The Summer School Oncology Groningen: Improving a Successful International Course by Refining the Old, Maintaining What’s Good (original) (raw)
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The educational yield of the international summer school "Oncology for Medical Students
Journal of cancer education : the official journal of the American Association for Cancer Education, 2002
The international summer school "Oncology for Medical Students" (ISOMS) is a two-week summer program for medical students aiming to increase knowledge of cancer care in general health practice, to reduce fear related to contacts with patients with malignant disease, and to expose them to cancer-related problems in other countries. This study was undertaken to evaluate the impact of the program on cancer-related knowledge and attitudes of the participants. The 39 students enrolled in the fifth ISOMS in July 2000 were assessed using precourse and postcourse tests. The students and tests were both split in two groups with crossover to improve the validity of the test results. The attitude-related questions were the same in the precourse and postcourse tests. Increases in knowledge were significant (p = 0.001), and there was a slight change in attitudes towards cancer-related problems. Evaluation by the students revealed that the course had mainly improved their overview of th...
Cancer Treatment Reviews, 2007
Worldwide undergraduate cancer medicine is taught in a non-unanimous manner. There are frequent overlaps, omissions and discrepancies in the curricula of different medical schools concerning oncology teaching. Various attempts for possible changes and improvements have been made. Several extra-curriculum teaching programmes have been developed in academic European settings in collaboration with other scientific bodies. In this paper, we are analyzing the educational results from 115 medical students-mostly Europeans-who participated in three Oncology Summer Courses (2004, 2005, 2006) organized by European School of Oncology in collaboration with the University of Ioannina.
Cancer treatment reviews, 2007
Worldwide undergraduate cancer medicine is taught in a non-unanimous manner. There are frequent overlaps, omissions and discrepancies in the curricula of different medical schools concerning oncology teaching. Various attempts for possible changes and improvements have been made. Several extra-curriculum teaching programmes have been developed in academic European settings in collaboration with other scientific bodies. In this paper, we are analyzing the educational results from 115 medical students--mostly Europeans--who participated in three Oncology Summer Courses (2004, 2005, 2006) organized by European School of Oncology in collaboration with the University of Ioannina.
Oncology and medical education-past, present and future
Ecancermedicalscience, 2016
Oncologists should contribute to the undergraduate curriculum whenever they can, and should teach communication skills, acute oncology, prescribing, and other transferable skills. Newly qualified doctors will care for many patients with cancer in their first years of work, and all doctors need to know when an urgent oncology referral is required and to be aware of the pace of change in oncology. Oncologists should involve their patients in teaching whenever it is appropriate. We should aim to inspire junior doctors to consider a career in oncology. The oncology education community should adopt new teaching methods, for example simulation, mock MDTs and student led clinics. CPD provided by honorable organisations, including online learning, is becoming more important for oncologists to keep up to date.
Advances in Medical Education and Practice
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.
Impact of a 3-Day Introductory Oncology Course on First-Year International Medical Students
Journal of Cancer Education, 2016
Although only some medical students will choose cancer as their specialty, it is essential that all students have a basic understanding of cancer and its treatment. The purpose of this study was to evaluate the impact of an introductory clinical oncology course on first-year international medical students. Evaluation of the course involved a quantitative survey designed for this study that was given pre-and postcourse completion. Participants included 29 first-year international medical students. Students reported that the course affected them emotionally more than they anticipated it would prior to beginning the course. By the end of the course, students felt more comfortable focusing on how to live with cancer, felt less afraid of dealing with death, and were better able to cope with uncomfortable emotional situations. The course had no significant effect on students' interest in specializing in oncology in the future. Our study provides evidence that an introductory oncology course can increase student comfort with issues related to living with cancer, with confronting and dealing with death and dying, and with coping with uncomfortable emotional situations as related to cancer care. In anticipation of growing shortages in oncology specialists in the coming years, the ability of an early course in oncology to attract more students to the field is of interest. Future research should examine ethnic and cultural differences in uptake of the clinical oncology courses across continents and should use direct observation in addition to selfreport in evaluating outcomes.
BMC medical education, 2017
Clinical decision making in oncology is based on both inter- and multidisciplinary approach. Hence teaching future doctors involved in oncology or general health practice is crucial. The aim of the Vienna Summer School on Oncology (VSSO) as an international, integrated, undergraduate oncology course is to teach medical students interdisciplinary team communication and application of treatment concepts/algorithms in a multidisciplinary setting. The teaching is based on an inter- and multidisciplinary faculty and a multimodal education approach to address different learning styles. The participants rated their satisfaction of the program voluntarily after finishing the course according to a grading scale from one (not good) to five (very good). The learning success was assessed by a compulsory pre-VSSO and post-VSSO single choice questionnaire. Program organisation was rated with a mean score of 4.47 out of 5.0 (SD 0.51), composition of the program and range of topics with a mean scor...
ESMO / ASCO Recommendations for a Global Curriculum in Medical Oncology Edition 2016
The European Society for Medical Oncology (ESMO) and the American Society of Clinical Oncology (ASCO) are publishing a new edition of the ESMO/ASCO Global Curriculum (GC) thanks to contribution of 64 ESMOappointed and 32 ASCO-appointed authors. First published in 2004 and updated in 2010, the GC edition 2016 answers to the need for updated recommendations for the training of physicians in medical oncology by defining the standard to be fulfilled to qualify as medical oncologists. At times of internationalisation of healthcare and increased mobility of patients and physicians, the GC aims to provide state-of-the-art cancer care to all patients wherever they live. Recent progress in the field of cancer research has indeed resulted in diagnostic and therapeutic innovations such as targeted therapies as a standard therapeutic approach or personalised cancer medicine Dittrich C, et al. ESMO Open 2016;1:e000097. oncology. http://www.asco.org/international-programs/global-curriculum 7. ESMO/ASCO recommendations for a Global Curriculum in medical oncology, 2010 Update. https://www.esmo.org/content/download/ 8171/168764/file/ESMO-ASCO-Revised-Recommendations-for-a-Global-Curriculum-in-Medical-Oncology.pdf 8. ESMO/ASCO recommendations for a Global Curriculum in medical oncology, 2010 Update. http://www.asco.org/sites/default/files/esmo-asco\_revised\_recommendations.pdf 9. ESMO/ASCO Global Curriculum for training in medical oncology, Log Book, second edition, 2016. http://www.esmo.org/content/ download/81967/1487517/file/The-ESMO-ASCO-Global-Curriculumfor-Training-in-Medical-Oncology-Log-Book-2016.pdf 10. ESMO/ASCO Global Curriculum for training in medical oncology, Log Book, second edition, 2016. https://www.asco.org/sites/newwww.asco.org/files/content-files/international-programs/documents/ 2016-ESMO-ASCO-Log-Book-interactive.pdf 11. The European Parliament and the Council of the European Union. Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional qualifications (text with EEA relevance). OJ 2005;L255:22-142. 12. Pavlidis N, Alba E, Berardi R, et al. The ESMO/ASCO Global Curriculum and the evolution of medical oncology training in Europe.
Clinical and Translational Oncology, 2019
Purpose The Spanish Society of Medical Oncology (SEOM, for its Spanish acronym) would like to attest to the relevance of training in Oncology as part of the undergraduate education in Medicine program and issue recommendations to improve said training, with the aim of responding better to the challenges that cancer poses to our society. Materials and methods The curricula of 42 schools of medicine were reviewed with interviews with at least one teaching medical oncologist from each faculty. The qualitative and opinion analysis was completed by means of an online questionnaire targeting lecturers, resident tutors, and residents in Medical Oncology (MO), enabling the detection of needs and areas for improvement at an organizational level and in terms of skill acquisition. Results While the number of medical schools with a specific, mandatory program in MO has grown by up to 90%, it has not been accompanied by an increase in independent programs. Instead, they largely consist of progra...
Oncology teaching in undergraduate medical school - Proposed discipline
2020
Cancer is the main public health problem in Brazil and the world, and if the National Oncological Care Policy is not modified, cancer will become the leading cause of death in the country in 2029. However, the guidelines of the Ministry of Education do not have oncology as a necessary or mandatory discipline in medical schools. It means despite all the importance of cancer globally and, not unlike in Brazilian society, there is no obligation for the discipline of oncology in Brazilian medical graduation, which incurs in the incomplete training of academics, not allowing them to develop concepts and skills with a vision integrated cancer. In this article, a group of specialists in oncology in the primary, clinical, surgical, radiotherapy, and cancer research areas, proposes a Cancerology discipline syllabus for undergraduate medical students in Brazil. We sought to present the objectives of the discipline, the subjects to be addressed, the format of the classes, and the workload in a systematic way.