CANCER PREVENTION IN MEDICAL EDUCATION PRACTICE

描述：（申请人的描述）癌症仍然是一个 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， 降低癌症死亡率，他们没有系统地学习， 在医学院课程中得到强化。 这个项目的总体目标是 该项目旨在制定、实施和评估一项癌症预防计划， 贝勒医学院二年级医学生选修课 再加上低成本的教育加强后续行动，通过他们的 临床岁月 选修课的内容将与 要求的临床前课程元素，学生已经 体验.干预组和对照组之间的差异 (i.e.,做或不做选修课的学生）关于知识， 与癌症预防、筛查和早期诊断相关的态度和技能 检测将根据以下与癌症有关的因素进行衡量： (1)半年一次的预防医学调查，（2）期末考试， 癌症预防选修，（3）定期客观结构化临床 临床年的检查评价，（4）临床经验 日志，和（5）第四年的临床能力考试。 具体 该项目的目标是：（1）开发、试点测试和修改课程 癌症预防选修及跟进教育教材 强化，（2）实施选修三遍以上 （3）跟踪选修和非选修学生 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。教育内容 课程将来自现有的资源，例如，看跌期权预防 美国癌症协会，美国医师协会， 得克萨斯州医学协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，问题 基于学习已经发展成为一种教学模式，鼓励 独立学习和批判性思维， 知识更好地与临床问题解决相结合。 这 提高学生的兴趣，自我导向学习，兴趣 在主题和知识的保留。 因此， 假设干预组在以下方面的得分更高： 与癌症有关的知识、态度和技能的测量 预防、筛查和早期发现， 采用预防付诸实践模式的干预措施， 材料，问题为基础的学习方法，系统，协调 后续强化。

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.