McKillip Ryan P, Hahn Olwen M, Bartkowiak Bartlomiej, Rosenberg Carol A, Olopade Olufunmilayo I, Arora Vineet M, Golden Daniel W
The University of Chicago Pritzker School of Medicine, Chicago, IL, USA.
Department of Medicine, The University of Chicago, Chicago, IL, USA.
J Cancer Educ. 2019 Feb;34(1):50-55. doi: 10.1007/s13187-017-1264-x.
As the population of patients with cancer and survivors grows, physician knowledge of oncology clinical care and research is increasingly important. Despite this patient population growth, medical students and non-oncology physicians report insufficient oncologic and survivorship care training. First-year students at a single US medical school completing a summer research experience were invited to participate in integrated Scholars in Oncology-Associated Research (SOAR) program. SOAR seeks to broaden students' understanding of multidisciplinary and interprofessional oncology clinical care and research. SOAR consists of three components: structured didactics, multidisciplinary tumor board attendance, and interprofessional shadowing. A mixed-methods approach investigated whether student knowledge improved after SOAR. Thirty-three students enrolled in SOAR (20 in 2015, 13 in 2016) and completed pre-assessments. Twenty-five (75.8%) students completed SOAR and post-assessments. Self-reported understanding of clinical (2[2, 3] vs. 4[4], p < 0.01) and research oncology (2[2, 3] vs. 4[4], p < 0.01) improved after SOAR. Understanding of individual disciplines also significantly improved. When describing clinical oncology, responses written post-SOAR were more comprehensive, averaging 3.7 themes per response vs. 2.8 on pre-assessments (p = 0.03). There were more references to "survivorship" as a component of oncology on post-assessments (0[0.0%] vs. 7[28.0%], p < 0.01) and "screening/prevention" (2[6.1%] vs. 7[28.0%], p = 0.03). Additionally, students more often described cancer care as a continuum on post-assessments (4[12.1%] vs. 11[44.0%], p = 0.01). A structured didactic and experiential introduction to oncology, SOAR, was successfully piloted. SOAR improved participant understanding of oncology and its distinct clinical and research disciplines. Future work will focus on expanding SOAR into a longitudinal oncology curriculum.
随着癌症患者及幸存者数量的增加，医生对肿瘤临床护理与研究的知识变得越发重要。尽管患者数量不断增长，但医学生和非肿瘤科室医生表示，他们接受的肿瘤学及幸存者护理培训不足。一所美国医学院的一年级学生在完成暑期科研经历后，受邀参加肿瘤相关研究综合学者（SOAR）项目。SOAR旨在拓宽学生对多学科和跨专业肿瘤临床护理与研究的理解。SOAR由三个部分组成：结构化教学、多学科肿瘤病例讨论会参与以及跨专业见习。采用混合方法研究了学生在参加SOAR项目后知识是否有所提高。33名学生报名参加了SOAR（2015年20名，2016年13名）并完成了预评估。25名（75.8%）学生完成了SOAR项目及后评估。自我报告显示，参加SOAR项目后，学生对临床肿瘤学（2[2, 3]对4[4]，p < 0.01）和肿瘤学研究（2[2, 3]对4[4]，p < 0.01）的理解有所提高。对各个学科的理解也有显著改善。在描述临床肿瘤学时，参加SOAR项目后撰写的回答更全面，每个回答平均包含3.7个主题，而预评估时为2.8个（p = 0.03）。在后评估中，将“幸存者护理”作为肿瘤学一部分提及的更多（0[0.0%]对7[28.0%]，p < 0.01），“筛查/预防”方面也是如此（2[6.1%]对7[28.0%]，p = 0.03）。此外，学生在后评估中更常将癌症护理描述为一个连续过程（4[12.1%]对11[44.0%]，p = 0.01）。SOAR作为一种结构化的肿瘤学教学和实践入门方法，试点成功。SOAR提高了参与者对肿瘤学及其不同临床和研究学科的理解。未来的工作将集中于把SOAR扩展为一门纵向肿瘤学课程。
