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Characterization and Implementation of Radiation Oncology Graduate Medical Education Entrustable Professional Activities.

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Title: Characterization and Implementation of Radiation Oncology Graduate Medical Education Entrustable Professional Activities.
Authors: Fattahi, Sayeh1 (AUTHOR) sayehfattahi@gmail.com, Sherwani, Zohaib2 (AUTHOR), Basree, Mustafa M3 (AUTHOR), Corrigan, Kelsey L4 (AUTHOR), Neibart, Shane S1 (AUTHOR), Pinnix, Chelsea C5 (AUTHOR), Jeans, Elizabeth B6 (AUTHOR), Golden, Daniel W7 (AUTHOR), Shiue, Kevin R8 (AUTHOR)
Source: International Journal of Radiation Oncology, Biology, Physics. Sep2025, Vol. 123 Issue 1, pe4-e5. 2p.
Subjects: Outcome-based education, Medical education, School year, Curriculum planning, Curriculum
Abstract: Competency-based medical education is growing in graduate medical education (GME). The utilization of entrustable professional activities (EPAs) may be helpful to educate, evaluate, and standardize competency-based radiation oncology GME. In 2023, Radiation Oncology Education Collaborative Study Group (ROECSG) developed and published a consensus on United States radiation oncology curriculum content domains and EPAs (Jeans et al, 2023). The EPAs included Transition to Discipline (comprised of 7 EPAs), Foundations of Discipline (12 EPAs), Core of Discipline (23 EPAs), and Transition to Practice (10 EPAs). While content domains and EPAs have now been defined, the EPAs have yet to be developed in detail for practical use and implemented as a part of residency training in radiation oncology. The Association of Residents in Radiation Oncology (ARRO) Education Committee convened an EPA Working Group consisting of attending and resident physicians from United States radiation oncology residency programs. First, supervising attending and resident physicians created a template to guide the development of each EPA. Then, eight subgroups were created with EPAs across all categories evenly distributed amongst all subgroups. Each subgroup was composed of one attending physician and two resident physicians. A timeline was created with the following goals: 1) EPA characterization during the 2024-2025 academic year, 2) curriculum discussion with different residency programs during the 2025-2026 academic year, and 3) EPA implementation beginning with the 2027-2028 academic year. A curriculum will be developed consisting of all 52 previously defined United States radiation oncology EPAs. Characterization of each EPA will provide the following information: 1) the EPA's main purpose and scope within the field of radiation oncology, 2) why it is considered an EPA within the context of radiation oncology, and 3) what residents should gain with mastery of the EPA. Additionally, each EPA characterization will describe key features, assessment methods, and applicable resources. Finally, each EPA will be cross referenced to the existing Radiation Oncology ACGME Milestones 2.0. At this time, an initial draft of each EPA has been completed and is currently under review. The creation of a competency-based curriculum through development, characterization, and implementation of consensus EPAs aims to guide United States radiation oncology residency training. This will ensure that resident physicians achieve specific competencies by time of graduation. [ABSTRACT FROM AUTHOR]
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Database: Engineering Source
Description
Abstract:Competency-based medical education is growing in graduate medical education (GME). The utilization of entrustable professional activities (EPAs) may be helpful to educate, evaluate, and standardize competency-based radiation oncology GME. In 2023, Radiation Oncology Education Collaborative Study Group (ROECSG) developed and published a consensus on United States radiation oncology curriculum content domains and EPAs (Jeans et al, 2023). The EPAs included Transition to Discipline (comprised of 7 EPAs), Foundations of Discipline (12 EPAs), Core of Discipline (23 EPAs), and Transition to Practice (10 EPAs). While content domains and EPAs have now been defined, the EPAs have yet to be developed in detail for practical use and implemented as a part of residency training in radiation oncology. The Association of Residents in Radiation Oncology (ARRO) Education Committee convened an EPA Working Group consisting of attending and resident physicians from United States radiation oncology residency programs. First, supervising attending and resident physicians created a template to guide the development of each EPA. Then, eight subgroups were created with EPAs across all categories evenly distributed amongst all subgroups. Each subgroup was composed of one attending physician and two resident physicians. A timeline was created with the following goals: 1) EPA characterization during the 2024-2025 academic year, 2) curriculum discussion with different residency programs during the 2025-2026 academic year, and 3) EPA implementation beginning with the 2027-2028 academic year. A curriculum will be developed consisting of all 52 previously defined United States radiation oncology EPAs. Characterization of each EPA will provide the following information: 1) the EPA's main purpose and scope within the field of radiation oncology, 2) why it is considered an EPA within the context of radiation oncology, and 3) what residents should gain with mastery of the EPA. Additionally, each EPA characterization will describe key features, assessment methods, and applicable resources. Finally, each EPA will be cross referenced to the existing Radiation Oncology ACGME Milestones 2.0. At this time, an initial draft of each EPA has been completed and is currently under review. The creation of a competency-based curriculum through development, characterization, and implementation of consensus EPAs aims to guide United States radiation oncology residency training. This will ensure that resident physicians achieve specific competencies by time of graduation. [ABSTRACT FROM AUTHOR]
ISSN:03603016
DOI:10.1016/j.ijrobp.2025.05.027