Anna Rodrigues, Leah Schubert, Laura Padilla, Kristi Hendrickson, Hania Al-Hallaq, Irina Vergalasova
{"title":"医学物理住院医师专业技能教育的现状及重要性。","authors":"Anna Rodrigues, Leah Schubert, Laura Padilla, Kristi Hendrickson, Hania Al-Hallaq, Irina Vergalasova","doi":"10.1002/acm2.70096","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Purpose</h3>\n \n <p>The purpose of this study was to collect data on current practices for teaching and assessing professionalism in CAMPEP-accredited residency programs.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>A survey of 21 questions was sent to 160 program directors (PDs) of CAMPEP-accredited residency programs. A list of professionalism skills was compiled from the AAPM MPLA curriculum: (a) Personal and interpersonal, (b) professional and developmental, and (c) executive and administrative. The survey collected information on: (1) residency program respondent demographics, (2) essential professionalism skills and training methods, (3) confidence and satisfaction in teaching professionalism, (4) assessment of professionalism, (5) barriers and desired resources, (6) training of PD and staff in professionalism, and (7) free response. Descriptive statistics and thematic analyses were used to evaluate the collected data.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>A total of 97 respondents completed the survey (therapy = 75, diagnostic = 22) with a 61% response rate. 16 out of 24 professionalism skills were deemed essential for trainees to develop during residency training. While 92% teach professionalism, only 51% reported confidence in teaching these skills. The ABR/ACR/RSNA/AAPM/ASTRO/ARR/ARS online modules are used by 87% but only 31% indicated that the modules are sufficient. Only 10% use a structured method for assessment. The majority (59%) assess professionalism in an ad-hoc manner and 22% only assess when problems arise. 44% reported facing barriers to implementing a professionalism curriculum. The main barriers for developing a professionalism curriculum included: lack of time (39%), resources (32%), or expertise (26%). 79% reported that case studies were the most desired resource. 47% of respondents indicated receiving formal professionalism training.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>There is a strong need and desire for structured professionalism training in residency programs. This study presents a consensus understanding of the professionalism skills that are deemed essential and teachable during residency and has identified areas for improvement in teaching, assessing, and developing curricula.</p>\n </section>\n </div>","PeriodicalId":14989,"journal":{"name":"Journal of Applied Clinical Medical Physics","volume":"26 6","pages":""},"PeriodicalIF":2.0000,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acm2.70096","citationCount":"0","resultStr":"{\"title\":\"Professionalism skills education in medical physics residency: Current state and perceived importance\",\"authors\":\"Anna Rodrigues, Leah Schubert, Laura Padilla, Kristi Hendrickson, Hania Al-Hallaq, Irina Vergalasova\",\"doi\":\"10.1002/acm2.70096\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Purpose</h3>\\n \\n <p>The purpose of this study was to collect data on current practices for teaching and assessing professionalism in CAMPEP-accredited residency programs.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>A survey of 21 questions was sent to 160 program directors (PDs) of CAMPEP-accredited residency programs. A list of professionalism skills was compiled from the AAPM MPLA curriculum: (a) Personal and interpersonal, (b) professional and developmental, and (c) executive and administrative. The survey collected information on: (1) residency program respondent demographics, (2) essential professionalism skills and training methods, (3) confidence and satisfaction in teaching professionalism, (4) assessment of professionalism, (5) barriers and desired resources, (6) training of PD and staff in professionalism, and (7) free response. Descriptive statistics and thematic analyses were used to evaluate the collected data.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>A total of 97 respondents completed the survey (therapy = 75, diagnostic = 22) with a 61% response rate. 16 out of 24 professionalism skills were deemed essential for trainees to develop during residency training. While 92% teach professionalism, only 51% reported confidence in teaching these skills. The ABR/ACR/RSNA/AAPM/ASTRO/ARR/ARS online modules are used by 87% but only 31% indicated that the modules are sufficient. Only 10% use a structured method for assessment. The majority (59%) assess professionalism in an ad-hoc manner and 22% only assess when problems arise. 44% reported facing barriers to implementing a professionalism curriculum. The main barriers for developing a professionalism curriculum included: lack of time (39%), resources (32%), or expertise (26%). 79% reported that case studies were the most desired resource. 47% of respondents indicated receiving formal professionalism training.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>There is a strong need and desire for structured professionalism training in residency programs. 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Professionalism skills education in medical physics residency: Current state and perceived importance
Purpose
The purpose of this study was to collect data on current practices for teaching and assessing professionalism in CAMPEP-accredited residency programs.
Methods
A survey of 21 questions was sent to 160 program directors (PDs) of CAMPEP-accredited residency programs. A list of professionalism skills was compiled from the AAPM MPLA curriculum: (a) Personal and interpersonal, (b) professional and developmental, and (c) executive and administrative. The survey collected information on: (1) residency program respondent demographics, (2) essential professionalism skills and training methods, (3) confidence and satisfaction in teaching professionalism, (4) assessment of professionalism, (5) barriers and desired resources, (6) training of PD and staff in professionalism, and (7) free response. Descriptive statistics and thematic analyses were used to evaluate the collected data.
Results
A total of 97 respondents completed the survey (therapy = 75, diagnostic = 22) with a 61% response rate. 16 out of 24 professionalism skills were deemed essential for trainees to develop during residency training. While 92% teach professionalism, only 51% reported confidence in teaching these skills. The ABR/ACR/RSNA/AAPM/ASTRO/ARR/ARS online modules are used by 87% but only 31% indicated that the modules are sufficient. Only 10% use a structured method for assessment. The majority (59%) assess professionalism in an ad-hoc manner and 22% only assess when problems arise. 44% reported facing barriers to implementing a professionalism curriculum. The main barriers for developing a professionalism curriculum included: lack of time (39%), resources (32%), or expertise (26%). 79% reported that case studies were the most desired resource. 47% of respondents indicated receiving formal professionalism training.
Conclusions
There is a strong need and desire for structured professionalism training in residency programs. This study presents a consensus understanding of the professionalism skills that are deemed essential and teachable during residency and has identified areas for improvement in teaching, assessing, and developing curricula.
期刊介绍：
Journal of Applied Clinical Medical Physics is an international Open Access publication dedicated to clinical medical physics. JACMP welcomes original contributions dealing with all aspects of medical physics from scientists working in the clinical medical physics around the world. JACMP accepts only online submission.
JACMP will publish:
-Original Contributions: Peer-reviewed, investigations that represent new and significant contributions to the field. Recommended word count: up to 7500.
-Review Articles: Reviews of major areas or sub-areas in the field of clinical medical physics. These articles may be of any length and are peer reviewed.
-Technical Notes: These should be no longer than 3000 words, including key references.
-Letters to the Editor: Comments on papers published in JACMP or on any other matters of interest to clinical medical physics. These should not be more than 1250 (including the literature) and their publication is only based on the decision of the editor, who occasionally asks experts on the merit of the contents.
-Book Reviews: The editorial office solicits Book Reviews.
-Announcements of Forthcoming Meetings: The Editor may provide notice of forthcoming meetings, course offerings, and other events relevant to clinical medical physics.
-Parallel Opposed Editorial: We welcome topics relevant to clinical practice and medical physics profession. The contents can be controversial debate or opposed aspects of an issue. One author argues for the position and the other against. Each side of the debate contains an opening statement up to 800 words, followed by a rebuttal up to 500 words. Readers interested in participating in this series should contact the moderator with a proposed title and a short description of the topic
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