Challenges in the transition to independent radiation oncology practice and targeted interventions for improvement

Numerous radiation oncology residents and junior attendings have identified common weaknesses in residency training that hinder the transition from training to independent practice. Recurrent themes include not only general autonomy but also proficiency in technical skills, such as treatment plan review and image verification, and nontechnical skills, such as leadership, mentorship, and education. While multiple strategies to address these deficiencies have been investigated, many are not widely available or may be difficult to implement. We aim to summarize the frequently cited challenges in the transition to independent radiation oncology practice as well as the pertinent interventions that have been explored.

Grad school in the rear view: prioritizing career skills, mentorship, and equity in the interdisciplinary environmental PhD

Interdisciplinary Environmental PhD programs show great promise for advancing integrative problem-oriented scholarship, yet graduates of these programs may not always leave with training that best prepares them for the harsh realities of the academic job market or students' unique career goals beyond academia. This study is the first of its kind to anonymously survey 132 recent participants from programs across the USA who exited their program, either with or without completing a degree, within the past 10 years. Respondents candidly reflected on their experiences with interdisciplinarity, coursework, skills building, mentorship, equity and inclusion, teaching, and preparation for diverse career paths. We found substantial opportunities for improving student satisfaction and career preparedness in the training of interdisciplinary environmental scholars who can provide critical solutions for addressing today's socioecological challenges while forging long-term paths to professional fulfilment. In the conclusion, we detail recommendations for career planning, pedagogical and skills-based training, and improved equity which can allow these unique doctoral programs to meet the current moment.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s13412-022-00790-w.