A collaborative approach to ROMP TEAP registrar training

Abstract

The Australasian College of Physical Scientists and Engineers in Medicine (ACPSEM) is responsible for administering the pathway to Certification for Radiation Oncology Medical Physics (ROMP) Registrars in Australia and New Zealand. ACPSEM have developed the Training Education and Assessment Program (TEAP) [1] which is undertaken by the ROMP Registrar at an ACPSEM accredited facility with several requirements the Registrar must complete to obtain Certification. Major requirements are successful completion of post-graduate study at an accredited institution, and a clinical Registrar placement held over several years in a clinical Department to complete a detailed list of competencies ranging from theoretical understanding to clinical project management across core and ancillary topics related to Medical Physics. With evaluation of the Registrar occurring progressively throughout the program via assessment of competence, written reports, written exam, and finally via practical and oral exam, TEAP aims to equip candidates with the broad range of theoretical, practical, and professional skills required to successfully attain Certification, but more importantly to operate safely and competently within the profession. Based on the recommendations of the International Atomic Energy Agency for ROMP clinical training [2] the ACPSEM have developed a ROMP TEAP Clinical Training Guide (CTG) [3] which details the required Learning Outcomes (i.e. competencies) and associated Assessment Criteria that are to be addressed by each Registrar throughout their program. The Learning Outcomes are separated into different levels of increasing complexity given the desired outcome required; Level 1, Level 2, Level 3. Level 1 generally covers understanding of fundamental physics concepts and the Registrar observing or doing various clinical tasks under close supervision, Level 2 progresses into the application of the learned physics concepts with minimal supervision, and Level 3 progresses further to an overarching understanding of systems or concepts with the Registrar taking on more of a management role in the task. It is the responsibility of the Registrar’s employer to actively train the Registrar and to provide learning opportunities so they can meet all TEAP Assessment Criteria within their allocated timeframe. The content of the CTG is the same for all Registrars; therefore, between different institutions with different Registrars there is substantial duplication in training effort at the local level. At many institutions this training responsibility typically falls to a small group of individuals intimately aware of the CTG content and the ACPSEM’s requirements of the Registrar. This small team includes but may not be limited to the Registrar’s immediate Supervisor, Informal Trainers within the institution’s Physics team, Clinical Preceptors (where applicable) or TEAP training coordinators. When the training commitment falls to a small group it can be challenging to provide regular and structured training opportunities, and to maintain these opportunities without cancellations when clinical demands increase. With ROMP TEAP now required to be completed within a 3-year timeframe this adds substantial workload in terms of the provision of required learning opportunities and hence time commitment from qualified and experienced ROMPs, who often must balance the needs of a Registrar in training with the clinical needs of their Department or institution. The ad-hoc nature of unscheduled training can hinder progress and add to the pressure for completion as time progresses. The sentiments of Perkins in 2013 [4] regarding the demands of TEAP on departments and Registrars continue to be relevant today as the standards * Natalie Clements [email protected]