy in the past. The Sign Test and Kruskal-Wallis Test were used to analyze the data. The difference from the null hypothesis (neutral) was tested for all questions. The results revealed that patients significantly disagreed with the use of group sessions and strongly agreed with sit-down one-on-one sessions and the use of supporting print material (current practice). Patients agreed with the use of a combination of teaching methods. Interestingly, 24% of patients reported having previous education in radiation therapy. Only 8.9% of patients reported viewing the information on the JCC website on radiation therapy. Male participants more frequently agreed with the use of videos to support educational practices. Significant results were found on preference for visual and kinesthetic learning. The median response for timing of additional information was during the first week. Overall, participants agreed that teaching sessions reduced anxiety. Therapists are encouraged to continue with current teaching practices as patients reported high levels of satisfaction. In order to further strengthen teaching sessions the use of visual aids, such as a poster display, and videos for male patients may be of benefit.