The Impact on Peer Mentorship After Implementation of a Competency-Based Residency Curriculum in Canadian Radiation Oncology Training Programs.

Autor:	Mak DY; Department of Radiation Oncology, Princess Margaret Cancer Center, University of Toronto, Toronto, Ontario., Papadakos J; Cancer Education, Princess Margaret Cancer Centre, Toronto, Ontario.; The Institute for Education Research, University Health Network, Toronto, Ontario.; Institute for Health Policy, Management & Evaluation, University of Toronto, Toronto, Ontario., Alfieri J; Division of Radiation Oncology, McGill University Health Centre, Montreal, Quebec., Croke J; Department of Radiation Oncology, Princess Margaret Cancer Center, University of Toronto, Toronto, Ontario., Ingledew PA; Department of Radiation Oncology, BC Cancer - Vancouver Centre, Vancouver, British Columbia., Loewen SK; Division of Radiation Oncology, Tom Baker Cancer Centre, University of Calgary, Calgary, Alberta., Giuliani M; Department of Radiation Oncology, Princess Margaret Cancer Center, University of Toronto, Toronto, Ontario.; Cancer Education, Princess Margaret Cancer Centre, Toronto, Ontario.; The Institute for Education Research, University Health Network, Toronto, Ontario.
Jazyk:	angličtina
Zdroj:	Advances in radiation oncology [Adv Radiat Oncol] 2024 Feb 06; Vol. 9 (5), pp. 101462. Date of Electronic Publication: 2024 Feb 06 (Print Publication: 2024).
DOI:	10.1016/j.adro.2024.101462
Abstrakt:	Purpose: Peer mentorship provides professional and personal support between physicians with similar experiences and levels of training. While peer mentorship has shown to benefit academic success and professional growth, little data has examined contextual factors, such as curricular change, that may affect the quality of these relationships. This study aims to explore the impact of a new, nationwide radiation oncology (RO) residency curriculum, known as competence by design (CBD), on peer mentorship experiences between Canadian RO residents. Methods and Materials: A qualitative study, with a social constructivist approach, was conducted with 2 groups of Canadian RO residents. The first were those in the academic year before CBD implementation (non-CBD cohort), and the second were those in the inaugural year of CBD (CBD cohort). Semistructured 1-on-1 interviews were conducted to explore experiences of peer mentorship as it related to curriculum change. Interviews were transcribed and analyzed with deductive and inductive methods until data saturation. Results: Between April and December 2021, 14 participants (6 non-CBD and 8 CBD residents) from 8 out of 10 eligible English-speaking RO training programs across Canada participated. Three major themes were identified: (1) the CBD cohort identified fewer opportunities for peer mentorship, with specific concerns regarding new evaluation processes and uncertainty about the later stages of training; (2) there was minimal impact on specialty-specific learning; and (3) peer mentorship thrived when occurring as spontaneous in-person interactions. Conclusions: Inaugural residents of a CBD curriculum perceived fewer opportunities for peer mentorship. There were specific concerns about new evaluative processes, though this did not affect specialty-specific learning. Peer mentorship was most impactful as informal and in-person interactions. Our findings suggest that unintended consequences of curriculum change may be mitigated by improving communication about new training objectives and increasing opportunities for informal interactions between residents. (© 2024 The Author(s).)
Databáze:	MEDLINE
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