Assessing the Readiness for Climate Change Education in Radiation Oncology in the US and Canada
Bibliographic record
Abstract
Abstract Objective: Climate change poses significant challenges to health care, with radiation oncology being no exception. Educational gaps exist among radiation oncology professionals regarding the implications of climate change on patient care and health care delivery. This study aims to assess the perspectives of US and Canadian radiation oncology program directors (PDs) and associate program directors (APDs) on climate change education and its integration into residency programs. Materials and Methods: A survey was distributed to 114 PDs and APDs in the United States and Canada, focusing on attitudes toward climate change education, knowledge and beliefs about climate change and environmental sustainability, and perceptions of its impact on clinical practice. The final survey comprised 15 items, including a 5-point Likert-type scale (1=strongly disagree, 5=strongly agree), multiple-choice, and open-ended questions. Analysis of variance and post hoc least significant difference tests were used for data analysis. Results: Of the 114 individuals contacted, 36 responded (response rate 32%). Respondents rated the importance of incorporating climate change content into residency curricula at an average of 2 ± 1.2. Significant differences in attitudes were observed based on attendance at prior educational sessions on climate change ( P < .05); nonattendees rated the importance of this education lower, averaging 1 ± 0.0 vs 3.3 ± 1.0. Geographical analysis showed that 66% of Canadian respondents were in favor of integrating climate-related material into curricula compared with only 42% of United States counterparts ( P < .05). Conclusion: Despite varying interest levels and perceived relevance, the study underscores a need for enhanced climate change education in radiation oncology. It suggests exploring alternative educational avenues, such as continuing medical education and professional conferences, to address the challenges highlighted in this study. Incorporating climate change discussions into health care, particularly in training future radiation oncologists, is necessary for the field to adapt to and address the challenges posed by climate change.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".