EVALUATION AND FURTHER DEVELOPMENT OF CANCER EDUCATION

癌症教育的评估和进一步发展

• 批准号: 3451828
• 负责人: ARTHUR H ROSSOF
• 金额: $ 8.55万
• 依托单位: RUSH UNIVERSITY MEDICAL CENTER
• 依托单位国家: 美国
• 财政年份: 1985
• 资助国家: 美国
• 起止时间: 1985-07-01 至 1988-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3451828
• 关键词: cancer rehabilitation /care; computer assisted instruction; continuing education; curriculum; medical education; neoplasm /cancer education; patient care personnel attitude

Acquisition of a Clinical Cancer Education Grant for Rush Medical College will allow us to develop further in six content areas: (1) Further development and formalization of a Cancer Education Committee, reporting directly to the Dean, charged with the broad responsibilities of initiation, implementation, and evaluation of new and existing cancer education programs at Rush Medical College; (2) A detailed audit of the second (pre-clinical) year medical curriculum to determine adequacy of basic science coverage pertinent to cancer-related topics; (3) Using the tracer method and faculty review, a detailed audit of the third and fourth (clinical) curricular years to determine the adequacy and completeness of clinical cancer teaching; (4) Further development, evaluations, and applications of a pre-test/post-test strategy to determine cognitive knowledge gain while developing and field testing a bank of reliable test items; (5) To develop case- or problem-solving workshops as a new teaching tool in the second (pre-clinical) years' curriculum; (6) To develop an instrument to measure attitudes toward physician behavior in the treatment of cancer patients and to relate any longitudinal changes of attitude to objectively determined cognitive knowledge changes.

为拉什医学院获得临床癌症教育补助金 将使我们能够在六个内容领域进一步发展：（1）进一步 发展并正式成立癌症教育委员会， 直接向院长，负责广泛的责任， 新癌症和现有癌症的启动、实施和评估 教育计划在拉什医学院;（2）详细审计的 第二年（临床前）医学课程，以确定是否充分 与癌症相关的基本科学报道;（3）使用 跟踪法和师资评审，第三、四次详细审核 （临床）课程年，以确定充分性和完整性 临床癌症教学;（4）进一步发展，评估， 应用前测/后测策略确定认知能力 在开发和现场测试可靠测试库时获得知识 （5）发展个案或问题解决工作坊作为一种新的教学方法 工具在第二年（临床前）的课程;（6）制定一个 测量对医生治疗行为态度的工具 并将任何纵向的态度变化与 客观上决定了认知知识的变化。