Division of Pediatric Hematology/Oncology/BMT, The Ohio State University College of Medicine, Nationwide Children's Hospital, Columbus, Ohio, USA.
Pediatr Blood Cancer. 2023 Nov;70(11):e30632. doi: 10.1002/pbc.30632. Epub 2023 Aug 23.
Tumor Board (TB) is a multidisciplinary care conference tradition in adult and pediatric oncology. The Commission on Cancer requires cancer programs to hold multidisciplinary cancer case conferences. Data support improvements in clinical decision-making due to TB and perception of learning value. Data are lacking on how physician participants learn in this environment.
Our exploratory, qualitative research study rooted in naturalistic inquiry explored how physician participants learn in TB. Fifteen participants were purposefully sampled and completed semi-structured interviews. Interviews were recorded, transcribed, and analyzed to produce themes.
Five themes arose: (i) mutual educational goals by participating stakeholders are beneficial to educational experiences in TB; (ii) for trainees, presenting TB cases is important for learning; (iii) for attendees of TB, discussion and collaboration surrounding the content of presentations has implications for learning; (iv) participants of TB are responsible for cultivating their learning environment and teaching one another; and (v) virtual TB alters the opportunity to participate and engage with the subject matter, impacting learning for participants.
Exploring TB through the lens of an educational framework is a novel approach. By identifying the facilitators and inhibitors of learning in TB, opportunities to enhance the educational process in TB are now exposed. Our study illustrates that learning in TB occurs through the cognitive apprenticeship model, and provides insight on how to best cultivate this model to improve learning. These data demonstrate the social nature of learning, and how they align with the pediatric hematology/oncology community of practice.
肿瘤委员会（TB）是成人和儿科肿瘤学中的多学科护理会议传统。癌症委员会要求癌症项目举行多学科癌症病例会议。由于 TB 提高了临床决策的准确性并增加了学习价值，因此数据支持得到了改善。但是，关于医师参与者如何在这种环境中学习的数据还很缺乏。
我们的探索性、定性研究根植于自然主义探究，旨在探讨医师参与者如何在 TB 中学习。我们有针对性地对 15 名参与者进行了抽样，并完成了半结构化访谈。对访谈进行了录音、转录和分析，以产生主题。
出现了五个主题：（i）参与利益相关者的共同教育目标有利于 TB 中的教育经验；（ii）对于受训者来说，提出 TB 病例对于学习很重要；（iii）对于 TB 的参加者，围绕演示内容进行讨论和协作对学习有影响；（iv）TB 的参与者有责任培养学习环境并互相教学；（v）虚拟 TB 改变了参与和参与主题的机会，从而影响了参与者的学习。
通过教育框架探索 TB 是一种新颖的方法。通过确定 TB 中学习的促进因素和抑制因素，现在有机会增强 TB 中的教育过程。我们的研究表明，TB 中的学习是通过认知学徒制模型进行的，并提供了有关如何最好地培养该模型以提高学习的见解。这些数据表明了学习的社会性，以及它们如何与儿科血液学/肿瘤学实践社区保持一致。
