Patient and Carer Involvement in the Radiotherapy Curriculum: The Impact on Students' Professional Development

Abstract Aim The purpose of this study was to explore the ways in which therapeutic radiography students learned from patients' and carers' experience of cancer and its treatment and understand how this contributed to their professional development. A secondary outcome was to use this insight to further develop the curriculum. Methods A phenomenographical approach was chosen that used in-depth interviewing. Eighteen participants consented to take part, and their interviews were transcribed verbatim. Attride-Stirling’s thematic network analysis was used as the interpretive framework. Results Three global themes were identified: emotional recognition, emotion labour, and professional presentation. Facilitated interaction in the classroom with patients and carers was seen as a catalyst for learning. This stimulated higher-level thinking that prompted students to challenge their values and beliefs about “care” and seek ways to improve emotional capability. Conclusions Explicit patient and carer involvement provokes dialogue about the emotional consequences of working in an oncology setting and encourages students to be patient centred. Curriculum enhancements must focus on developing care and compassionate behaviours while supporting professional development and self-care strategies.