Oskvarek Jonathan J, Brower Jeffrey V, Mohindra Pranshu, Raleigh David R, Chmura Steven J, Golden Daniel W
Pritzker School of Medicine, University of Chicago, Chicago, Illinois.
Department of Human Oncology, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin.
J Am Coll Radiol. 2017 Jan;14(1):96-102. doi: 10.1016/j.jacr.2016.07.017. Epub 2016 Sep 18.
Many medical school clerkships have structured curricula; however, most radiation oncology clerkships do not. The Radiation Oncology Education Collaborative Study Group (ROECSG) implemented a curriculum for fourth-year radiation oncology clerkships at 14 institutions. We hypothesized that students completing clerkships with the curriculum would report greater subjective knowledge and comfort to function as a radiation oncology resident compared with students completing clerkships without the curriculum.
The ROECSG curriculum included three 1-hour lectures and a 1-hour hands-on radiation treatment planning workshop. Applicants to a single radiation oncology residency program in the 2014-2015 academic year were sent an anonymous, validated clerkship experience survey. Students indicated if clerkships were completed at a curriculum site. Likert-type data (1 = not at all, 5 = extremely) are reported as median (interquartile range).
Respondents described 276 clerkship experiences, of which 64 (23.2%) were completed at a curriculum site. Students whose first clerkship was at a curriculum site perceived greater postclerkship confidence in knowledge of radiation biology (3 [3-4] versus 2 [2-3], P < .01), treatment setup/positioning (3 [2-3] versus 2 [2-3], P < .05), treatment planning (3 [2-3] versus 2 [2-3], P < .01), and ability to integrate evidence-based medicine into treatment (4 [2-4] versus 3 [2-4], P < .05). Students who completed any clerkship with the curriculum had greater postclerkship confidence to function as a radiation oncology resident (3 [3-4] versus 3 [2-3], P < .05).
These results support the curriculum's ability to increase student knowledge in radiation oncology, especially in the students' first clerkship. Further, these findings suggest that expanded implementation of such curricula may ensure a rewarding educational experience during radiation oncology clerkships.
许多医学院的临床实习都有结构化课程;然而,大多数放射肿瘤学临床实习却没有。放射肿瘤学教育协作研究小组(ROECSG)在14所院校为四年级放射肿瘤学临床实习实施了一门课程。我们假设,与未参加该课程的临床实习学生相比,参加该课程临床实习的学生在作为放射肿瘤学住院医师发挥作用方面会报告更高的主观知识水平和舒适度。
ROECSG课程包括三场1小时的讲座和一场1小时的放射治疗计划实践工作坊。在2014 - 2015学年向一个放射肿瘤学住院医师项目的申请者发送了一份经过验证的匿名临床实习经历调查问卷。学生表明临床实习是否在设有该课程的地点完成。李克特式数据(1 = 完全没有,5 = 极其)以中位数(四分位间距)报告。
受访者描述了276次临床实习经历,其中64次(23.2%)是在设有该课程的地点完成的。首次临床实习在设有该课程地点的学生在放射生物学知识(3[3 - 4]对2[2 - 3],P <.01)、治疗设置/定位(3[2 - 3]对2[2 - 3],P <.05)、治疗计划(3[2 - 3]对2[2 - 3],P <.01)以及将循证医学融入治疗的能力(4[2 - 4]对3[2 - 4],P <.05)方面,临床实习后感觉更有信心。参加过任何设有该课程临床实习的学生在作为放射肿瘤学住院医师发挥作用方面临床实习后更有信心(3[3 - 4]对3[2 - 3],P <.05)。
这些结果支持该课程能够增加学生在放射肿瘤学方面的知识,尤其是在学生的首次临床实习中。此外,这些发现表明扩大这类课程的实施可能确保在放射肿瘤学临床实习期间有一个有益的教育体验。