High Yield Physics Video Series (Hi-Phy) Pilot for Radiation Oncology Trainees

Abstract

Mastering the concepts of medical physics necessary for Radiation Oncology (RO) is challenging, especially for medical residents with a variety of backgrounds. Aside from didactic physics courses, preparation for the American Board of Radiology (ABR) radiation physics written exam for radiation oncology medical residents involves a comparatively narrow range of preparation materials or costly review courses. After the substantial failure rate of the 2018 exam, the heterogeneous quality of physics didactics and the adequacy of preparatory methods have been criticized. With the ABR’s commitment to the American Society for Radiation Oncology’s Physics Core Curriculum as the framework for the exam, preparation materials for this exam can be meaningfully expanded. The High Yield Physics Educational (Hi-Phy) initiative postulates that it is possible to develop and disseminate a series of free, high-value, case-based, and engaging videos specifically for RO trainees. The purpose of this study is to develop and test an educational e-learning series to bolster engagement in medical physics training and retention of knowledge. We hypothesize that the Hi-Phy videos will be used by a third of US radiation oncology trainees, whether as a preparatory “bridge” lesson for institutional didactics or a review during board exam preparation. A multi-institutional and multidisciplinary team of 7 medical physicists, a RO resident, a radiation oncologist, pedagogical experts at a center for teaching and learning, and graphic design experts from a broadcasting department has formed. Four videos are planned in the Hi-Phy pilot with expansion to 10-15 videos. The videos will be case-based, with strong graphic design elements, as well as the use of retrieval practice for maximum engagement and concept retention of learners. The hosting website’s data will track views and posted comments. In collaboration with pedagogical experts, validated survey tools will be used to assess indicators of user-acceptance of the e-learning. Likert scale responses on the tool regarding: comprehensibility, format, perceived ease of use, usefulness, and duration will be sought from users. The data collected will be analyzed to assess the depth and scope of material covered. We will solicit self-reported physics board pass rates from initial users longitudinally as they complete their ABR exam. The Hi-Phy initiative is feasible and the pilot will require minimum grant support for the purpose of video production. Hi-Phy is a unique, low cost-to-user initiative that is expected to fill a need of current trainees to learning medical physics at the level required for ABR physics board exams. By presenting physics material in a case-based and interactive format and stimulating ongoing retrieval practice, engagement with high rates of concept retention will be fostered. Using pilot project feedback, Hi-Phy will adapt topic depth, format, and video production.