Student Perspectives on Oncology Curricula at United States Medical Schools
Student Perspectives on Oncology Curricula at United States Medical Schools
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DOI：
10.1007/s13187-017-1265-9
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发表时间：
2019-02-01
影响因子：
1.6
通讯作者：
Mattes, Malcolm D.
中科院分区：
文献类型：
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作者：
Neeley, Brandon C.;Golden, Daniel W.;Mattes, Malcolm D.
由于肿瘤学的多学科性质，主要是门诊临床设置，以及缺乏描述有效教学方法的数据，为医学生提供有凝聚力的肿瘤学课程是具有挑战性的。我们试图通过调查在机构课程委员会任职的三年级和四年级医学生，更好地描述美国医学院肿瘤学教育的方法。我们收到了来自19所学校的学生的回复（回复率为15.2%）。主要发现包括：（1）相对于其他常见疾病，课程中对癌症的重视程度较低;（2）不同临床亚专家作为教育者的参与不平衡;（3）很少要求学生通过非手术肿瘤学见习进行轮换;（4）与基础科学/自然史或检查/诊断相比，学生对自己的癌症治疗知识缺乏信心。基于这些研究结果，我们提出了一些建议，以实现强大的多学科课程设计和实施，更好地平衡肿瘤学教育的临床和课堂方面。
Delivering a cohesive oncology curriculum to medical students is challenging due to oncology's multidisciplinary nature, predominantly outpatient clinical setting, and lack of data describing effective approaches to teaching it. We sought to better characterize approaches to oncology education at US medical schools by surveying third and fourth year medical students who serve on their institution's curriculum committee. We received responses from students at 19 schools (15.2% response rate). Key findings included the following: (1) an under-emphasis of cancer in the curriculum relative to other common diseases; (2) imbalanced involvement of different clinical subspecialists as educators; (3) infrequent requirements for students to rotate through non-surgical oncologic clerkships; and (4) students are less confident in their knowledge of cancer treatment compared to basic science/natural history or workup/diagnosis. Based on these findings, we provide several recommendations to achieve robust multidisciplinary curriculum design and implementation that better balances the clinical and classroom aspects of oncology education.