英国医学生对本科肿瘤学教育的看法。

School of Clinical Medicine, University of Cambridge, Cambridge, UK.

GKT School of Medical Education, King's College London, London, UK.

Clin Oncol (R Coll Radiol). 2022 Aug;34(8):e355-e364. doi: 10.1016/j.clon.2022.04.011. Epub 2022 May 18.

AIMS

The British Oncology Network for Undergraduate Societies (BONUS) surveyed students who attended an oncology revision day to determine their views on the current quantity, quality and type of curriculum-based oncology teaching they have experienced.

MATERIALS AND METHODS

Students attending two BONUS revision days received a questionnaire assessing their experience of oncology teaching within the medical curriculum and interest in pursuing a future career in oncology using a 10-point Likert scale. Data were collected with informed consent to be anonymised and used for research. Student demographics and qualitative and quantitative data about experiences of oncology education were analysed.

RESULTS

In total, 451 students registered to attend the revision days. After removal of duplicates, non-responders and non-UK participants, responses from 153 students studying across years 1-6 at 22 UK medical schools were analysed. The mean quantity of oncology lectures students reported receiving was 8.9 hours and the mean quantity of clinic/ward-based oncology teaching was 7.5 hours. Ninety (62.1%) of the 145 students who responded to the relevant question reported that they had received dedicated teaching in oncology. Students who had received dedicated oncology teaching reported a statistically significantly higher mean quality 6.1 (95% confidence interval 5.6-6.5) versus 5.0 (95% confidence interval 4.3-5.5; P = 0.003) and quantity 5.2 (95% confidence interval 4.7-5.6) versus 4.3 (95% confidence interval 3.7-4.9; P = 0.03) of oncology teaching compared with those who had not received this.

CONCLUSION

Appropriate oncology education is essential for all medical students due to the high prevalence of cancer. All future doctors need the appropriate knowledge and communication skills to care for cancer patients. Our analysis provides quantitative evidence to support the value of specialist oncology teaching within the medical school curriculum in improving student-reported experience. National student-led revision days and events may widen interest in a future career in oncology and aid collaboration between oncology societies. It is important for the general undergraduate medical curriculum to integrate specialty content. An integrated curriculum should facilitate a holistic approach that spans prevention, screening, treatment and palliation rather than being split by subspeciality.

目的

英国肿瘤学本科生网络（BONUS）调查了参加肿瘤学复习日的学生，以确定他们对当前所经历的基于课程的肿瘤学教学的数量、质量和类型的看法。

材料和方法

参加 BONUS 两次复习日的学生收到一份问卷，评估他们在医学课程中接受肿瘤学教学的经验以及对从事肿瘤学未来职业的兴趣，使用 10 分李克特量表。数据是在知情同意的情况下收集的，经过匿名处理并用于研究。分析了学生的人口统计学数据以及肿瘤学教育经验的定性和定量数据。

结果

共有 451 名学生注册参加复习日。在去除重复项、无应答者和非英国参与者后，对来自 22 所英国医学院的 1-6 年级的 153 名学生的回复进行了分析。学生报告接受的肿瘤学讲座的平均数量为 8.9 小时，临床/病房基础肿瘤学教学的平均数量为 7.5 小时。在回答相关问题的 145 名学生中，有 90 名（62.1%）报告接受了专门的肿瘤学教学。接受专门肿瘤学教学的学生报告的教学质量平均为 6.1（95%置信区间 5.6-6.5），明显高于未接受教学的学生的 5.0（95%置信区间 4.3-5.5；P=0.003），以及教学数量平均为 5.2（95%置信区间 4.7-5.6），明显高于未接受教学的学生的 4.3（95%置信区间 3.7-4.9；P=0.03）。

结论

由于癌症的高发病率，适当的肿瘤学教育对所有医学生都是必不可少的。所有未来的医生都需要适当的知识和沟通技能来照顾癌症患者。我们的分析提供了定量证据，支持医学课程中专门的肿瘤学教学在提高学生报告的体验方面的价值。由学生主导的全国复习日和活动可能会扩大对肿瘤学未来职业的兴趣，并有助于肿瘤学学会之间的合作。在普通本科医学课程中整合专业内容非常重要。综合课程应促进一种整体方法，涵盖预防、筛查、治疗和姑息治疗，而不是按专业划分。