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Zemlin C, Nourkami-Tutdibi N, Schwarz P, Wagenpfeil G, Goedicke-Fritz S. Teaching breaking bad news in a gyneco-oncological setting: a feasibility study implementing the SPIKES framework for undergraduate medical students. BMC MEDICAL EDUCATION 2024; 24:134. [PMID: 38347593 PMCID: PMC10863240 DOI: 10.1186/s12909-024-05096-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2023] [Accepted: 01/24/2024] [Indexed: 02/15/2024]
Abstract
BACKGROUND It is a crucial task for physicians to deliver life threatening information to patients (breaking bad news; BBN). Many aspects influence these conversations on both sides, patients, and doctors. BBN affects the patient-physician relationship, patients' outcome, and physicians' health. Many physicians are still untrained for this multi-facetted task and feel unprepared and overburdened when facing situations of BBN. Therefore, any faculties should aim to integrate communication skills into their medical curricula as early as possible. The SPIKES protocol is an effective framework to deliver BBN. Aim of this study is to evaluate the feasibility and obstacles of a BBN seminar and its acceptance and learning curve among undergraduate medical students. METHODS 158 2nd year undergraduate medical students attended a compulsory BBN seminar. The task was to deliver a cancer diagnosis to the patient within a patient - physician role-play in a gyneco-oncological setting before and after a presentation of the SPIKES protocol by the lecturer. The students evaluated important communication skills during these role-plays respectively. Self-assessment questionnaires were obtained at the beginning and end of the seminar. RESULTS Most students indicated that their confidence in BBN improved after the seminar (p < 0.001). They like the topic BBN to be part of lectures (76%) and electives (90%). Communication skills improved. Lecturer and seminar were positively evaluated (4.57/5). CONCLUSION The seminar significantly increased confidence and self-awareness in delivering life-threatening news to patients among undergraduate medical students. Important learning aspects of BBN and communication skills could be delivered successfully to the participants within a short time at low costs. The integration of communication skills should be implemented longitudinally into medical curricula starting before clinical education to increase the awareness of the importance of communication skills, to decrease anxiety, stress, and workload for future doctors and- most importantly- to the benefit of our patients.
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Affiliation(s)
- Cosima Zemlin
- Department of Gynecology and Obstetrics, Faculty of Medicine, Saarland University, Homburg, Germany
| | | | - Pascal Schwarz
- Department of Gynecology and Obstetrics, Faculty of Medicine, Saarland University, Homburg, Germany
| | - Gudrun Wagenpfeil
- Institute of Medical Biometry, Epidemiology and Medical Informatics, Saarland University, Homburg, Germany
| | - Sybelle Goedicke-Fritz
- Department of General Pediatrics and Neonatology, Saarland University, Homburg, Germany.
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Oettle M, Büttner M, Forster M, Gajdi L, Mücke J, Nieto A, Heuser S, Huber J, Walter F, Corradini S, Niyazi M, Belka C, Dreyling M, Fischer MR, Fleischmann DF. Principles of oncology taught in a one-week course. J Cancer Res Clin Oncol 2023; 149:17071-17079. [PMID: 37750957 PMCID: PMC10657289 DOI: 10.1007/s00432-023-05377-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Accepted: 08/29/2023] [Indexed: 09/27/2023]
Abstract
BACKGROUND Growing challenges in oncology require evolving educational methods and content. International efforts to reform oncology education are underway. Hands-on, interdisciplinary, and compact course formats have shown great effectiveness in the education of medical students. Our aim was to establish a new interdisciplinary one-week course on the principles of oncology using state-of-the-art teaching methods. METHODS In an initial survey, medical students of LMU Munich were questioned about their current level of knowledge on the principles of oncology. In a second two-stage survey, the increase in knowledge resulting from our recently established interdisciplinary one-week course was determined. RESULTS The medical students' knowledge of clinically important oncological topics, such as the diagnostic workup and interdisciplinary treatment options, showed a need for improvement. Knowledge of the major oncological entities was also in an expandable state. By attending the one-week course on the principles of oncology, students improved their expertise in all areas of the clinical workup in oncology and had the opportunity to close previous knowledge gaps. In addition, students were able to gain more in-depth clinical knowledge on the most common oncological entities. CONCLUSION The interdisciplinary one-week course on the principles of oncology proved to be an effective teaching method to expand the knowledge of the future physicians to an appropriate level. With its innovative and interdisciplinary approach, the one-week course could be used as a showcase project for the ongoing development of medical education in Germany.
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Affiliation(s)
- Matthias Oettle
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
- Department of Medicine III, University Hospital, LMU Munich, Munich, Germany
| | - Marcel Büttner
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
| | - Marie Forster
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
| | - Laura Gajdi
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
| | - Johannes Mücke
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
| | - Alexander Nieto
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
| | - Sonja Heuser
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
| | - Johanna Huber
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
| | - Franziska Walter
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
| | - Stefanie Corradini
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
| | - Maximilian Niyazi
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
- German Cancer Consortium (DKTK), Partner Site Munich, Munich, Germany
| | - Claus Belka
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany
- German Cancer Consortium (DKTK), Partner Site Munich, Munich, Germany
- Bavarian Cancer Research Center (BZKF), Munich, Germany
| | - Martin Dreyling
- Department of Medicine III, University Hospital, LMU Munich, Munich, Germany
| | - Martin R Fischer
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
| | - Daniel F Fleischmann
- Department of Radiation Oncology, University Hospital, LMU Munich, Munich, Germany.
- German Cancer Consortium (DKTK), Partner Site Munich, Munich, Germany.
- German Cancer Research Center (DKFZ), Heidelberg, Germany.
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Mahendiran M, Yeung H, Rossi S, Khosravani H, Perri GA. Evaluating the Effectiveness of the SPIKES Model to Break Bad News - A Systematic Review. Am J Hosp Palliat Care 2023; 40:1231-1260. [PMID: 36779374 DOI: 10.1177/10499091221146296] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/14/2023] Open
Abstract
Introduction: Breaking bad news to patients and families can be challenging for healthcare providers. The present study conducted a systematic review of the literature to determine if formal communication training using the SPIKES protocol improves learner satisfaction, knowledge, performance, or system outcomes. Method: MEDLINE, Embase, CINAHL Plus (Nursing & Allied Health Sciences), and PsycINFO Databases were searched with keywords BAD NEWS and SPIKES. Studies were required to have an intervention using the SPIKES model and an outcome that addressed at least one of the four domains of the Kirkpatrick model for evaluating training effectiveness. The Cochrane Risk of Bias Tool was used to conduct a risk of bias assessment. Due to heterogeneity in the interventions and outcomes, meta-analysis was not undertaken and instead, a narrative synthesis was used with the information provided in the tables to summarise the main findings of the included studies. Results: Of 622 studies screened, 37 publications met the inclusion criteria. Interventions ranged from the use of didactic lecture, role play with standardised patients (SPs), video use, debriefing sessions, and computer simulations. Evaluation tools ranged from pre and post intervention questionnaires, OSCE performance with rating by independent raters and SPs, and reflective essay writing. Conclusions: Our systematic review demonstrated that the SPIKES protocol is associated with improved learner satisfaction, knowledge and performance. None of the studies in our review examined system outcomes. As such, further educational development and research is needed to evaluate the impact of patient outcomes, including the optimal components and length of intervention.
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Affiliation(s)
- Meera Mahendiran
- Department of Family and Community Medicine, University of Toronto, Toronto, ON, Canada
| | - Herman Yeung
- Department of Family and Community Medicine, University of Toronto, Toronto, ON, Canada
| | - Samantha Rossi
- Department of Family and Community Medicine, University of Toronto, Toronto, ON, Canada
| | - Houman Khosravani
- Neurology Quality and Innovation Lab, Division of Neurology, Division of Palliative Medicine, Hurvitz Brain Sciences Centre, Department of Medicine, University of Toronto, Toronto, ON, Canada
| | - Giulia-Anna Perri
- Division of Palliative Care, Department of Family and Community Medicine, University of Toronto, Toronto, ON, Canada
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Heritage SR, Lynch-Kelly K, Kalvala J, Tulloch R, Devasar A, Harewood J, Khoury E, Abdelwahed A, Fung A, Bigogno CM, Gray R, Keshwara S, Joseph PJS, Selby P, Tharmalingam H. Medical Student Perspectives on Undergraduate Oncology Education in the UK. Clin Oncol (R Coll Radiol) 2022; 34:e355-e364. [PMID: 35595594 DOI: 10.1016/j.clon.2022.04.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2022] [Revised: 03/31/2022] [Accepted: 04/27/2022] [Indexed: 11/03/2022]
Abstract
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.
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Affiliation(s)
- S R Heritage
- School of Clinical Medicine, University of Cambridge, Cambridge, UK.
| | - K Lynch-Kelly
- GKT School of Medical Education, King's College London, London, UK
| | - J Kalvala
- School of Medicine, University of Nottingham, Nottingham, UK
| | - R Tulloch
- School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, UK
| | - A Devasar
- Edinburgh Medical School, The University of Edinburgh, Edinburgh, UK
| | - J Harewood
- School of Medical Education, Newcastle University, Newcastle, UK
| | - E Khoury
- School of Medicine, University of Liverpool, Liverpool, UK
| | - A Abdelwahed
- School of Medicine, Imperial College London, London, UK
| | - A Fung
- Norwich Medical School, University of East Anglia, Norwich, UK
| | - C M Bigogno
- Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, UK
| | - R Gray
- School of Medicine, University of Dundee, Dundee, UK
| | - S Keshwara
- Whiston Hospital, St Helens and Knowsley Teaching Hospitals NHS Trust, Prescot, UK
| | - P J S Joseph
- School of Medicine, University of Liverpool, Liverpool, UK
| | - P Selby
- University of Leeds, Leeds, UK; University of Lincoln, Lincoln, UK
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Comparing the impacts of reciprocal peer teaching with faculty teaching: A single-centre experience from KSA. J Taibah Univ Med Sci 2020; 15:272-277. [PMID: 32982630 PMCID: PMC7479164 DOI: 10.1016/j.jtumed.2020.05.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2020] [Revised: 05/10/2020] [Accepted: 05/13/2020] [Indexed: 11/20/2022] Open
Abstract
OBJECTIVES This study aimed to compare the effectiveness of peer-led learning with faculty-led teaching activities in fifth-year students during their Internal Medicine II placement. METHODS We conducted a retrospective analysis of the results of multiple-choice questions exams at the end-of-placement for 2016 to 2017. RESULTS During the study period, 120 students in three cohorts completed the placement. There was a statistically significant difference (p < .001) between the mean student grade (% of correct answers) for questions related to lectures (n = 85, M = 68.7, 95% CI: 66.4-70.9), case scenarios (n = 24, M = 68.6, CI: 65.1-72.1), tutorials (n = 15, M = 64.9, CI: 59.9-69.8), and seminars (n = 24, M = 60.0, CI: 56.5-63.5). The first cohort had statistically significant better grades (M = 79.7, CI: 77.9-81.6) than the other two cohorts (group 2 M = 57.2, CI: 51.8-62.5; group 3 M = 60.5, CI: 58.1-63.0; p < .001). CONCLUSIONS In our study, students performed worse on questions drawn from reciprocal peer-taught seminars. This result could be attributed to students' poor teaching quality, as they were randomly selected to lead a seminar. However, this study was limited by heterogeneity in the number and topics of different teaching activities and certain other factors.
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Oliveira FF, Benute GR, Gibelli MAB, Nascimento NB, Barbosa TV, Bolibio R, Jesus RC, Gaiolla PV, Setubal MSV, Gomes AL, Francisco RP, Bernardes LS. Breaking Bad News: A Study on Formal Training in a High-Risk Obstetrics Setting. Palliat Med Rep 2020; 1:50-57. [PMID: 34223456 PMCID: PMC8241325 DOI: 10.1089/pmr.2020.0014] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/22/2020] [Indexed: 11/12/2022] Open
Abstract
Background: Breaking bad news is a frequent task in high-risk obstetrics clinics. Few studies have examined the role of training in improving such a difficult medical task. Aim: To evaluate the influence of a training program on the participants' perceptions of bad news communication at a high-risk obstetrics center. Design: This prospective study was conducted at the Department of Obstetrics/Gynecology, Hospital das Clinicas, from March 2016 to May 2017. Setting/Participants: Maternal-fetal health specialists were invited to complete an institutional questionnaire based on the SPIKES protocol for communicating bad news before and after training. The training consisted of theoretical lectures and small group practice using role play. The questionnaire responses were compared using nonparametric tests to evaluate the differences in physicians' perceptions at the two timepoints. The questionnaire items were evaluated individually and in groups following the communication steps of the SPIKES protocol. Results: In total, 110 physicians were invited to participate. Ninety completed the pretraining questionnaire and 40 answered the post-training questionnaire. After training, there were significant improvements in knowing how to prepare the environment before delivering bad news (p = 0.010), feeling able to transmit bad news (p < 0.001), and to discuss the prognosis (p = 0.026), feeling capable of discussing ending the pregnancy (p = 0.003), and end-of-life issues (p = 0.007) and feeling confident about answering difficult questions (p = 0.004). The comparison of the grouped responses following the steps of the SPIKES protocol showed significant differences for "knowledge" (p < 0.001), "emotions," (p = 0.004) and "strategy and summary" (p = 0.002). Conclusion: The implementation of institutional training in breaking bad news changed the perception of the physicians in the communication setting.
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Affiliation(s)
- Fernanda F. Oliveira
- Disciplina de Obstetricia, Departamento de Obstetricia e Ginecologia, Faculdade de Medicina FMUSP, Universidade de Sao Paulo, Sao Paulo, Brazil
- Grupo de Apoio Integral à gestantes e familiares de fetos com malformação (GAI), Divisao da Clínica Obstétrica, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
| | - Glaucia R.G. Benute
- Disciplina de Obstetricia, Departamento de Obstetricia e Ginecologia, Faculdade de Medicina FMUSP, Universidade de Sao Paulo, Sao Paulo, Brazil
- Grupo de Apoio Integral à gestantes e familiares de fetos com malformação (GAI), Divisao da Clínica Obstétrica, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
| | - Maria Augusta B. Gibelli
- Grupo de Apoio Integral à gestantes e familiares de fetos com malformação (GAI), Divisao da Clínica Obstétrica, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
- Divisao de Pediatria, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
| | - Nathalia B. Nascimento
- Grupo de Apoio Integral à gestantes e familiares de fetos com malformação (GAI), Divisao da Clínica Obstétrica, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
- Divisao de Enfermagem, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
| | - Tercilia V.A. Barbosa
- Grupo de Apoio Integral à gestantes e familiares de fetos com malformação (GAI), Divisao da Clínica Obstétrica, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
- Divisão de Assistência Social, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
| | - Renata Bolibio
- Grupo de Apoio Integral à gestantes e familiares de fetos com malformação (GAI), Divisao da Clínica Obstétrica, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
- Divisao de Psicologia, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
| | - Roberta C.A. Jesus
- Disciplina de Obstetricia, Departamento de Obstetricia e Ginecologia, Faculdade de Medicina FMUSP, Universidade de Sao Paulo, Sao Paulo, Brazil
- Grupo de Apoio Integral à gestantes e familiares de fetos com malformação (GAI), Divisao da Clínica Obstétrica, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
| | - Paula V.V. Gaiolla
- Grupo de Apoio Integral à gestantes e familiares de fetos com malformação (GAI), Divisao da Clínica Obstétrica, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
- Divisao de Cardiologia Pediátrica, Instituto do Coração INCOR, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
| | - Maria Silvia V. Setubal
- Disciplina de Obstetricia, Departamento de Obstetricia e Ginecologia, Faculdade de Medicina FMUSP, Universidade de Sao Paulo, Sao Paulo, Brazil
- Grupo de Apoio Integral à gestantes e familiares de fetos com malformação (GAI), Divisao da Clínica Obstétrica, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
| | - Ana L. Gomes
- Grupo de Apoio Integral à gestantes e familiares de fetos com malformação (GAI), Divisao da Clínica Obstétrica, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
- Divisao de Pediatria, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
| | - Rossana P. Francisco
- Disciplina de Obstetricia, Departamento de Obstetricia e Ginecologia, Faculdade de Medicina FMUSP, Universidade de Sao Paulo, Sao Paulo, Brazil
- Divisao de Clinica Obstetrica, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
| | - Lisandra Stein Bernardes
- Disciplina de Obstetricia, Departamento de Obstetricia e Ginecologia, Faculdade de Medicina FMUSP, Universidade de Sao Paulo, Sao Paulo, Brazil
- Grupo de Apoio Integral à gestantes e familiares de fetos com malformação (GAI), Divisao da Clínica Obstétrica, Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo, Sao Paulo, Brazil
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Klufas A, Shin G, Raphael R, Sarfaty SC, Hirsch AE. A Thorough Analysis of the Current State of Cancer Education in Medical Schools and Application of Experimental Teaching Techniques and Their Efficacy. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2020; 11:931-946. [PMID: 33293885 PMCID: PMC7719335 DOI: 10.2147/amep.s268382] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/19/2020] [Accepted: 10/08/2020] [Indexed: 05/12/2023]
Abstract
Newly diagnosed cases of cancer are expected to double by the year 2040. Although many different oncology teaching initiatives have been implemented, many students continue to report uncertainty when dealing with patients with cancer. Through this review, we aim to find the most effective teaching methods to better prepare future physicians. Papers studying different methods of teaching oncology were identified through a thorough review of specific electronic databases. Each study was analyzed and sorted into one of ten unique categories created by the authors specifically for this review. If portions of the study fit into multiple categories, relevant results would be analyzed in all applicable areas. Additionally, papers were separated and analyzed by country of origin, preclinical or clinical interventional basis, and quantitative versus qualitative form of statistical analysis. A total of 115 papers from 26 different countries and regions were included in the final analysis. 91.4% of papers analyzing Lecture and Small Group Discussions indicated a positive impact. 97.1% of papers analyzing Clinical Practice and Simulation indicated a positive impact. 100% of papers analyzing Early Experience and Mentorship, Summer Programs and Voluntary Electives, use of Multidisciplinary Teams, and Role Play stated that these methods had a positive impact. 50% of papers analyzing Computer/Web Based Programs indicated a positive impact. Clinical Practice and Simulation, Role Play, Summer/Elective Programs and interventions involving Multidisciplinary Team Work all appeared to be most effective. Intensive Block Programs, Didactic Lectures/Small Group Discussions, and Computer/Web Based Education tools as a whole were variable. General Review papers showed continued variability in domestic and international oncology curricula. Incorporation of effective teaching interventions should be highly considered in the future creation of standardized oncology curricula in order to best prepare the next generation of physicians. Future studies could explore the differing efficacies of teaching interventions in the postgraduate versus graduate realms.
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Affiliation(s)
- Andrew Klufas
- Boston University School of Medicine, Boston, MA, USA
| | - Grace Shin
- Boston University School of Medicine, Boston, MA, USA
| | - Ryan Raphael
- Boston University School of Medicine, Boston, MA, USA
| | - Suzanne C Sarfaty
- Department of Medicine, Boston University School of Medicine, Boston, MA, USA
| | - Ariel E Hirsch
- Department of Radiation Oncology, Boston Medical Center, Boston, MA, USA
- Department of Radiation Oncology, Boston University School of Medicine, Boston, MA, USA
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