Leadership-Driven, Multi-Physicist Teaching Model to Enhance Radiation Oncology Resident Physics Education and Faculty Development
Abstract
Purpose
Teaching medical physics to radiation oncology residents is challenging, given their limited foundational training in physics, competing clinical demands, and inconsistent motivation beyond preparation for the ABR physics examination. Meanwhile, clinical medical physicists who serve as educators often have minimal formal training in pedagogy and must integrate teaching responsibilities into already intensive clinical workloads. This work describes a leadership-driven, multi-physicist-teaching-based didactic physics course to improve medical resident learning outcomes while fostering teaching skill development and professional engagement among clinical physicists.
Methods
A coordinated team-based physics teaching model was implemented within a radiation oncology residency program. Institutional support was established through collaboration with departmental leadership, including department vice chair of education, residency program director, chief clinical physicist, and physics course director. A course curriculum aligned with national guidelines was refined annually, incorporating more active learning components like interactive Q&A sessions, and take-home quizzes featuring board-style questions. Volunteer clinical physicists were supported with shared curricular materials, archived lectures, and Raphex resources. Centralized scheduling and active communication were used to minimize conflicts and maximize faculty participation. Program effectiveness was assessed through anonymous medical resident surveys evaluating overall course structure and individual instructor performance.
Results
Each year, 17–18 medical physicists delivered 34 lectures to cohorts of 10–14 learners. Over three years, medical resident satisfaction scores improved from 4.33/5 to 4.67/5, with reported increases in engagement, perceived clinical relevance, and confidence in applying physics concepts. Senior residents achieved high ABR physics examination pass rates. Resident evaluations contributed meaningfully to physicists’ teaching portfolios and promotion materials. Participating physicists reported improved teaching confidence, increased ownership of resident education, and enhanced professional satisfaction.
Conclusion
A structured, leadership-supported multi-physicist teaching model improves radiation oncology resident physics education while simultaneously advancing clinical physicist teaching development. This scalable approach promotes educational consistency, measurable learner outcomes, and a sustainable culture of mentorship and faculty engagement.