Evaluation of a Multi-institutional Radiation Oncology Clerkship Curriculum: A Report From the Radiation Oncology Education Collaborative Study Group

Abstract

Radiation oncology curriculum development is challenging due to limited numbers of trainees at any single-institution. The specific aim of this project was to implement and evaluate a uniform medical student clerkship curriculum at select academic medical centers (AMCs) following the multi-institutional cooperative group research model. A standardized curriculum was developed consisting of 3 lectures (Overview of Radiation Oncology, Radiation Biology/Physics, and Practical Aspects of Simulation/Radiation Emergencies) and an interactive hands-on planning workshop. The planning workshop exposed students to basics of contouring and treatment planning. Students were asked to complete an anonymous evaluation of the curriculum using Likert scales (1 = “not at all” to 5 = “extremely”; reported as median [interquartile range]). Non-parametric statistical tests were used. Two hundred thirteen students at 14 AMCs completed the curriculum during the 2013 and 2014 calendar years; 152/213 students completed evaluations (71% response rate), 142/152 reported intent to pursue radiation oncology as their specialty, and 131/142 reported this was their first time completing the curriculum. Subsequent data is reported for these 131 students. Student ratings of the importance of curricular content were: Overview 4 [4-5]; Radiation Biology/Physics 5 [4-5]; Practical Aspects/Radiation Emergencies 5 [4-5]; Planning Workshop 5 [4-5]. The planning workshop improved student comfort with treatment planning (pre 2 [1-3] vs post 3 [3-4], P<.01), and using a planning workstation (pre 2 [1-3] vs post 3 [3-4], P<.01), and enriched the student’s understanding of an AP/PA spine plan (pre 2 [1-3] vs post 4 [3-4], P<.01). Students also reported the curriculum helped them to understand radiation oncology as a specialty (5 [4-5]), increased specialty decision comfort (4 [3-5]), and would help the transition to radiation oncology residency (4 [4-5]). A standardized curriculum was successfully piloted at 14 AMCs during the 2013 and 2014 calendar years, providing proof-of-principle that radiation oncology curriculum development can follow the multi-institutional cooperative group research model; additionally, subsequent to participation in the curriculum, students felt more comfortable with their specialty decision and better prepared to begin radiation oncology residency. Further curriculum enhancement for radiation oncology trainees, including both medical students and residents, can be pursued using this model.