BACKGROUND AND PURPOSE Global curricula exist across medical specialties however, the factors which influence their implementation are not well understood. The purpose of this study is to report the perceived factors that impact the implementation of the ESTRO Core Curriculum. METHODS An anonymous, 37-item, survey was designed and distributed to the Presidents of the National Societies who have endorsed the ESTRO Core Curriculum (n = 29). The survey addressed perceptions about implementation factors related to context, process and curriculum change. The data was summarized using descriptive statistics. RESULTS Twenty-six (90%) National Societies completed the survey. One respondent perceived that the values of the training system of their country would be incompatible with the proposed ESTRO Core Curriculum. The most common contextual barriers to implementation was a lack of support from the government (57%), a lack of internal organizational support (35%) and a 'poor fit' between the ESTRO Core Curriculum and the broader political and economic context (35%). Perceived implementation process barriers included insufficient numbers of faculty (44%), poor coordination between the government and training institutions (48%), and a lack of an influential person leading the implementation (44%). Two barriers related to curriculum change were a lack of funding and lack of assessment tools. CONCLUSIONS The content and values espoused in the ESTRO Core Curriculum are endorsed across diverse geopolitical and sociocultural regions. Barriers to curricular implementation are identified at the organizational and systems level and include insufficient teaching faculty, lack of coordination and the need for influential leadership.

中文翻译：

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ESTRO核心课程在国家层面的探索实施

背景和目的 跨医学专业存在全球课程，然而，影响其实施的因素尚不清楚。本研究的目的是报告影响 ESTRO 核心课程实施的感知因素。方法 设计了一项包含 37 项的匿名调查并将其分发给认可 ESTRO 核心课程的国家红会主席（n = 29）。该调查解决了对与背景、过程和课程变化相关的实施因素的看法。使用描述性统计汇总数据。结果 26 个 (90%) 国家红会完成了调查。一位受访者认为，他们国家的培训体系的价值观与拟议的 ESTRO 核心课程不符。实施中最常见的背景障碍是缺乏政府支持 (57%)、缺乏内部组织支持 (35%) 以及 ESTRO 核心课程与更广泛的政治和经济背景之间的“不适应”(35 %）。感知的实施过程障碍包括教师人数不足 (44%)、政府与培训机构之间的协调不力 (48%) 以及缺乏领导实施的有影响力的人 (44%)。与课程改革相关的两个障碍是缺乏资金和缺乏评估工具。结论 ESTRO 核心课程所支持的内容和价值观得到了不同地缘政治和社会文化地区的认可。