Engaging medical physics students in active and authentic learning through the use of monte-carlo simulation and inverse treatment planning

Abstract

Purpose: Engagement and participation of students with the learning process has been recognised as a growing problem across the higher education sector. The aim of this study was to investigate the value and impact of introducing Problem-based Learning (PBL) activities into a radiotherapy physics unit of a postgraduate medical physics course.

Methods: Computer-based problem solving activities on 1) monte-carlo modelling of a linear accelerator and 2) inverse radiotherapy treatment planning were designed and implemented into a one-semester unit on radiotherapy physics. The value and impact of the activities on the student learning were evaluated through student surveys, a focus group, and peer observation of the sessions by members of the learning design team. Student attendance and grade profile data are also reported.

Results: Overall the results indicated that students had a positive experience with the new problem solving activities that were implemented. Survey responses from a number of students indicated a desire for increased theoretical and technical support prior to and during activities. Another underlying theme that emerged from survey and focus group response was the perceived lack of reward in terms of marks for their efforts working on the learning activities. This may have influenced students' choices around attendance and participation. No significant changes were noted in the overall grades achieved in the unit.

Conclusions: Students appreciated the more hands-on approach to learning in the form of more authentic activities that they could directly relate to clinical radiotherapy. Further work is required to update and integrate assessment into the new learning delivery model more directly.

Keywords: Authentic learning; Medical Physics Education; Radiotherapy Physics.