Berg Fair, Andujar Allyson, Chatman Georgia, Rodríguez-Galindo Carlos, Qaddoumi Ibrahim, Moreira Daniel C
Department of Global Pediatric Medicine, St. Jude Children's Research Hospital, 262 Danny Thomas Place, MS 721, Memphis, TN, USA.
J Cancer Educ. 2025 Jun 30. doi: 10.1007/s13187-025-02681-4.
Online and hybrid pediatric oncology training programs, such as the St. Jude Global Academy's Neuro-Oncology Training Seminar (NOTS), aim to address gaps in educational opportunities. This study examined the online components of the 2022 and 2023 NOTS, using mixed methods to assess strengths, limitations, and areas for improvement specific to the distance learning components. NOTS participants are required to complete 9 weeks of online modules. Participants were invited to evaluate their online learning experience which included both quantitative and qualitative measures related to participant perceptions of the course. Descriptive statistics were used to analyze quantitative results, and qualitative responses underwent thematic analysis. A total of 153 participants from 30 institutions participated in the online modules of the 2022 and 2023 NOTS. Among all participants, 106 (69.1%) completed the online course with a passing score of 70% or higher, and 83 completed the online evaluation. Pre-recorded lectures, rated highly by 73.5% of respondents, were appreciated for their content quality and flexibility. Live meetings were also of importance, with many participants requesting an expansion of interactive online sessions in future iterations of NOTS. Participants also felt the online learning activities (e.g., research projects and case discussions) were important and recommended more frequent knowledge assessments throughout the online modules and long-term follow-up. While most participants found the course duration of online components appropriate, some suggested adjustments to pacing and improved access to content. This study expands on the potential of technology-facilitated pediatric hematology-oncology education in LMICs by offering flexible and accessible learning formats. The findings suggest that blended learning models, interactive content, and incorporating peer and expert feedback can enhance knowledge retention and learner satisfaction among online participants.
在线和混合式儿科肿瘤学培训项目，如圣裘德全球学院的神经肿瘤学培训研讨会（NOTS），旨在弥补教育机会方面的差距。本研究考察了2022年和2023年NOTS的在线部分，采用混合方法评估远程学习部分的优势、局限性以及改进领域。NOTS参与者需要完成9周的在线模块学习。邀请参与者评估他们的在线学习体验，其中包括与参与者对课程的看法相关的定量和定性指标。使用描述性统计分析定量结果，对定性回答进行主题分析。共有来自30个机构的153名参与者参加了2022年和2023年NOTS的在线模块学习。在所有参与者中，106人（69.1%）以70%或更高的及格分数完成了在线课程，83人完成了在线评估。73.5%的受访者对预先录制的讲座评价很高，认为其内容质量和灵活性都很好。现场会议也很重要，许多参与者要求在未来的NOTS迭代中增加互动式在线课程。参与者还认为在线学习活动（如研究项目和病例讨论）很重要，并建议在整个在线模块中更频繁地进行知识评估以及进行长期随访。虽然大多数参与者认为在线部分的课程时长合适，但一些人建议调整节奏并改善内容获取方式。本研究通过提供灵活且易于获取的学习形式，拓展了技术促进中低收入国家儿科血液肿瘤学教育的潜力。研究结果表明，混合学习模式、交互式内容以及纳入同行和专家反馈可以提高在线参与者的知识保留率和学习满意度。
