Current Educational Practices within Resident Rotations across Radiation Oncology Residency Programs

Abstract

<h3>Purpose/Objective(s)</h3> Limited information is available about the structure and components of radiation oncology residency rotations. We hypothesize that there is variation in rotations between and within residency programs. We evaluated various educational elements of radiation oncology rotations among United States residents. <h3>Materials/Methods</h3> We developed and distributed an anonymous online survey to current radiation oncology residents (PGY2 – PGY5) in ACGME-accredited residency programs in 2021 - 2022. Questions address rotation design, educational sessions, and attending feedback. <h3>Results</h3> A total of 117 residents completed the survey (overall response rate, 15%). Respondents consisted of more junior than senior residents (60% PGY2 or PGY3 vs. 40% PGY4 or PGY5) and a higher proportion of men than women (68% vs. 32%). Seventy-seven percent of responding residents (90/117) stated that half of their rotations or fewer featured regular educational sessions outside of didactics, and 62% (72/117) of all respondents stated they wanted more routine educational sessions. Over a quarter (27%, 32/117) said that no attending had ever evaluated one of their patient encounters, either directly or remotely, during real or simulated encounters. While all respondents said that at least some attendings provide feedback on contours (in-person or remotely), only 52% (61/117) replied that this occurs during every rotation. <h3>Conclusion</h3> A striking number of residents receive insufficient evaluation and feedback in patient encounters and contouring, two significant components of radiation oncology practice. More than half of respondents are seeking more dedicated education from teaching faculty members. Although the impact of these practices on resident development is unclear, we have identified potential deficiencies in radiation oncology residency education.