Radiation Oncology History/Education/Social Media
PV QA 3 - Poster Viewing Q&A 3
TU_42_2902 - Feedback for Transition to Practice Training in Radiation Oncology
Tuesday, October 23
1:00 PM - 2:30 PM
Location: Innovation Hub, Exhibit Hall 3
Feedback for Transition to Practice Training in Radiation Oncology
L. R. Best1,2, A. Sengupta2, J. Sargeant1, R. J. L. Murphy3, C. de Metz4,5, P. A. Ingledew6,7, S. K. Loewen8,9, and T. Trotter8; 1Dalhousie University, Halifax, NS, Canada, 2Nova Scotia Cancer Center, Halifax, NS, Canada, 3Acadia University, Wolfville, NS, Canada, 4Kingston General Hospital, Kingston, ON, Canada, 5Cancer Centre of Southeastern Ontario, Kingston, ON, Canada, 6University of British Columbia, Vancouver, BC, Canada, 7BC Cancer Center, Vancouver, BC, Canada, 8University of Calgary, Calgary, AB, Canada, 9Tom Baker Cancer Center, Calgary, AB, Canada
Purpose/Objective(s): While entering independent practice is associated with a sense of achievement with most new specialists reporting a high level of competence in clinical knowledge and skills, they also express apprehension in other aspects, particularly practice management and leadership. These concerns have been recognized, and under the new Competence by Design (CBD) medical education platform, a Transition to Practice (TtP) component will be incorporated as the last stage of residency training. This study aims to determine the learning environments and content that would be most beneficial to inform and optimize a TtP curriculum for radiation oncology (RO) residents.
Materials/Methods: We conducted focus groups with each of four groups of stakeholders involved in the TtP for Radiation Oncologists: senior residents, fellows, new to practice radiation oncologists, and residency program directors. Focus groups contained 5 – 12 participants, lasted 30 – 60 minutes and were audio recorded. Each group was asked to: 1. Describe the current state of TtP education in RO, 2. Identify gaps that currently exist in the TtP in RO, 3. Suggest essential competencies, skills, knowledge and attitudes that should be incorporated into the TtP curriculum, and 4. Propose how trainees can acquire these competencies. Interview transcripts were assessed by two observers and coded for common themes using NVivo qualitative data analysis software, v11.0. Thematic disparities were resolved through group consensus.
Results: Half of the participants reported having a TtP curriculum that varied from 2-12 months in length with differing learning objectives. All stakeholders emphasized a paucity of exposure to the business, administration and practice management aspects of independent practice and the benefit of mentorship. Program directors focused on cultivating opportunities for leadership roles, and providing support for the TtP both during residency and through onboarding programs for new physicians. New radiation oncologists focused on the need for training on practice logistics, triaging consults, institutional differences in practice management, and contract negotiation. Senior residents described a strong interest in mentorship and increased exposure to treatment planning evaluation and approval. Suggestions for a TtP phase included a longitudinal clinic, simulation labs, a simulation/treatment issues rotation, contract negotiation seminars and managing a physician’s practice with less oversight.
Conclusion: There are perceived gaps in current TtP training of Canadian RO resident with opportunities for enrichment with CBD. Our data is informative for the development of an evidence-based TtP curriculum in advance of the first CBD cohort that will enter the TtP residency training stage in 2023. This work also establishes quality improvement measures to compare stakeholders’ feedback following the introduction of TtP with the CBD education model.
Author Disclosure: L.R. Best: None. A. Sengupta: None. C. de Metz: None.