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A Call for Reform: Variability and Insufficiency in Radiation Oncology Resident Didactics—a Brief Report and National Survey of Program Directors

An informal needs assessment and lack of a national standardized curriculum suggest that there is tremendous variability in the formal teaching of radiation oncology resident throughout the USA. The goal of this study was to characterize formal radiation oncology resident education, in order to iden...

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Autores principales: Abrams, Matthew J., Golden, Daniel W., Huang, Grace C.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8373291/
https://www.ncbi.nlm.nih.gov/pubmed/34409581
http://dx.doi.org/10.1007/s13187-021-02080-5
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author Abrams, Matthew J.
Golden, Daniel W.
Huang, Grace C.
author_facet Abrams, Matthew J.
Golden, Daniel W.
Huang, Grace C.
author_sort Abrams, Matthew J.
collection PubMed
description An informal needs assessment and lack of a national standardized curriculum suggest that there is tremendous variability in the formal teaching of radiation oncology resident throughout the USA. The goal of this study was to characterize formal radiation oncology resident education, in order to identify knowledge gaps and areas for improvement. We developed a 14-item survey consisting of the following domains: program characteristics, teaching faculty, formal teaching time, instructional approaches for formal teaching, curricular topics, and satisfaction with didactics. All 91 accredited US-based radiation oncology program directors received an invitation to complete the survey anonymously by email. Twenty-four (26% response rate) program directors responded. Programs used a variety of instructional methods; all programs reported using lecture-based teaching and only a minority using simulation (38%) or flipped classroom techniques (17%). Other than PowerPoint, the most common electronic resource utilized was quizzing/polling (67%), webinar (33%), and econtour.org (13%). The lack of a national, standardized, radiation oncology residency didactic curriculum promotes variability and insufficiency in resident training. Themes for improvement were diversity in didactic topics, incorporation of evidence-based teaching practices, increased faculty involvement, and sharing of resources across programs. Development of a national curriculum and increased electronic resource sharing may help address some of these areas of improvement. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s13187-021-02080-5.
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spelling pubmed-83732912021-08-19 A Call for Reform: Variability and Insufficiency in Radiation Oncology Resident Didactics—a Brief Report and National Survey of Program Directors Abrams, Matthew J. Golden, Daniel W. Huang, Grace C. J Cancer Educ Article An informal needs assessment and lack of a national standardized curriculum suggest that there is tremendous variability in the formal teaching of radiation oncology resident throughout the USA. The goal of this study was to characterize formal radiation oncology resident education, in order to identify knowledge gaps and areas for improvement. We developed a 14-item survey consisting of the following domains: program characteristics, teaching faculty, formal teaching time, instructional approaches for formal teaching, curricular topics, and satisfaction with didactics. All 91 accredited US-based radiation oncology program directors received an invitation to complete the survey anonymously by email. Twenty-four (26% response rate) program directors responded. Programs used a variety of instructional methods; all programs reported using lecture-based teaching and only a minority using simulation (38%) or flipped classroom techniques (17%). Other than PowerPoint, the most common electronic resource utilized was quizzing/polling (67%), webinar (33%), and econtour.org (13%). The lack of a national, standardized, radiation oncology residency didactic curriculum promotes variability and insufficiency in resident training. Themes for improvement were diversity in didactic topics, incorporation of evidence-based teaching practices, increased faculty involvement, and sharing of resources across programs. Development of a national curriculum and increased electronic resource sharing may help address some of these areas of improvement. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s13187-021-02080-5. Springer US 2021-08-18 2023 /pmc/articles/PMC8373291/ /pubmed/34409581 http://dx.doi.org/10.1007/s13187-021-02080-5 Text en © American Association for Cancer Education 2021 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Article
Abrams, Matthew J.
Golden, Daniel W.
Huang, Grace C.
A Call for Reform: Variability and Insufficiency in Radiation Oncology Resident Didactics—a Brief Report and National Survey of Program Directors
title A Call for Reform: Variability and Insufficiency in Radiation Oncology Resident Didactics—a Brief Report and National Survey of Program Directors
title_full A Call for Reform: Variability and Insufficiency in Radiation Oncology Resident Didactics—a Brief Report and National Survey of Program Directors
title_fullStr A Call for Reform: Variability and Insufficiency in Radiation Oncology Resident Didactics—a Brief Report and National Survey of Program Directors
title_full_unstemmed A Call for Reform: Variability and Insufficiency in Radiation Oncology Resident Didactics—a Brief Report and National Survey of Program Directors
title_short A Call for Reform: Variability and Insufficiency in Radiation Oncology Resident Didactics—a Brief Report and National Survey of Program Directors
title_sort call for reform: variability and insufficiency in radiation oncology resident didactics—a brief report and national survey of program directors
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8373291/
https://www.ncbi.nlm.nih.gov/pubmed/34409581
http://dx.doi.org/10.1007/s13187-021-02080-5
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