Postgraduate oncology educational shifts during the COVID-19 pandemic: results of faculty and medical student surveys

Moya‐Plana, Antoine; Tselikas, Lambros; Lambotte, Olivier; Temam, Stéphane; Baère, Thierry De; Deutsch, Éric; Blanchard, Pierre; Lévy, Antonin

doi:10.1016/j.esmoop.2022.100451

Cited by 4 publications

(4 citation statements)

References 15 publications

(21 reference statements)

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“…where less than half of the teachers felt they provided teaching of an equivalent level and quality compared to earlier courses [ 28 ]. In the study by Moya-Plana et al., teachers also expressed doubts about the quality of teaching and interaction with students during online teaching [ 29 ].…”

Section: Discussionmentioning

confidence: 99%

Transitioning from face-to-face to distance education. Part 1: A cross-sectional study in the former Yugoslavia during COVID-19

Zakarija-Grković,

Stepanović,

Petek

et al. 2023

European Journal of General Practice

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Background The countries of the former Yugoslavia have health and education systems with the same tradition but these have changed over the years. Little is known about how family medicine teaching transitioned from face-to-face to distance education during the COVID-19 pandemic. Objectives to investigate student/teacher experience in transitioning from face-to-face to distance education. Methods A cross-sectional, online survey was conducted among 21 medical schools of the former Yugoslavia between December 2021 and March 2022. Under/postgraduate teachers and students who taught/studied family medicine during the academic year 2020/2021 were invited to participate. Of 31 questions for students and 35 for teachers, all but nine open questions were analysed using descriptive statistics. Results Seventeen of 21 medical schools contributed data involving 117 participants representing all countries of the former Yugoslavia. At the beginning of the pandemic, 30%, 26% and 15% of teachers, students and trainees, respectively, received formal preparation in distance education. Of these, 92% of teachers and 58% of students/trainees felt they were not adequately prepared. Synchronous teaching was the main method used, with a third using hybrid methods. All participants were least confident about online assessment. More than 75% of respondents agreed that lectures could be kept online, not patient consultations or practical skills’ classes. Conclusion Teachers used various old and new methods to provide learning opportunities despite COVID-19 constraints. Effective technology-based strategies are essential to ensure assessment integrity and enhance the learning environment.

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Section: Discussionmentioning

confidence: 99%

Transitioning from face-to-face to distance education. Part 1: A cross-sectional study in the former Yugoslavia during COVID-19

Zakarija-Grković,

Stepanović,

Petek

et al. 2023

European Journal of General Practice

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“…The COVID-19 pandemic was a catalyst for the digital age. In medical education, there was a substantial shift in online learning, which allowed educational programs to be maintained [ 41 ]. Certain medical processes and procedures could not be digitally translated.…”

Section: Discussionmentioning

confidence: 99%

Trainee Evaluations of Preparedness for Clinical Trials in Medical Oncology—A National Questionnaire

et al. 2023

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Background: A standardized approach to the education of clinical trial investigators across Canadian medical oncology (MO) subspecialty training does not exist. With training programs transitioning to competency-based medical education (CBME), studies assessing education practices and competence are paramount to enhancing trainee education. This study aimed to determine whether current education practices in MO subspecialty training programs in Canada prepare trainees for participating in clinical trials as an investigator. Methods: From November 2021 to February 2022 a national, bilingual, online questionnaire to understand trainee experiences with self-perceived competence, preparedness, and willingness to participate in clinical trials as investigators was conducted. MO trainees, fellows, and new-to-practice physicians who completed an MO subspecialty training program in Canada were included. Results: A total of 41 responses were received (response rate: 15%). Formal training in how to participate in clinical trials as an investigator was reported by 73% of respondents. At the end of training, 65% of respondents rated competence in clinical trials as fair/poor and 74% rated preparedness in conducting clinical trials as fair/poor. Correlation analysis determined that in-clinic teaching in clinical trials trended toward improved self-evaluations of competence and preparedness (p > 0.05). Conclusion: This is the first study in Canada to assess competencies in any residency training program since the establishment of CBME. Training in conducting clinical trials is highly variable across MO programs in Canada, with most trainees finding current practices not translating into self-perceived competence and preparedness. Further assessment into how to produce competent clinical trial investigators is warranted.

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“…Looking at the online courses in POH, students as well as interns and fellows gave positive feedback, but teachers are more skeptical. Diminished face-to-face contact led to less intensive student-teacher interaction and lower attendance-rate was noted even in the postgraduate setting [29,30]. Other oncology departments which are dependent on technical equipment on site had a much harder time finding adequate virtual substitutes for the teaching content during this time and had to accept a decline in knowledge growth [31].…”

Section: What the Covid Pandemic Changedmentioning

confidence: 99%

Committed Lone Fighters And Group Experiences: An International Survey On Pediatric Hematology And Oncology Training In German-Speaking Countries

Barnbrock,

Schäfer,

Stursberg

et al. 2024

Klin Padiatr

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Introduction In German-speaking countries children with cancer are treated in about 70 hospitals. While national and European curricula for pediatric oncology and hematology (POH) have been developed, little is known, how far these curricula have been implemented into daily training and what topics are deemed urgent by instructors. Methods and Materials In 2022 the Didactics and Educational working party of the German Pediatric Hematology/Oncology Society conducted a survey plus interview by phone call on local educational conditions in POH and needs of educators. Results Thirty-two (45%) POH centers answered the questionary, half have appointed persons overseeing the training. A wide range educational scenarios were described in some centers. Trainees identified urgent needs in areas such as hybrid education and demanded training workshops on specific topics and intensified networking and a general curriculum implemented into daily care as mandatory. Conclusion This is the first survey on educational issues in POH in German speaking centers, describing the current situation before and under pandemic conditions. Great individual efforts have already been achieved by dedicated teachers. A comprehensive training program in POH is still missing, which translates the national curriculum into daily practice, while improving networking and balancing the resources of the individual centers.

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Postgraduate oncology educational shifts during the COVID-19 pandemic: results of faculty and medical student surveys

Cited by 4 publications

References 15 publications

Transitioning from face-to-face to distance education. Part 1: A cross-sectional study in the former Yugoslavia during COVID-19

Transitioning from face-to-face to distance education. Part 1: A cross-sectional study in the former Yugoslavia during COVID-19

Trainee Evaluations of Preparedness for Clinical Trials in Medical Oncology—A National Questionnaire

Committed Lone Fighters And Group Experiences: An International Survey On Pediatric Hematology And Oncology Training In German-Speaking Countries

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