Problem-Based Learning Curriculum as a Tool to Increase Medical Student Exposure to Radiation Oncology

Abstract

Background For many years Radiation Oncology was known to be a highly competitive and specialized field. However, over recent years there has been an increase in the number of residency spots available and a decline in the residency application pool. Thus, it is imperative to explore new techniques to recruit students to the field. Early exposure to cancer management may translate to increased student interest in Oncology-related fields and improved understanding of Oncologic treatment modalities. Problem-Based Learning (PBL) may be an effective way to provide this exposure, as it is a popular teaching method at medical schools across the country. We propose that an Oncology-focused PBL case will increase exposure to Radiation Oncology and other Oncologic subspecialties during pre-clinical years. Methods In May 2021, first year medical students (n = 140) participated in a one hour long small group PBL case that focused on pancreatic cancer and Radiation Oncology during the gastroenterology curriculum. Students were provided a case prompt and resources to review approximately one week prior to the PBL case. During the PBL case, facilitators guided students to desired learning objectives including: Describe the clinical presentation of pancreatic cancer; List imaging modalities used to make the diagnosis of pancreatic cancer; Define important terms in management of pancreatic cancer including neoadjuvant therapy, adjuvant therapy, concurrent chemoradiation, Whipple procedure; List different types of radiation and common side effects of radiation; Describe basics of planning and delivery of radiation. Facilitators consisted of attendings or residents in the field of Radiation Oncology. Results Following the PBL, there was an increase in the number of preclinical students who expressed an interest in Radiation Oncology and proceeded to shadow physicians in the department (n=1 in 6 mo prior to PBL, n=5 in 6 mo following PBL). Additionally, we saw an increase in the number of subscribers to the Oncology Interest Group (n = 22 prior to PBL, n = 58 following PBL). Discussion The Problem-Based Learning approach serves as an effective avenue to introduce concepts of Oncologic care to preclinical medical students. Active participation in medical school PBL curriculums could be used to increase recruitment of preclinical medical students to the field of Radiation Oncology. Upon repeat of the PBL session in May 2022 we will be including surveys to provide additional assessment of the efficacy of this technique. For many years Radiation Oncology was known to be a highly competitive and specialized field. However, over recent years there has been an increase in the number of residency spots available and a decline in the residency application pool. Thus, it is imperative to explore new techniques to recruit students to the field. Early exposure to cancer management may translate to increased student interest in Oncology-related fields and improved understanding of Oncologic treatment modalities. Problem-Based Learning (PBL) may be an effective way to provide this exposure, as it is a popular teaching method at medical schools across the country. We propose that an Oncology-focused PBL case will increase exposure to Radiation Oncology and other Oncologic subspecialties during pre-clinical years. In May 2021, first year medical students (n = 140) participated in a one hour long small group PBL case that focused on pancreatic cancer and Radiation Oncology during the gastroenterology curriculum. Students were provided a case prompt and resources to review approximately one week prior to the PBL case. During the PBL case, facilitators guided students to desired learning objectives including: Describe the clinical presentation of pancreatic cancer; List imaging modalities used to make the diagnosis of pancreatic cancer; Define important terms in management of pancreatic cancer including neoadjuvant therapy, adjuvant therapy, concurrent chemoradiation, Whipple procedure; List different types of radiation and common side effects of radiation; Describe basics of planning and delivery of radiation. Facilitators consisted of attendings or residents in the field of Radiation Oncology. Following the PBL, there was an increase in the number of preclinical students who expressed an interest in Radiation Oncology and proceeded to shadow physicians in the department (n=1 in 6 mo prior to PBL, n=5 in 6 mo following PBL). Additionally, we saw an increase in the number of subscribers to the Oncology Interest Group (n = 22 prior to PBL, n = 58 following PBL). The Problem-Based Learning approach serves as an effective avenue to introduce concepts of Oncologic care to preclinical medical students. Active participation in medical school PBL curriculums could be used to increase recruitment of preclinical medical students to the field of Radiation Oncology. Upon repeat of the PBL session in May 2022 we will be including surveys to provide additional assessment of the efficacy of this technique.