Golden Daniel W, Braunstein Steve, Jimenez Rachel B, Mohindra Pranshu, Spektor Alexander, Ye Jason C
Department of Radiation and Cellular Oncology, University of Chicago, Pritzker School of Medicine, Chicago, Illinois.
Department of Radiation Oncology, University of California, San Francisco, San Francisco, California.
J Am Coll Radiol. 2016 Feb;13(2):203-9. doi: 10.1016/j.jacr.2015.06.036. Epub 2015 Sep 26.
Radiation oncology curriculum development is challenging because of limited numbers of trainees at any single institution. The goal of this project is to implement and evaluate a standardized medical student clerkship curriculum following the multi-institutional cooperative group research model.
During the 2013 academic year, a standardized curriculum was implemented at 11 academic medical centers consisting of three 1-hour lectures and a hands-on radiation treatment planning workshop. After the curriculum, students completed anonymous evaluations using Likert-type scales (1 = "not at all" to 5 = "extremely") and free responses. Evaluations asked students to rate their comfort, before and after the curriculum, with radiation oncology as a specialty, knowledge of radiotherapy planning methods, and ability to function as a radiation oncology resident. Nonparametric statistical tests were used in the analysis.
Eighty-eight students at 11 academic medical centers completed the curriculum de novo, with a 72.7% (64 of 88) survey response rate. Fifty-seven students (89.1%) reported intent to pursue radiation oncology as their specialty. Median (interquartile range) student ratings of the importance of curricular content were as follows: overview, 4 (4-5); radiation biology/physics, 5 (4-5); practical aspects/emergencies, 5 (4-5); and planning workshop, 4 (4-5). Students reported that the curriculum helped them better understand radiation oncology as a specialty (5 [4-5]), increased specialty decision comfort (4 [3-5]), and would help the transition to radiation oncology residency (4 [4-5]). Students rated their specialty decision comfort significantly higher after completing the curriculum (4 [4-5] versus 5 [5-5]; P < .001).
A national standardized curriculum was successfully implemented at 11 academic medical centers, providing proof of principle that curriculum development can follow the multi-institutional cooperative group research model.
由于单个机构的受训人员数量有限，放射肿瘤学课程开发具有挑战性。本项目的目标是按照多机构合作组研究模式实施并评估标准化的医学生临床实习课程。
在2013学年，11个学术医疗中心实施了标准化课程，包括三场1小时的讲座和一次放射治疗计划实践工作坊。课程结束后，学生使用李克特量表（1 =“完全不”至5 =“极其”）和自由作答进行匿名评估。评估要求学生在课程前后对自己对放射肿瘤学作为一门专业的适应程度、放射治疗计划方法的知识以及作为放射肿瘤学住院医师的工作能力进行评分。分析中使用了非参数统计检验。
11个学术医疗中心的88名学生全新完成了该课程，调查回复率为72.7%（88人中的64人）。57名学生（89.1%）表示有意将放射肿瘤学作为自己的专业。学生对课程内容重要性的评分中位数（四分位间距）如下：概述，4（4 - 5）；放射生物学/物理学，5（4 - 5）；实践方面/紧急情况，5（4 - 5）；以及计划工作坊，4（4 - 5）。学生报告称，该课程帮助他们更好地理解放射肿瘤学作为一门专业（5 [4 - 5]），提高了对专业选择的适应程度（4 [3 - 5]），并将有助于向放射肿瘤学住院医师的过渡（4 [4 - 5]）。完成课程后，学生对专业选择的适应程度评分显著更高（4 [4 - 5]对5 [5 - 5]；P <.001）。
在11个学术医疗中心成功实施了全国标准化课程，证明了课程开发可以遵循多机构合作组研究模式的原则。
