Winship Cancer Institute of Emory University, Atlanta, Georgia.
Emory University School of Medicine, Atlanta, Georgia.
Pract Radiat Oncol. 2024 Jan-Feb;14(1):e1-e8. doi: 10.1016/j.prro.2023.08.013. Epub 2023 Oct 4.
Early exposure to oncology care during the preclinical years of medical school may translate to increased student interest in oncology-related fields and improved understanding of oncologic treatment modalities, including radiation oncology. Many schools incorporate problem-based learning (PBL) into the medical school curriculum; this is an opportunity to immerse students in oncologic case management. We describe the effective incorporation of one course into the medical school curriculum that may be replicated at other institutions.
A PBL case regarding pancreatic cancer was created by a radiation oncology resident and faculty member in collaboration with the gastrointestinal course director for first-year medical students at a single institution. Pancreatic cancer was chosen based on curricular needs. Learning objectives were discussed to guide the creation of the case.
All 140 first-year medical students participated in the 1-hour small group case focused on oncologic work up, multidisciplinary care, and radiation therapy concepts. Students were provided with a case prompt and resources to review prior to the PBL session. Volunteer radiation oncology facilitators attended a 30-minute educational meeting and were provided a detailed case guide 1 week before the PBL session. During the PBL case, facilitators guided students to achieve desired learning objectives. Among the 76 (54%) medical students who completed an optional post-PBL survey, the majority reported that the case motivated them to learn more about oncology (89%) and radiation oncology (82%). There was an increase in the number of subscribers to the Oncology Interest Group (43% increase from previous year) and preclinical students shadowing in the radiation oncology department. The PBL case was continued in future years for all first-year students and extended to 2 hours to promote additional discussion in response to student and facilitator feedback.
A cancer-specific PBL case facilitated by radiation oncology educators is an effective avenue to integrate radiation oncology into the preclinical curriculum and stimulate interest in oncology among first-year medical students.
在医学院的临床前阶段尽早接触肿瘤学护理，可能会增加学生对肿瘤学相关领域的兴趣，并提高对肿瘤治疗方式的理解，包括放射肿瘤学。许多学校将基于问题的学习（PBL）纳入医学课程；这是让学生沉浸在肿瘤病例管理中的机会。我们描述了将一门课程有效纳入医学课程的情况，其他机构也可以效仿。
一位放射肿瘤学住院医师和教员与一家机构的胃肠课程主任合作，为一年级医学生创建了一个关于胰腺癌的 PBL 病例。选择胰腺癌是基于课程需求。讨论学习目标以指导病例的创建。
所有 140 名一年级医学生都参加了 1 小时的小组病例讨论，重点是肿瘤学检查、多学科护理和放射治疗概念。学生在 PBL 课程前提供病例提示和复习资源。志愿放射肿瘤学辅导员参加了 30 分钟的教育会议，并在 PBL 课程前一周获得了详细的案例指南。在 PBL 病例中，辅导员指导学生实现预期的学习目标。在完成可选的 PBL 后调查的 76 名（54%）医学生中，大多数人报告说该病例促使他们更多地了解肿瘤学（89%）和放射肿瘤学（82%）。肿瘤学兴趣小组的订阅人数增加了（比前一年增加了 43%），前临床学生也在放射肿瘤学系实习。该 PBL 案例在未来几年继续为所有一年级学生提供，并延长至 2 小时，以根据学生和辅导员的反馈意见促进更多讨论。
由放射肿瘤学教育者主持的癌症特定 PBL 案例是将放射肿瘤学纳入临床前课程并激发一年级医学生对肿瘤学兴趣的有效途径。
