• Nikitha Moideen, Catherine de Metz, Maria Kalyvas, Eleftherios Soleas, Rylan Egan, and Nancy Dalgarno.
• Department of Oncology, Cancer Centre of Southeastern Ontario, Queen's University, Kingston Health Sciences Centre, Kingston, Ontario, Canada. Electronic address: nikitha.moideen@kingstonhsc.ca.
• Int. J. Radiat. Oncol. Biol. Phys. 2020 Jan 1; 106 (1): 32-36.

PurposeRadiation treatment planning (RTP) is a unique skill that requires interdisciplinary collaboration among radiation oncologists (ROs), dosimetrists, and medical physicists (MP) to train and assess residents. With the adoption of competency-based medical education (CBME) in Canada, it is essential residency program curricula focuses on developing competencies in RTP to facilitate entrustment. Our study investigates how radiation oncology team members' perspectives on RTP education align with requirements of the CBME approach, and its implications for improving residency training.Methods And MaterialsThis qualitative research study took place in the Department of Oncology at a midsize academic institution. Through convenience sampling, focus groups were conducted with radiation oncologists (n = 11), dosimetrists (n = 7), medical physicists (n = 7), and residents (n = 7). Thematic design was adopted to analyze the transcripts through open coding resulting in 3 overarching themes.ResultsThe results identified existing strengths and weaknesses of the residency program and future opportunities to redesign the curriculum and assessment process within a CBME model. Three overarching themes emerged from the analysis: (1) the strengths of RTP in the CBME environment; (2) challenges of RTP in CBME; and (3) opportunities for change. Stakeholders were optimistic CBME will help enrich resident learning with the increased frequency and quality of competency-based assessments. Participants suggested building a library of cases and developing computer-based learning resources to provide a safe environment to develop skills in contouring, dosimetry, and plan evaluation, in accordance with CBME training.ConclusionsThis study identified future opportunities to redesign the RTP curriculum and assessment process within a CBME model. The need for innovative teaching and learning strategies, including case libraries, computer-based learning, and quality assessments, were highlighted in designing an innovative RTP planning curriculum.Copyright © 2019 Elsevier Inc. All rights reserved.

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