Liu Curtis, Ferguson Cole, Vaish Mayuri, Arbab Mona, Kainthla Radhika, Kumar Kiran A, Ahn Chul, Hofmann Sandra L, Syed Samira
University of Texas Southwestern Medical School, Dallas, TX, USA.
Department of Radiation Oncology, University of Texas Southwestern Medical Center, Dallas, TX, USA.
J Cancer Educ. 2025 Jan 2. doi: 10.1007/s13187-024-02557-z.
Few medical students are exposed to evidence-based, multidisciplinary oncology care, and few studies in oncology education reflect consolidated pre-clinical curricula. We developed a four-week curriculum, "Frontiers in Neoplasia," for fourth-year medical students, which included didactic lectures, interactive site visits, and team-based simulations of tumor boards and clinical trial design. A mixed methods approach was utilized to investigate the course's impact on students' understanding and interest in oncology, involving pre- and post-course responses to Likert-scale and open-ended questions. Quantitative results were analyzed using Wilcoxon rank-sum tests, while open-ended course feedback was analyzed using iterative thematic coding analysis. Of the 107 fourth-year medical students enrolled between 2021 and 2024, 94 (88%) completed the pre-survey and 96 (90%) completed the post-survey. Students enjoyed the course, with 96.9% of students reporting they would choose this course again. Quantitative analysis showed a significant increase in students' comfort in evidence-based medicine in oncology (p < .001) and interest in keeping up-to-date with oncology literature (p < .001). Qualitatively, students reported enjoying the multidisciplinary curriculum, diverse hybrid-format learning modalities, and applicability of coursework to their careers. Exposure to our novel oncology curriculum featuring dynamic learning experiences and hybrid format significantly increased medical students' interest and understanding of evidence-based medicine in multidisciplinary comprehensive cancer care. Our findings support the hybrid learning model, which provided flexibility and student engagement. Through this course, we successfully increased interest and understanding of cancer care among final-year medical students, and we believe this program could be applied to other medical schools.
很少有医学生接触到循证、多学科的肿瘤护理，肿瘤学教育方面的研究也很少反映出整合的临床前课程。我们为四年级医学生开发了一个为期四周的课程“肿瘤学前沿”，其中包括理论讲座、互动实地考察，以及基于团队的肿瘤病例讨论会模拟和临床试验设计。采用混合方法来研究该课程对学生对肿瘤学的理解和兴趣的影响，包括课程前后对李克特量表和开放式问题的回答。定量结果使用威尔科克森秩和检验进行分析，而开放式课程反馈则使用迭代主题编码分析进行分析。在2021年至2024年入学的107名四年级医学生中，94名（88%）完成了课前调查，96名（90%）完成了课后调查。学生们喜欢这门课程，96.9%的学生表示他们会再次选择这门课程。定量分析显示，学生在肿瘤学循证医学方面的舒适度显著提高（p < 0.001），对跟进肿瘤学文献的兴趣也显著提高（p < 0.001）。从定性方面来看，学生们表示喜欢多学科课程、多样的混合式学习模式，以及课程作业对他们职业的适用性。接触我们以动态学习体验和混合形式为特色的新型肿瘤学课程，显著提高了医学生对多学科综合癌症护理中循证医学的兴趣和理解。我们的研究结果支持混合学习模式，该模式提供了灵活性和学生参与度。通过这门课程，我们成功提高了最后一年医学生对癌症护理的兴趣和理解，我们相信这个项目可以应用于其他医学院校。
