| Summary: | Purpose To examine the current use of structured learning goals--particularly specific, measurable, achievable, relevant, and time-bound (SMART) goals--in advanced practice radiation therapist (APRT) education models, including evaluating their potential in fostering advanced competencies. Methods A scoping review of 6 bibliographic databases was conducted according to Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines. Studies were selected based on their use of learning objectives in APRT education with an emphasis on competency-based models. The review included articles related to advanced practice education for radiation therapists and examined the alignment of their educational goals with SMART goals. Results A total of 21 studies were included in the review. Many studies highlighted the importance of well-defined learning objectives in APRT education, although SMART goals were not referenced explicitly in most cases. Studies demonstrated positive outcomes in clinical competency, role expansion, and patient care when structured learning objectives were used. Gaps in the literature included inconsistent education methods and the lack of standardized frameworks. Discussion APRT is an emerging role internationally with varying degrees of implementation between countries. The absence of standardized education models in the United States and other countries presents challenges in defining and measuring competence for APRTs. Conclusion Although SMART goals are not used widely in the existing literature, their adoption in APRT education could offer substantial benefits by providing a measurable, standardized approach to developing advanced practice roles. Future research should focus on integrating the SMART framework into APRT education to enhance educational outcomes and professional growth in radiation therapy.
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