2568 - The State of Wellness Curricula in Radiation Oncology Residency Programs: Current Landscape and Future Directions
Presenter(s)
E. Boyer1, C. Degen2, M. È. Pelland3, R. Reis4, R. Samant5, and J. M. Bourque6; 1Department of Radiation Oncology, Centre Hospitalier de l'Université de Montréal (CHUM), Montreal, QC, Canada, 2University of Ottawa, Ottawa, ON, Canada, 3Department of Radiation Oncology, Centre hospitalier de l'Université de Montreal (CHUM), Montreal, QC, Canada, 4Edmonton School Board, Edmonton, AB, Canada, 5The Ottawa Hospital Cancer Centre, Ottawa, ON, Canada, 6Department of Radiation Oncology, Centre Hospitalier de l'Université de Montréal (CHUM), Montréal, QC, Canada
Purpose/Objective(s): Wellness, a dynamic process of self-awareness and healthy choices leading to a balanced life, has recently become a core component of both ACGME and CanERA program requirements. Developing formal wellness curricula is a popular strategy for promoting wellness, adaptable to the unique needs of radiation oncology residency programs. This study reviews the current landscape of wellness curricula in radiation oncology residency programs and explores future directions.
Materials/Methods: A comprehensive search of APA PsycINFO and Medline was conducted for articles published from 1806 to 1946, respectively, until January 2025. After screening titles, abstracts, and full texts, only articles meeting inclusion/exclusion criteria were included. Data extraction assessed wellness curricula in radiation oncology, including teaching methods, topics, facilitators/barriers to implementation, logistics, and effectiveness evaluations.
Results: A total of 641 abstracts and 61 full-text articles were reviewed, with only one study meeting all inclusion criteria. Six additional studies not generated by the peer-reviewed search strategy were included from grey literature. All studies were single-center, US/Canada-based and focusing on radiation oncology residents. Curricula were delivered through diverse modalities (e.g., wellness seminars, mindfulness workshops, art therapy). Barriers to implementation included scheduling conflicts, lack of time, and insufficient support. Only two studies used validated instruments to assess effectiveness of curricula on wellness. One study (art therapy curriculum) showed improvements in burnout and wellness, while all studies reported positive feedback from residents. Limitations included single-center setting, small sample sizes with a limited number of interventions, and a lack of quantitative evaluations.
Conclusion: Tailoring wellness curricula to radiation oncology residents is feasible, but current data is insufficient to determine the most effective modalities, syllabi, or valid measures of impact. Future directions should focus on developing standardized, accredited, and sustainable guidelines through international longitudinal collaboration, evidence-based culturally responsive curricula, technology integration, and expanded mentoring/peer support.