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Radiation Oncology Resident Education: Is Change Needed?

J M Bryant1, Kara C Madey2, Stephen A Rosenberg3

  • 1Department of Radiation Oncology, H. Lee Moffitt Cancer Center and Research Institute, Tampa, FL, USA. john.bryant@moffitt.org.

Journal of Cancer Education : the Official Journal of the American Association for Cancer Education
|May 18, 2024
PubMed
Summary

Radiation oncology residents desire curriculum changes, with 80% favoring updates compared to 46% of attendings. Resident perceptions of curriculum effectiveness significantly differ from attending physicians, highlighting a need for change management.

Keywords:
Change managementLeading institutional changeMixed-methods surveyOncology didacticsParallel survey studyRadiation oncology didacticsResident education

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Area of Science:

  • Medical Education
  • Radiation Oncology Training
  • Curriculum Development

Background:

  • Radiation oncology residency programs rely on longitudinal didactic learning series.
  • The current curriculum format has remained unchanged for over a decade.
  • Assessing the current educational environment is crucial for successful change initiatives.

Purpose of the Study:

  • To evaluate resident and faculty perceptions of the current radiation oncology didactic curriculum's effectiveness.
  • To identify discrepancies in views between residents and attendings regarding the need for curriculum reform.
  • To inform proposed changes aimed at enhancing resident engagement and knowledge retention.

Main Methods:

  • Two parallel surveys were administered to radiation oncology residents (N=10) and attending physicians (N=24).
  • Surveys assessed attitudes towards curriculum effectiveness, engagement, and the need for updates.
  • Informal interviews were conducted post-survey to gather qualitative insights on curriculum strengths and weaknesses.

Main Results:

  • A significant majority of residents (80%) believed the curriculum requires change, compared to 46% of attendings.
  • Residents reported lower perceived effectiveness of didactic lectures (20%), journal clubs (10%), and case conferences (40%) versus attendings (74%, 42%, and 67%, respectively).
  • Overall, 56% of all respondents favored curriculum modification, indicating a general desire for improvement.

Conclusions:

  • A notable gap exists between resident and attending physician perceptions regarding the radiation oncology curriculum's effectiveness and the urgency for change.
  • The findings underscore the necessity for a structured change management approach to bridge these differing viewpoints.
  • Proposed changes include increasing interactivity, enhancing faculty engagement, and incorporating self-assessment tools to improve learning outcomes.