Implementation of a Novel Faculty-Resident Education Subcommittee Model in a Radiation Oncology Residency Program: A Technical Report
- 1Radiation Oncology, Mayo Clinic in Arizona, Phoenix, USA
- 2Radiation Oncology, Mayo Clinic in Arizona, Scottsdale, USA
- 3Radiation Oncology, Santa Clara Valley Medical Center, San Jose, USA
Abstract
At our institution, a small program leadership team oversees radiation oncology residency education. We implemented a faculty-resident subcommittee model to broaden participation and organize program-development activities. During the 2024-2025 academic year, five subcommittees were established to address recruitment, medical student engagement, program growth and optimization, curriculum, and education innovation and learning environment optimization. Each subcommittee was co-chaired by the program director and education program coordinator and included two to three additional faculty members. Four residents, representing postgraduate years (PGYs) 2-5, each participated in at least one subcommittee. Participation and implementation outputs were summarized descriptively. Twelve of 15 faculty members and all 4 residents participated. Outputs included two virtual recruitment events, four faculty members' participation in application review, on-site and virtual medical student open houses, development of an advanced radiation medicine fellowship, rotation and curriculum revisions, nuclear medicine workflows, centralized educational resources, and stakeholder surveys. The structure engaged faculty and residents in defined program-development activities and generated initiatives across five educational domains. This single-program experience suggests that the model was feasible. Longitudinal evaluation of the impact of this model is needed.
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BibTeX
@article{laughlin2026implementation,
title = {{Implementation of a Novel Faculty-Resident Education Subcommittee Model in a Radiation Oncology Residency Program: A Technical Report}},
author = {Brady S Laughlin and Kashif Majeed and Sean T McCauley and Randa Tao and Jonathan Ashman and Terence Sio and William Rule and Sarah James and Joshua Niska and Safia Ahmed and Nathan Y Yu and Fan Yang and Jean-Claude M Rwigema and Lisa A McGee},
journal = {Cureus},
year = {2026},
month = sep,
doi = {10.7759/cureus.117163},
url = {https://europepmc.org/article/PMC/PMC13718876},
note = {CC BY},
}
RIS
TY - JOUR
TI - Implementation of a Novel Faculty-Resident Education Subcommittee Model in a Radiation Oncology Residency Program: A Technical Report
AU - Brady S Laughlin
AU - Kashif Majeed
AU - Sean T McCauley
AU - Randa Tao
AU - Jonathan Ashman
AU - Terence Sio
AU - William Rule
AU - Sarah James
AU - Joshua Niska
AU - Safia Ahmed
AU - Nathan Y Yu
AU - Fan Yang
AU - Jean-Claude M Rwigema
AU - Lisa A McGee
PY - 2026
DA - 2026/09/29
JO - Cureus
DO - 10.7759/cureus.117163
UR - https://europepmc.org/article/PMC/PMC13718876
AB - At our institution, a small program leadership team oversees radiation oncology residency education. We implemented a faculty-resident subcommittee model to broaden participation and organize program-development activities. During the 2024-2025 academic year, five subcommittees were established to address recruitment, medical student engagement, program growth and optimization, curriculum, and education innovation and learning environment optimization. Each subcommittee was co-chaired by the program director and education program coordinator and included two to three additional faculty members. Four residents, representing postgraduate years (PGYs) 2-5, each participated in at least one subcommittee. Participation and implementation outputs were summarized descriptively. Twelve of 15 faculty members and all 4 residents participated. Outputs included two virtual recruitment events, four faculty members' participation in application review, on-site and virtual medical student open houses, development of an advanced radiation medicine fellowship, rotation and curriculum revisions, nuclear medicine workflows, centralized educational resources, and stakeholder surveys. The structure engaged faculty and residents in defined program-development activities and generated initiatives across five educational domains. This single-program experience suggests that the model was feasible. Longitudinal evaluation of the impact of this model is needed.
SN - 2168-8184
ER -