Radiation Oncology History/Education/Social Media

PV QA 3 - Poster Viewing Q&A 3

TU_44_2923 - Determining Training and Assessment Needs for Residents in Radiation Treatment Planning in the era of Competency-Based Medical Education

Tuesday, October 23
1:00 PM - 2:30 PM
Location: Innovation Hub, Exhibit Hall 3

Determining Training and Assessment Needs for Residents in Radiation Treatment Planning in the era of Competency-Based Medical Education
N. Moideen1, E. Soleas1, M. Kalyvas1,2, C. de Metz1,2, R. Egan1, and N. Dalgarno1; 1Queen's University, Kingston, ON, Canada, 2Cancer Centre of Southeastern Ontario, Kingston, ON, Canada

Purpose/Objective(s): Radiation treatment planning is a unique skill that requires interdisciplinary collaboration among Radiation Oncologists (RO), Dosimetrists, and Medical Physicists (MP) to train and assess residents. With the adoption of competency-based medical education (CBME) in Canada, it is essential that residency program curricula focus on developing competencies in radiation treatment planning to ensure entrustment. Our study investigates how radiation oncology team members’ perspectives on optimized experiential treatment planning training align with requirements of CBME, and implications for residency training.

Materials/Methods: This qualitative research study took place in one academic hospital RO Department in Southern Ontario. Through convenience sampling, focus groups were conducted with ROs (n=11), dosimetrists (n=7), MPs (n=7), and residents (n=7). Thematic design was adopted to analyze the transcripts through open coding resulting in three overarching themes.

Results: The results identified existing strengths and weaknesses of the residency program, and future opportunities to redesign the curriculum and assessment process with a CBME paradigm. Stakeholders were optimistic that CBME was helping to enrich resident learning with the increased frequency and quality of competency-based assessments. All participants believed greater communication about residents’ developmental progress was required between educational stakeholders. Dosimetrists and MPs were interested in participating directly in assessing and coaching residents. Participants across all stakeholder groups suggested building a library of cases so as to provide a safe environment to develop skills in contouring, dosimetry, and plan evaluation, in accordance with CBME training.

Conclusion: The interdisciplinary residency education stakeholder consultations approach yielded rich results and common themes emerged. In support of a CBME environment, it is important that all team members communicate effectively, participate in formative assessments, and play a role in coaching residents. These findings inform the modification of treatment planning competency development to better align training and assessment of RO residents in the era of CBME.

Author Disclosure: N. Moideen: None. E. Soleas: None. R. Egan: None. N. Dalgarno: None.

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