Objective Evaluation of a Didactic Curriculum for the Radiation Oncology Medical Student Clerkship

Golden, Daniel W.

doi:10.1016/j.ijrobp.2018.04.052

Cited by 30 publications

(14 citation statements)

References 23 publications

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“…Considering this finding, the number of faculties offering a complete RO rotation (70.8%) for final-year medical students should be increased. It is noteworthy that structured didactic sessions for clerkships could improve both students' knowledge and interest in the field, but also lead to better evaluation results [22][23][24][25], and should therefore be considered for the RO rotations in Germany.…”

Section: Discussionmentioning

confidence: 99%

Quality of teaching radiation oncology in Germany—where do we stand?

et al. 2020

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Purpose Medical students' knowledge of radiation oncology (RO) is of increasing importance with a rising prevalence of malignancies. However, RO teaching in medical schools is heterogeneous and has not been analyzed at a federal level yet. Therefore, the following survey aims to provide a national overview of RO teaching in Germany. Methods A questionnaire containing multiple-choice and free-text questions covering the extent and topics of RO teaching was sent to RO departments of all university hospitals in Germany and was answered by the heads of department/main lecturers. Results 24/35 (68.6%) RO departments returned completed forms. Most faculties employ lectures (91.7%), seminars (87.5%), and practical/bedside training (75.0%), whereas training in radiation biology and medical physics are rare (25% and 33.3%, respectively). Main topics covered are general RO (100%), radiation biology (91.7%), and side effects (87.5%). Regarding RO techniques and concepts, image-guided and intensity-modulated radiotherapy are taught at all faculties, followed by palliative and stereotactic techniques (87.5% each). Notably, all departments offered at least a partial rotation in RO in conjunction with radiology and/or nuclear medicine departments in the last year of medical school, while only 70.8% provided a complete rotation in RO. In addition, 57.1% of the departments have taken measures concerning the upcoming National Competence-Based Learning Objectives Catalogue (NKLM) for medical education. Conclusion RO plays an integral but underrepresented role in clinical medical education in Germany, but faces new challenges in the development of practical and competence-based education, which will require further innovative and interdisciplinary concepts.

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Section: Discussionmentioning

confidence: 99%

Quality of teaching radiation oncology in Germany—where do we stand?

et al. 2020

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“…It was reported that RO education was even more limited than medical oncology education [8] . Besides, the lack of a mandatory clerkship in RO hinders a practical approach to RO [25] .…”

Section: Discussionmentioning

confidence: 99%

“…These observations should stimulate a bigger effort to broaden the visibility of RO. Local and multi-institutional pilot initiatives were undertaken to include RO into the core curriculum for medical students [6] , [8] , [9] , [12] , [14] , [17] , [25] , [26] . These initiatives paralleled similar processes implemented for medical students in other medical disciplines such as internal medicine [27] , surgery [28] , emergency medicine [29] , dermatology [30] , uro-nephrology [31] , [32] , palliative care medicine [33] , radiology [20] and nuclear medicine [34] .…”

Section: Discussionmentioning

confidence: 99%

The status of radiation oncology (RO) teaching to medical students in Europe

Mustapha

Meijnders

Jansen

et al. 2019

Clinical and Translational Radiation Oncology

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“…27 These combined sessions significantly improved test averages by 43% (P < 0.001) and 11% (P < 0.05) respectively as well as increased basic knowledge of dermatologic cancers. 28,29 Liu et al did not observe this with more advanced topics such as staging. 30 This trend continues with holistic care lectures and small group discussions.…”

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confidence: 95%

<p>A Thorough Analysis of the Current State of Cancer Education in Medical Schools and Application of Experimental Teaching Techniques and Their Efficacy</p>

Klufas¹,

Shin²,

Raphael³

et al. 2020

AMEP

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Newly diagnosed cases of cancer are expected to double by the year 2040. Although many different oncology teaching initiatives have been implemented, many students continue to report uncertainty when dealing with patients with cancer. Through this review, we aim to find the most effective teaching methods to better prepare future physicians. Papers studying different methods of teaching oncology were identified through a thorough review of specific electronic databases. Each study was analyzed and sorted into one of ten unique categories created by the authors specifically for this review. If portions of the study fit into multiple categories, relevant results would be analyzed in all applicable areas. Additionally, papers were separated and analyzed by country of origin, preclinical or clinical interventional basis, and quantitative versus qualitative form of statistical analysis. A total of 115 papers from 26 different countries and regions were included in the final analysis. 91.4% of papers analyzing Lecture and Small Group Discussions indicated a positive impact. 97.1% of papers analyzing Clinical Practice and Simulation indicated a positive impact. 100% of papers analyzing Early Experience and Mentorship, Summer Programs and Voluntary Electives, use of Multidisciplinary Teams, and Role Play stated that these methods had a positive impact. 50% of papers analyzing Computer/Web Based Programs indicated a positive impact. Clinical Practice and Simulation, Role Play, Summer/Elective Programs and interventions involving Multidisciplinary Team Work all appeared to be most effective. Intensive Block Programs, Didactic Lectures/Small Group Discussions, and Computer/Web Based Education tools as a whole were variable. General Review papers showed continued variability in domestic and international oncology curricula. Incorporation of effective teaching interventions should be highly considered in the future creation of standardized oncology curricula in order to best prepare the next generation of physicians. Future studies could explore the differing efficacies of teaching interventions in the postgraduate versus graduate realms.

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Objective Evaluation of a Didactic Curriculum for the Radiation Oncology Medical Student Clerkship

Cited by 30 publications

References 23 publications

Quality of teaching radiation oncology in Germany—where do we stand?

Quality of teaching radiation oncology in Germany—where do we stand?

The status of radiation oncology (RO) teaching to medical students in Europe

<p>A Thorough Analysis of the Current State of Cancer Education in Medical Schools and Application of Experimental Teaching Techniques and Their Efficacy</p>

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