H Al-Hallaq¹*, A Rodrigues²*, I Vergalasova³*, L Padilla⁴*, D Brown⁵*, (1) The University of Chicago, Chicago, IL, (2) Duke University Medical Center, Durham, NC, (3) Rutgers, Cancer Institute of New Jersey, New Brunswick, NJ, (4) Virginia Commonwealth University, Richmond, VA, (5) University of California, San Diego, La Jolla, CA

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  H Al-Hallaq
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  A Rodrigues
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  I Vergalasova
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  L Padilla
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  D Brown

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(Tuesday, 7/14/2020) 10:30 AM - 11:30 AM [Eastern Time (GMT-4)]

Room: Track 6

The list of topics to be covered in a clinical residency continues to increase as practice standards expand. As programs struggle to meet these requirements, as well as to document resident education for certifying bodies, the onus for education has shifted from the learner to the residency program. TG-249 emphasizes the six core competencies from the ABMS/ACGME, two of which are professionalism and interpersonal and communication skills. Given that medical physics is a highly professionalized career, programs should be training residents on these competencies. However, this is often done ad-hoc or through self-study with limited assessment and variable results. On behalf of AAPM’s Medical Physics Residency Training and Promotion Subcommittee (MPRTP), this interactive session will explore if a shift of focus and approach in residency training is necessary to best prepare the upcoming generations of medical physicists for the ever-evolving landscape of our field. This session aims to highlight data supporting the need for this training from other professional healthcare careers followed by a review of available resources. Concepts of adult learning will be presented and application to medical physics residencies will be explored. Finally, a real-world residency implementation of an international medical physics rotation will highlight how to foster independent residents that effectively use soft skills and communication with patients and other allied health professionals. The session will conclude with round table discussions to brainstorm for ideas and new approaches to teaching and learning soft skills and professionalism during residency to be forwarded to the MPRTP.

Learning Objectives:
1. Highlight data supporting the need for formalized training for professionalism and soft skills during residency.
2. Investigate how adult learning concepts can be integrated into residency training.
3. Learn about teaching soft skills including how to communicate with patients and other allied health professionals.

Handouts

• 155-53723-1531640-156792-1069056463.pdf (H Al-Hallaq)
• 155-53724-1531640-157548-339219598.pdf (A Rodrigues)
• 155-53726-1531640-157461-1932434449.pdf (L Padilla)
• 155-53727-1531640-156885-1225564969.pdf (D Brown)

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