A Pilot Study of a Virtual Interactive Radiation Oncology-Specific Residents-As-Teachers Curriculum: Preliminary Results

Abstract

Background Radiation oncology resident physicians have expressed the desire for formal training in teaching for settings and audiences that are specific to their specialty. We describe preliminary results from a funded pilot study for a virtual, interactive Residents-As-Teachers (RaTe) curriculum. Methods All radiation oncology trainees at a single institution were invited to voluntarily participate in this study (N=13). The first module of this longitudinal curriculum, "Teaching Medical Students in the Outpatient Radiation Oncology Clinic," was implemented in November 2022. The module included an asynchronous 30-minute interactive video didactic, a self-assessment tool for participants to use while teaching in clinic, and a list of additional relevant resources. Trainees who consented to participate in the study completed self-assessment questionnaires prior to the intervention and completed anonymous questionnaires immediately afterward evaluating their experience with the module. Results Of the 13 trainees who qualified for participation, 8 (62%) consented to participate in the study. There was participation across training levels: 2 (25%) PGY-2, 1 (13%) PGY-3, 2 (25%) PGY-4, 2 (25%) PGY-5, and 1 (13%) fellow. Six (75%) had no prior training in teaching before residency, while 4 (50%) had no training in teaching during residency. Median self-assessment score of overall teaching performance on an 11-point scale (0-10) was 6.5 (range, 3 to 8). Seven out of 8 (88%) study participants completed the post-intervention survey for this module. When asked how likely they were to change their teaching practices as a result of the intervention, all respondents chose "Very Likely" (6 responses, 86%) or "Somewhat Likely" (1 response, 14%). Out of an 11-point scale (0-10), respondents rated their likelihood to recommend this module to other radiation oncology trainees at a median of 10 (range, 8-10). Discussion These preliminary results indicate the feasibility of implementing the first asynchronous virtual module within a radiation oncology-specific residents-as-teachers series at a single institution. The module was well-received, and participants were highly likely to recommend the module to other trainees. Future directions include determining how this curriculum impacts participant teaching confidence and quality. Additionally, we plan to expand the curriculum to include other teaching topics specific to radiation oncology, as well as include participants from other institutions. Radiation oncology resident physicians have expressed the desire for formal training in teaching for settings and audiences that are specific to their specialty. We describe preliminary results from a funded pilot study for a virtual, interactive Residents-As-Teachers (RaTe) curriculum. All radiation oncology trainees at a single institution were invited to voluntarily participate in this study (N=13). The first module of this longitudinal curriculum, "Teaching Medical Students in the Outpatient Radiation Oncology Clinic," was implemented in November 2022. The module included an asynchronous 30-minute interactive video didactic, a self-assessment tool for participants to use while teaching in clinic, and a list of additional relevant resources. Trainees who consented to participate in the study completed self-assessment questionnaires prior to the intervention and completed anonymous questionnaires immediately afterward evaluating their experience with the module. Of the 13 trainees who qualified for participation, 8 (62%) consented to participate in the study. There was participation across training levels: 2 (25%) PGY-2, 1 (13%) PGY-3, 2 (25%) PGY-4, 2 (25%) PGY-5, and 1 (13%) fellow. Six (75%) had no prior training in teaching before residency, while 4 (50%) had no training in teaching during residency. Median self-assessment score of overall teaching performance on an 11-point scale (0-10) was 6.5 (range, 3 to 8). Seven out of 8 (88%) study participants completed the post-intervention survey for this module. When asked how likely they were to change their teaching practices as a result of the intervention, all respondents chose "Very Likely" (6 responses, 86%) or "Somewhat Likely" (1 response, 14%). Out of an 11-point scale (0-10), respondents rated their likelihood to recommend this module to other radiation oncology trainees at a median of 10 (range, 8-10). These preliminary results indicate the feasibility of implementing the first asynchronous virtual module within a radiation oncology-specific residents-as-teachers series at a single institution. The module was well-received, and participants were highly likely to recommend the module to other trainees. Future directions include determining how this curriculum impacts participant teaching confidence and quality. Additionally, we plan to expand the curriculum to include other teaching topics specific to radiation oncology, as well as include participants from other institutions.