Transition to practice in radiation oncology: Mind the gap

Best, Lara; Sengupta, Arpita; Murphy, René J.L.; Metz, Catherine de; Trotter, Theresa; Loewen, Shaun K.; Ingledew, Paris-Ann; Sargeant, Joan

doi:10.1016/j.radonc.2019.06.012

Cited by 26 publications

(19 citation statements)

References 34 publications

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“…Similarly, many faculty members successfully transitioned into unsupervised practice when support or guidance may not have been offered, and may thus feel that residents could similarly advance with minimal guidance [14]. However, there is good evidence that residents entering unsupervised practice feel unprepared, [15] that their personal relationships and quality of life suffer, and that this lack of preparation leads some physicians to leave the profession [16][17][18]. Thus, it remains critical to improve residents' transition to unsupervised practice.…”

Section: Discussionmentioning

confidence: 99%

Transition to practice curriculum for general internal medicine physicians: scoping review and Canadian national survey

Thomson

O'Halloran

et al. 2022

BMC Med Educ

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Background There remains a paucity of evidence for curricula for the transition to practice (TTP) stage of Competence by Design internal medicine (IM) training programs. Current entrustable professional activities are based on expert consensus rather than robust subspecialty-specific needs assessment. Methods A scoping review was completed to identify studies with TTP focus. A national survey was conducted to identify transition experiences for general internal medicine physicians. Results were assessed by grounded theory analysis to identify core topics for TTP curricula. Results Neither scoping review nor national survey identified TTP topics related to the CanMEDS Medical Expert role. Scoping Review: 41 relevant studies were identified. Most (97.6%) were from North America. The most common study types were observational (survey) or curriculum (13/41 31.7% for each). Only two studies were exclusively in IM, and the most common subspecialty studied was surgical (13/41, 31.7%). The most common TTP topics were mentorship, billing and coding, practice management, negotiating contract and job, and financial aspects of practice. National Survey: There were 44 respondents, with the majority (25/44, 56.8%) having completed an IM subspecialty fellowship. Most (38/44) completed medical school in Canada, and most were from academic practice settings (33/44, 75.0%). The most common TTP topics were billing and coding, personal financial planning, practice management, work-life balance and mentorship. Grounded Theory Analysis: There were six themes that encompassed all TTP topics from the scoping review and national survey, being (i) building a career, (ii) continuing professional development, (iii) expectations of the profession, (iv) practice management, (v) Life, health and well-being and (vi) clinical skills. Curriculum competencies and resources for curriculum development were provided. Conclusions This study identifies topics critical for curricula development for IM transition to practice. Further research is required to evaluate effectiveness of curricula including topics and themes developed from this scoping review and national survey.

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Section: Discussionmentioning

confidence: 99%

Transition to practice curriculum for general internal medicine physicians: scoping review and Canadian national survey

Thomson

O'Halloran

et al. 2022

BMC Med Educ

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“…Personally, formal mentorship helps to alleviate stress and prevent burnout (12). Although the benefits of mentorship have been well established, initiatives within radiation oncology are lacking (13)(14)(15). For example, a survey of US radiation oncology residency programs reported that only 53% of respondents identified as having a mentor (13).…”

Section: Mentorship: Definition and Evidence For In Radiation Oncologymentioning

confidence: 99%

“…For example, a survey of US radiation oncology residency programs reported that only 53% of respondents identified as having a mentor (13). Lack of mentorship throughout training has been identified as a gap by senior residents and has been advocated to facilitate transition to practice and to address areas not covered in formal curricula (14). It is hypothesized that responses would be higher for radiation oncology fellows, in general, and in brachytherapy, specifically, as fellows develop a longitudinal relationship with their supervisor, in turn creating an environment to transform the relationship into mentorship.…”

Section: Mentorship: Definition and Evidence For In Radiation Oncologymentioning

confidence: 99%

More than learning technical skills: The importance of mentorship and coaching during a brachytherapy fellowship

et al. 2020

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Brachytherapy exposure during residency varies between residency training programs. As a result, many graduating radiation oncology residents do not feel competent or confident in performing brachytherapy procedures. A brachytherapy fellowship encompasses hands-on procedural skills in addition to clinical decision-making, radiotherapy treatment planning, as well as posttreatment care. During this time, a fellow develops interpersonal relationships with their faculty supervisors in the form of mentorship, sponsorship, and coaching in addition to clinical teaching. The objective of this article is to review these important relationships focusing on brachytherapy fellowship training as an example.

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“…A recent publication by Best et al on the readiness to practice of RO residents demonstrated that radiation planning workflow, which is inclusive of contour review, plan evaluation, and quality assurance practices such as onboard imaging review and troubleshooting of treatment unit issues (eg, patient set up), are deficiencies not only for RO residents, but also newly transitioned independent practicioners. 10 This clearly highlights gaps in the current treatment planning education in Canada. The authors identified graded responsibility, simulation, formal or informal teaching, and mentorship as potential solutions.…”

Section: Introductionmentioning

confidence: 99%

“…The authors identified graded responsibility, simulation, formal or informal teaching, and mentorship as potential solutions. 10 Our study investigates interprofessional radiation oncology (RO) team members' perspectives on strategies to improve upon the current radiation treatment planning (RTP) curriculum using a CBME approach. The study institution was the first radiation oncology residency program in Canada to transition to a CBME curriculum in 2016.…”

Section: Introductionmentioning

confidence: 99%

Aligning Requirements of Training and Assessment in Radiation Treatment Planning in the Era of Competency-Based Medical Education

Moideen

Metz

Kalyvas

et al. 2020

International Journal of Radiation Oncology*Biology*Physics

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Transition to practice in radiation oncology: Mind the gap

Cited by 26 publications

References 34 publications

Transition to practice curriculum for general internal medicine physicians: scoping review and Canadian national survey

Transition to practice curriculum for general internal medicine physicians: scoping review and Canadian national survey

More than learning technical skills: The importance of mentorship and coaching during a brachytherapy fellowship

Aligning Requirements of Training and Assessment in Radiation Treatment Planning in the Era of Competency-Based Medical Education

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