CANCER PREVENTION IN MEDICAL EDUCATION PRACTICE

描述：(应聘者描述)癌症仍然是一种 虽然癌症是美国发病率和死亡率的主要原因 预防、筛查和早期发现是最好的方法之一 降低癌症死亡率，他们没有得到系统的教育或 在医学院的课程中得到了加强。这个项目的总体目标是 项目是开发、实施和评估癌症预防 贝勒医学院二年级医学生选修课 外加低成本的教育强化，以便通过其 临床年限。选修课的内容将与 学生已具备的必备临床前课程元素 经验。干预组与对照组的差异 (即参加或不参加选修课的学生)关于知识， 与癌症预防、筛查和早期治疗相关的态度和技能 检测将根据以下与癌症相关的因素进行衡量： (1)半年一次的预防医学调查；(2)期末考试 癌症预防选修课，(3)定期客观结构化临床 临床年度考试评价；(4)临床经验 日志，以及(5)四年临床熟练程度考试。具体的 该项目的目标是：(1)开发、试行和修改课程 癌症预防选修课及后续教育材料 加强，(2)三次以上实施选修课 (3)跟踪选修生和非选修生 两年多来比较他们的癌症预防、筛查和早期 检测知识、态度和行为。的教育内容 课程将来自现有的来源，例如PUT预防 实践计划，美国癌症协会，医生 德克萨斯医学会的肿瘤学教育计划，以及 NCI资助的CATCHUM项目。关于选修课的形式，有问题 以学习为基础的学习已经演变为一种鼓励 自主学习和批判性思维，使基础科学 知识与临床问题的解决更好地结合在一起。这 结果增加了学生的兴趣，自我指导的学习，兴趣 在题材和知识的保留方面。因此，它是 假设干预组在以下方面得分更高 衡量与癌症有关的知识、态度和技能 预防、筛查和早期发现由教育引起的 运用预防实践模式的干预措施 教材、基于问题的学习方法和系统、协调 后续增援。

Description: (Applicant's Description) Cancer continues to be a leading cause of morbidity and mortality in the U.S. Although cancer prevention, screening and early detection are among the best ways to reduce cancer mortality, they are not systematically taught or reinforced in the medical school curriculum. The overall goal of this project is to develop, implement, and evaluate a Cancer Prevention Elective for second-year medical students at Baylor College of Medicine plus low-cost educational reinforcement for follow-up through their clinical years. Content for the elective will be correlated with required preclinical curriculum elements the students already experience. Differences between the Intervention and Comparison Groups (i.e., students who do or do not take the elective) regarding knowledge, attitudes and skills related to cancer prevention, screening, and early detection will be measured on the basis of cancer-related elements of: (1) a semiannual Preventive Medicine Survey, (2) final exam for the Cancer Prevention Elective, (3) periodic Objective Structured Clinical Examinations evaluations in the clinical years, (4) Clinical Experiences Log, and (5) a 4th-year Clinical Proficiency Examination. The Specific Aims of the project are to: (1) Develop, pilot test, and revise course materials for the Cancer Prevention Elective and follow-up educational reinforcement, (2) Implement the elective three times over the three years of the project, and (3) Follow elective and non-elective students over two years to compare their cancer prevention, screening and early detection knowledge, attitudes, and behaviors. Educational content for the course will come from existing sources, e.g., the Put Prevention into Practice program, the American Cancer Society, the Physician Oncology Education Program of the Texas Medical Association, and the NCI-funded CATCHUM project. Regarding format of the elective, Problem Based Learning has evolved as an instructional modality that encourages independent learning and critical thinking such that basic science knowledge is better integrated with clinical problem solving. This results in increased student interest, self-directed learning, interest in subject matter, and retention of knowledge. Hence, it is hypothesized that the Intervention Group will have higher scores on measures of knowledge, attitudes and skills related to cancer prevention, screening and early detection due to an educational intervention which uses the Put Prevention Into Practice model and materials, Problem Based Learning methods, and systematic, coordinated follow-up reinforcement.