Lewis Katz School of Medicine at Temple University, Philadelphia, PA, USA.
Center for Asian Health, Lewis Katz School of Medicine at Temple University, Philadelphia, PA, USA.
J Cancer Educ. 2022 Feb;37(1):52-57. doi: 10.1007/s13187-020-01784-4.
In 2013, the U.S. Preventative Services Task Force recommended low-dose computed tomography (LDCT) for lung cancer screening (LCS) after a national trial demonstrated a 20% reduction in lung cancer mortality with LDCT. Implementation of LCS employing LDCT depends heavily on physician education regarding multiple factors, including eligibility criteria, potential benefits and harms, and shared decision-making. To date, there are no studies of educational approaches for teaching physicians about LCS. This study aims to assess the feasibility and effectiveness of implementing an interactive, group-based learning (GBL) curriculum to teach physicians about LCS. A prospective study was conducted at two nearby institutions from 2017 to 2019 comparing GBL with a lecture format as measured by total knowledge about LCS, acceptability of the educational format, and ease of implementation. We surveyed participants regarding total knowledge and format acceptance. Results were compared to determine whether GBL is an effective and feasible educational strategy for LDCT and LCS education. Residents and faculty participating in GBL demonstrated greater total knowledge compared with residents and faculty participating in the lecture format. Participants in both cohorts preferred a mix of GBL and lecture formats. All participants believed that GBL facilitates implementation of LCS better than lecture-based learning. GBL is an effective and feasible approach for educating physicians about LCS, though it is more time- and resource-intensive than a lecture approach. However, healthcare providers believe GBL will facilitate implementation of LCS more than lectures.
2013 年，美国预防服务工作组（U.S. Preventative Services Task Force）推荐使用低剂量计算机断层扫描（LDCT）进行肺癌筛查（LCS），此前一项全国性试验表明，LDCT 可使肺癌死亡率降低 20%。采用 LDCT 进行 LCS 的实施严重依赖于医生对多个因素的教育，包括资格标准、潜在益处和危害，以及共同决策。迄今为止，尚无关于教授医生 LCS 的教育方法的研究。本研究旨在评估实施互动式、基于小组的学习（GBL）课程以教授医生 LCS 的可行性和有效性。一项前瞻性研究于 2017 年至 2019 年在两个附近的机构进行，比较了 GBL 与讲座形式在总 LCS 知识、教育形式的可接受性和实施的容易程度方面的效果。我们调查了参与者的总知识和格式接受程度。结果进行比较，以确定 GBL 是否是 LDCT 和 LCS 教育的有效且可行的教育策略。与参加讲座形式的住院医师和教员相比，参加 GBL 的住院医师和教员表现出更高的总知识。两个队列的参与者都更喜欢 GBL 和讲座形式的混合。所有参与者都认为 GBL 比基于讲座的学习更能促进 LCS 的实施。GBL 是教育医生关于 LCS 的有效且可行的方法，尽管它比讲座方法更耗时且资源密集。然而，医疗保健提供者认为 GBL 将比讲座更有助于 LCS 的实施。
