Zeman Elaine M, Dynlacht Joseph R, Rosenstein Barry S, Dewhirst Mark W
Department of Radiation Oncology, University of North Carolina School of Medicine, Chapel Hill, NC 27599, USA.
Int J Radiat Oncol Biol Phys. 2002 Nov 1;54(3):861-72. doi: 10.1016/s0360-3016(02)02968-1.
The ASTRO Joint Working Group on Radiobiology Teaching, a committee composed of members having affiliations with several national radiation oncology and biology-related societies and organizations, commissioned a survey designed to address issues of manpower, curriculum standardization, and instructor feedback as they relate to resident training in radiation biology.
Radiation biology instructors at U.S. radiation oncology training programs were identified and asked to respond to a comprehensive electronic questionnaire dealing with instructor educational background, radiation biology course content, and sources of feedback with respect to curriculum planning and resident performance on standardized radiation biology examinations.
Eighty-five radiation biology instructors were identified, representing 73 radiation oncology residency training programs. A total of 52 analyzable responses to the questionnaire were received, corresponding to a response rate of 61.2%.
There is a decreasing supply of instructors qualified to teach classic, and to some extent, clinical, radiobiology to radiation oncology residents. Additionally, those instructors with classic training in radiobiology are less likely to be comfortable teaching cancer molecular biology or other topics in cancer biology. Thus, a gap exists in teaching the whole complement of cancer and radiobiology curricula, particularly in those programs in which the sole responsibility for teaching falls to one faculty member (50% of training programs are in this category). On average, the percentage of total teaching time devoted to classic radiobiology (50%), clinical radiobiology (30%), and molecular and cancer biology (20%) is appropriate, relative to the current makeup of the board examination. Nevertheless large variability exists between training programs with respect to the total number of contact hours per complete radiobiology course (ranging from approximately 10 to >50 h). A number of lecture topics, particularly in clinical radiobiology, are covered by fewer than 60% of training programs. A sizeable minority of radiation biology instructors are dissatisfied with the feedback they receive with respect to both course content and the performance of their residents on standardized radiobiology examinations administered by the American College of Radiology and/or the American Board of Radiology.
美国放射肿瘤学会放射生物学教学联合工作组是一个由隶属于多个国家放射肿瘤学和生物学相关学会及组织的成员组成的委员会，委托开展了一项调查，旨在解决与放射生物学住院医师培训相关的人力、课程标准化以及教师反馈等问题。
确定了美国放射肿瘤学培训项目中的放射生物学教师，并要求他们对一份全面的电子问卷做出回应，该问卷涉及教师教育背景、放射生物学课程内容以及在课程规划和标准化放射生物学考试中住院医师表现方面的反馈来源。
确定了85名放射生物学教师，代表73个放射肿瘤学住院医师培训项目。共收到52份可分析的问卷回复，回复率为61.2%。
有资格向放射肿瘤学住院医师教授经典放射生物学以及在一定程度上临床放射生物学的教师数量在减少。此外，那些接受过经典放射生物学培训的教师不太可能自如地教授癌症分子生物学或癌症生物学的其他主题。因此，在教授癌症和放射生物学课程的全部内容方面存在差距，尤其是在那些教学工作完全由一名教师承担的项目中（50%的培训项目属于此类）。相对于目前委员会考试的构成，平均而言，用于经典放射生物学（50%）、临床放射生物学（30%）以及分子和癌症生物学（20%）的总教学时间百分比是合适的。然而，各培训项目在每门完整放射生物学课程的总接触小时数方面存在很大差异（从约10小时到超过50小时不等）。一些讲座主题，特别是临床放射生物学方面的主题，只有不到60%的培训项目涉及。相当一部分放射生物学教师对他们在课程内容以及住院医师在美国放射学会和/或美国放射学委员会组织的标准化放射生物学考试中的表现所收到的反馈不满意。
