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Essentials and guidelines for clinical medical physics residency training programs: executive summary of AAPM Report Number 249.

ABSTRACT: There is a clear need for established standards for medical physics residency training. The complexity of techniques in imaging, nuclear medicine, and radiation oncology continues to increase with each passing year. It is therefore imperative that training requirements and competencies are routinely reviewed and updated to reflect the changing environment in hospitals and clinics across the country. In 2010, the AAPM Work Group on Periodic Review of Medical Physics Residency Training was formed and charged with updating AAPM Report Number 90. This work group includes AAPM members with extensive experience in clinical, professional, and educational aspects of medical physics. The resulting report, AAPM Report Number 249, concentrates on the clinical and professional knowledge needed to function independently as a practicing medical physicist in the areas of radiation oncology, imaging, and nuclear medicine, and constitutes a revision to AAPM Report Number 90. This manuscript presents an executive summary of AAPM Report Number 249.

SUBMITTER: Prisciandaro JI

PROVIDER: S-EPMC5711071 | biostudies-literature | 2014 May

REPOSITORIES: biostudies-literature

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Essentials and guidelines for clinical medical physics residency training programs: executive summary of AAPM Report Number 249.

Prisciandaro Joann I JI Willis Charles E CE Burmeister Jay W JW Clarke Geoffrey D GD Das Rupak K RK Esthappan Jacqueline J Gerbi Bruce J BJ Harkness Beth A BA Patton James A JA Peck Donald J DJ Pizzutiello Robert J RJ Sandison George A GA White Sharon L SL Wichman Brian D BD Ibbott Geoffrey S GS Both Stefan S

Journal of applied clinical medical physics 20140508 3

There is a clear need for established standards for medical physics residency training. The complexity of techniques in imaging, nuclear medicine, and radiation oncology continues to increase with each passing year. It is therefore imperative that training requirements and competencies are routinely reviewed and updated to reflect the changing environment in hospitals and clinics across the country. In 2010, the AAPM Work Group on Periodic Review of Medical Physics Residency Training was formed ...[more]

PMID: 24892354

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Project description:Documentation is a required component of a residency program, but can be difficult to collect and disseminate, resulting in minimal utilization by residents and faculty. The purpose of this work is to adapt a commercially-available Web-based medical residency management system to improve the learning experience by efficiently distributing program information, documenting resident activities, and providing frequent monitoring and timely feedback of resident progress. To distribute pro- gram information, program requirements and rotation readings were uploaded. An educational conference calendar was created with associated files and attendance records added. To document resident progress, requirements for over 37 different clinical procedures were added, for which the resident logged the total number of procedures performed. Progress reports were created and automatically distributed. To provide feedback to the resident, an extensive electronic evaluation system was created. Results are shown for the initial 21 months of program existence, consisting of a single resident for the first 12 months and two residents for the subsequent 9 months. The system recorded that 130 documents were uploaded and 100% of required documents were downloaded by the resident. In total, 385 educational conferences and meetings were offered, of which the residents attended 95%. The second-year and first-year residents logged 1030 and 522 clinical proce- dures, respectively. The residents submitted a total of 116 status reports detailing weekly activities, 100% of which were reviewed by faculty within an average of 11.3 days. A total of 65 evaluations of the residents were submitted. The residents reviewed 100% of respective evaluations within an average of 1.5 days. We have successfully incorporated a paperless, Web-based management system in a medical physics residency program. A robust electronic documentation system has been implemented, which has played a central role in enhancing the training experience.

Project description:To assess current education, practices, attitudes, and perceptions pertaining to ethics and professionalism in medical physics.A link to a web-based survey was distributed to the American Association of Physicists in Medicine (AAPM) e-mail membership list, with a follow-up e-mail sent two weeks later. The survey included questions about ethics/professionalism education, direct personal knowledge of ethically questionable practices in clinical care, research, education (teaching and mentoring), and professionalism, respondents' assessment of their ability to address ethical/professional dilemmas, and demographics. For analysis, reports of unethical or ethically questionable practices or behaviors by approximately 40% or more of respondents were classified as "frequent."Partial or complete responses were received from 18% (1394/7708) of AAPM members. Overall, 60% (827/1377) of the respondents stated that they had not received ethics/professionalism education during their medical physics training. Respondents currently in training were more likely to state that they received instruction in ethics/professionalism (80%, 127/159) versus respondents who were post-training (35%, 401/1159). Respondents' preferred method of instruction in ethics/professionalism was structured periodic discussions involving both faculty and students/trainees. More than 90% (1271/1384) supported continuing education in ethics/professionalism and 75% (1043/1386) stated they would attend ethics/professionalism sessions at professional/scientific meetings. In the research setting, reports about ethically questionable authorship assignment were frequent (approximately 40%) whereas incidents of ethically questionable practices about human subjects protections were quite infrequent (5%). In the clinical setting, there was frequent recollection of incidents regarding lack of training, resources and skills, and error/incident reporting. In the educational setting, incidents of unethical or ethically questionable practices were only frequently recollected with respect to mentorship/guidance. With respect to professional conduct, favoritism, hostile work/learning environment, and maltreatment of subordinates and colleagues were frequently reported. A significantly larger proportion of women reported experiences with hostile work/learning environments, favoritism, poor mentorship, unfairness in educational settings, and concerns about student privacy and confidentiality.The survey found broad interest in ethics/professionalism topics and revealed that these topics were being integrated into the curriculum at many institutions. The incorporation of ethics and professionalism instruction into both graduate education and postgraduate training of medical physicists, and into their subsequent lifelong continuing education is important given the nontrivial number of medical physicists who had direct personal knowledge of unethical or ethically questionable incidents in clinical practice, research, education, and professionalism.

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Essentials and guidelines for clinical medical physics residency training programs: executive summary of AAPM Report Number 249.

Publications

Essentials and guidelines for clinical medical physics residency training programs: executive summary of AAPM Report Number 249.

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