Career In Oncology Research Articles

Impact of a National Virtual Oncology Course on Medical Student Competency and Interest in Oncology.

Globally, surveys have identified that medical learners of all levels perceive their oncology instruction to be inadequate. To address these gaps, we systematically developed and implemented the Oncology National Course for Advocacy, Research, and Education (ONCARE), a novel, nationally organized virtual course available to all Canadian medical students and evaluated its impact on oncology competency and interest. ONCARE was designed utilizing Kern's Six-Step Model for Curriculum Development. Components of ONCARE included lectures, career panels, and a mentorship program. Pre-course and post-course survey responses were collected to determine course impact on oncology knowledge and interest. Between October 2023 and March 2024, ONCARE enrolled 235 students representing 14 Canadian medical schools. One hundred forty (60%) students enrolled reported having only 0 to 10h of formal oncology instruction. Baseline interest in a career in oncology was high (mean Likert score 3.9/5) and remained unchanged following course completion. ONCARE increased both self-perceived knowledge in clinical oncology (mean Likert score 3.9/5 vs 2.9/5, p < 0.001) and confidence in oncology communication skills (mean Likert score 3.6/5 vs 3.1/5, p < 0.001). Ninety-seven percent of students were satisfied with the course (mean Likert score 4.6/5). The implementation of ONCARE as a proof-of-concept initiative builds upon previous educational interventions in oncology and highlights important principles for the development of related initiatives. Future work will target greater interdisciplinary and multinational collaboration as well as long-term follow-up of the ONCARE cohort.

165 Youtube Videos as a Tool to Educate Medical Students About Careers in Radiation Oncology

165 Youtube Videos as a Tool to Educate Medical Students About Careers in Radiation Oncology

Reflections and Roadmaps: Career Development beyond the FDA-AACR Oncology Educational Fellowship.

In 2020, the FDA's Oncology Center of Excellence, in collaboration with the American Association for Cancer Research, launched a novel educational partnership known as the FDA-AACR Oncology Educational Fellowship. This year-long program is aimed for hematology/oncology fellows, scientists, and early-career investigators, offering an in-depth exploration of the regulatory review process by blending didactic learning with practical cases discussing oncology drug approvals. The fellowship has been met with enthusiastic feedback, with participants lauding its role in demystifying the regulatory landscape and enhancing their professional careers. This article reflects on the experiences of four alumni, showcasing the program's transformative impact across diverse oncology career paths in government, academia, and industry.

Medical students' views on oncology specialty: A cross-sectional study.

9038 Background: Understanding medical students’ views on oncology, including in jurisdictions where societal misperceptions and social stigma about oncology exist, could help foster higher interest in oncology field among future physicians. This study is conducted to identify factors associated with interest in oncology and likelihood of pursuing a career in an oncology-related field among medical students across various medical schools in the United Arab Emirates (UAE). Methods: A cross-sectional study involving students from 7 medical schools across UAE was conducted. Students’ demographics (n=5), oncology education (n=3) and prior exposure to oncology (n=6) were examined. Likert-type questions assessed students’ interest in oncology and likelihood of pursuing a career in oncology, students’ perspective on factors potentially affecting interest in oncology career (n=12) and the following constructed themes; i) general views about oncology (n=5), ii) confidence in skills related to challenging encounters (n=4), iii) oncology education (n=5) and iv) oncology support (n=4) in medical school. Pilot testing and validation was conducted with acceptable reliability (Cronbach’s alpha ≥ 0.70). A multivariable logistic regression model was employed to identify independent variables associated with study outcomes. Results: Of all completed responses (n=145), about half were from students in UAEU vs other schools and in pre-medical vs preclinical/clinical phase (46% vs 54% and 51% vs 49%, respectively). Most (63%) had family member diagnosed with cancer and approximately a third (33%) felt pessimistic about oncology. Approximately half agreed that cancer diagnosis is often associated with social stigma (56%) and misperceptions (55%). Overall, 52% and 30% were interested in oncology and likely to pursue a career in oncology, respectively. The highest student-ranked factors affecting interest in oncology career included feeling pessimistic/optimistic about cancer, personal/family experience in cancer, opportunities to participate in oncology research, and availability of mentorship and good local residency program. Interest in oncology and likelihood of pursuing a career in oncology were associated with family member diagnosed with cancer (OR 2.55; 1.07 - 6.28 and 4.67; 1.53 - 16.9, respectively), feeling pessimistic about cancer (0.35; 0.13 - 0.89 and 0.08; 0.01 - 0.35, respectively) and premedical vs preclinical/clinical phase (OR 0.21; 0.06 - 0.67 and 0.06; 0.01 - 0.30, respectively). Interest in oncology was also positively correlated with a composite score derived from all questions in the constructed themes (p = 0.014 Wilcoxon Test). Conclusions: Students interest in oncology, and pursuing a career in oncology, is associated with personal/family experience in cancer, pessimistic views about oncology, and availability of mentorship/research/residency, but not social stigma or societal misperceptions.

Empowering tomorrow's oncologists: Establishing an oncology student interest group to propel careers in cancer care.

e21014 Background: In cancer care, smaller academic community hospitals play a crucial role in serving local and underserved populations. However, these institutions often need help providing comprehensive mentorship opportunities for internal medicine residents interested in pursuing careers in oncology. Limited resources, smaller clinical teams, and a focus on delivering patient care often precede research and scholarly activity. To help with this goal, ASCO has a program known as OSIG, which stands for Oncology Student Interest Group, which provides resources for medical students and residents to meet regularly, network with academic faculty, learn about cancer care, and learn about opportunities in oncology. Methods: This observational study employed a cross-sectional survey design to investigate the perceived benefits of establishing an oncology interest group among internal medicine residents. The survey aimed to collect quantitative and qualitative data on residents' opinions regarding the potential advantages, challenges, and overall impact of initiating an ASCO affiliated oncology-focused student interest group [OSIG] within an academic community hospital internal medicine residency program in Worcester, MA. Results: Of the total strength of 75 residents, a total of 17 residents were surveyed for this project, with 7 [41%] female, and 10 [59%] male residents. 6 [35%] PGY1, 2 [11%] PGY2, and 9 [52%] PGY3 residents participated in the survey. 15 [88%] residents were 'very likely' interested in a career in oncology. 16 [94%] residents replied that participating in the oncology interest group meetings enhanced their understanding of cancer care and treatment options. 17 [100%] replied that networking with oncology professionals was 'very important' for their career development. 15 [88%] replied that the support provided by the OSIG helped find them mentorship opportunities 'to a large extent'. 15 [88%] replied that the oncology interest group could assist in clarifying their career goals within oncology by 'a lot'. The survey included two questions with room for subjective answers aboutpotential challenges or concerns, and additional thoughts, suggestions, or comments. Conclusions: The results indicate that residents recognize the potential of an ASCO-affiliated interest group to significantly enhance their understanding of cancer care and treatment options, providing a valuable supplement to their internal medicine training. The prospect of networking with established oncologists by spurring collaboration among residents, attending national and local conferences in the field is deemed crucial for career development, as is the belief that mentorship opportunities within the interest group could play a pivotal role in shaping future careers in oncology.

Predictive factors for academic oncology career placement.

9039 Background: Oncology is a discipline that has witnessed rapid expansion with new therapeutics and practices. Following this trend, training programs are increasingly valuing the cultivation of academic oncologists who will contribute to these developments through research. This study aims to explore characteristics of fellowship programs in the US promoting academic careers in oncology (initial academic position). Methods: A sampling of graduated fellow profiles available on the public websites of US hematology-oncology programs was conducted. To minimize over-representation from programs, even sampling of all available graduated fellows by year was done with a maximum of 10 per program. Characteristics including demographics, educational background, google scholar publication count during fellowship (divided into quartiles), program characteristics, and initial job (academics vs private practice) were collected. Academics was defined as working for an institution associated with a medical school. Logistic regression modeling was utilized to identify characteristics associated with higher odds of initial academic placement. Results: Between 2007 and 2023, 564 graduated fellows were identified, making up 39% of programs, with a majority favoring more recent years. Fellows graduating from NCI cancer center-associated programs and those of academic programs had significantly higher odds of obtaining an initial academic position (OR 1.60, 95% CI 1.08-2.38, p &lt;0.05; OR 2.25, 95% CI 1.22-4.30, p &lt;0.05). The strongest association was noted with scholarly productivity. Fellows of the highest quartile of productivity during their fellowship years (OR 9.70, 4.94-19.80, p &lt;0.001) had the highest odds of obtaining an initial academic position. Characteristics without significant association included type of medical school (US vs IMG) and gender. Conclusions: Our data shows several characteristics associated with higher odds of initial academic placement, but most prominently, fellows of the highest quartile of research productivity were more than nine times likely than those of the lowest quartile of research productivity to obtain an academic position after fellowship. Our study is limited by its observational nature, but the magnitude and significance of association is worth investigating further and can shed light on the value of fellowship academic initiatives to foster research development. Select variables of a logistic regression model examining characteristics associated with obtaining an initial academic position after fellowship. Gender and Medical School status not included. [Table: see text]

Evaluation of a summer program for minority high school students in the clinical cancer center: The Future Gen Cancer Scholars program.

e13703 Background: Individuals from minoritized communities receive less cancer screening, have higher stage at cancer diagnosis, and experience higher death rates. Helping minority high school students find a pathway to enter college and continue with advanced education and training and become leaders in cancer treatment, research and prevention may help reduce these inequities. Many public high schools in urban centers struggle in STEM education. The Rhode Island Hospital / Legorreta Cancer Center at Brown University partnered with the Papitto Opportunity Connection in Rhode Island to create the Future Gen Cancer Scholars program. Methods: High school students were invited to apply from Providence and surrounding communities. Accepted applicants became paid hospital employees and received training in professional conduct, protected health information and other skills necessary to shadow physicians in inpatient and outpatient settings. The summer curriculum included physician shadowing, radiology, pathology, student run tumor boards, seminars and community outreach. Pre/post-surveys were collected where students rated their experiences and beliefs regarding cancer careers on a 5-point Likert scale. Open-ended questions were added to evaluate interest in pursuing a career in oncology. Results: 20 high school students participated in the program’s first cohort. 70% self-identified as Hispanic/Latinx and 30% as African American, 85% were female, 90% attended a public school. Pre- and post-surveys were completed by 17 students. The 5-point Likert scale showed improvement in an understanding of oncology careers (pre, 3.9; post, 4.5), interest in pursuing a related career (pre, 3.1; post, 3.8), and recognition of available educational resources within their communities (pre, 3.9; post 4.3). Confidence in overcoming educational access barriers slightly decreased (pre-4.1; post-3.8) due to the increased awareness of the length, cost and process of medical training. Most students described the Future Gen Program as helping them identify career goals and a path forward. Conclusions: The Future Gen program helped solidify minority high school students’ desire to become leaders in cancer care and may provide a path forward to achieve this goal. We will track students’ educational and research achievements over time to measure the program’s impact. The establishment of a successful local model can provide a framework for a nationwide program.

Assessment of Student Perceptions of Aspects of a Career in Radiation Oncology

PurposeTo determine medical students’ views of various aspects of a career in radiation oncology (RO) to identify areas that may benefit from reform and to guide initiatives to stimulate broader and more diverse student interest in the specialty. Methods and materialsAn electronic survey was sent to student oncology interest group members at seven US medical schools. The survey asked students to rate 19 aspects of RO on a 5-point bipolar Likert-type scale. Descriptive statistics are reported, along with subgroup analyses based on participants’ demographics. ResultsThe response rate was 51.1% (n = 275 of 538). The most favorably rated aspects of RO were outpatient working hours (mean ± SD Likert-type rating of 4.51 ± 0.82), routinely working with other physicians (4.45 ± 0.76), and use of advanced technology to treat patients. The most unfavorably rated aspects of RO were less geographic flexibility for residency or employment (1.98 ± 1.04), spending a lot of time on a computer doing treatment planning (2.80 ± 1.21), and having a job that is not well understood by most doctors and the general public (2.89 ± 1.02). Gender was associated with significant differences in 8 of 19 questions in how each aspect of RO was viewed. Few differences were observed based on race or ethnicity, though Asian participants had a significantly more favorable view of RO being a more science-oriented specialty compared with White or underrepresented students, respectively (3.50 versus 3.21 versus 2.84, P = .01). ConclusionsThese findings inform the RO community in the development of more effective initiatives to encourage students to fully explore the specialty.

Undergraduate oncology education in Sudanese public medical schools; a national cross-sectional study

BackgroundCancer was the fifth leading cause of death in Sudan general hospitals in 2020, and its incidence is increasing. Medical students’ cancer education is key in cancer control. Evaluating the current education is the first step in optimizing it. The aim of this study was to assess undergraduate oncology education in Sudan public medical schools as reflected by the graduates of the year 2021–2022.MethodThis was a cross-sectional institution-based study. A validated online questionnaire was sent between 8 September and 11 November 2022 to graduates who were selected using a stratified random sampling technique from 17 Sudan public medical schools. The data were collected using Google Forms and analyzed using R software version 4.2.2 and Microsoft Excel 2022.ResultsA total of 707 graduates completed the questionnaire. They reported generally poor exposure to oncology. Palliative and radiation oncology in addition to chemotherapy daycare units were never attended by 76.0%, 72.0%, and 72.0% of graduates, respectively. The massed oncology curriculum was associated with increased hours of lectures dictated to medical (p = 0.005), radiation (p < 0.001), and palliative oncology (0.035). It was associated with an increased likelihood of assessment in breaking bad news (p < 0.001), counseling cancer patients (p = 0.015), and oncology-related knowledge (p < 0.001). The massed curriculum was associated with a decrease in interest in pursuing an oncology career (p = 0.037). Students were generally confident in their oncology competencies, and no difference was observed in relation to the curriculum approach (p > 0.05).ConclusionThis study reflected poor exposure to oncology at the undergraduate level in Sudanese public medical schools. The massed oncology curriculum was associated with formal assessment of oncology-related competencies and better exposure to some disciplines, such as radiation and palliative oncology. Nonetheless, it was associated with decreased interest in an oncology career. In spite of the poor exposure, graduates were confident in their skills in oncology-related competencies. Further objective analysis of competence is needed.

Trainees' Perspectives on Components of Sickle Cell Specific Education

Background Sickle cell disease (SCD) is at the intersection of social, racial, and healthcare equity in the US. It is a socially and medically complex disease associated with increased morbidity and mortality when compared to age, race, and sex matched persons without SCD. Despite a historically high prevalence, it has not been a priority in healthcare, which contributes to healthcare inequities in this population. Patients and clinicians consistently identify lack of clinician knowledge about SCD as a barrier to quality care. Providers describe discomfort managing patients and have a poor understanding of its complications. The number of physicians trained and available to treat adults with SCD is insufficient to meet population needs. With most hematology/oncology trained physicians choosing careers in oncology, the pool of practitioners with expertise in SCD is shrinking. This underscores the time-sensitive need for building an effective, sustainable, and patient-centered sickle cell educational curriculum early in training. At present, there is no widely used resource for SCD-specific education, and little research has been published describing physician education for this complex disease. This qualitative study is the first part of a two-part study which aims to serve as a needs assessment to understand the SCD specific educational demands of trainees and set the stage for survey development for wider distribution. Methods Residents applying for hematology/oncology fellowship and current fellows were recruited to participate in focus groups to explore trainees' preferences and attitudes for education on the management of patients with SCD. Trainees were recruited via email from seven academic institutions in the US from regions with a high prevalence of SCD. A focus group guide was developed inquiring about trainee perspectives on facilitators and barriers to obtaining sickle cell specific education. Using an inductive and iterative thematic analysis coding approach, all focus group transcripts were coded by an academic hematologist specializing in SCD (LV) and an academic psychiatrist specializing in SCD (EP). Codes were categorized and themes and subthemes developed. Results Four focus groups were conducted with a total of 15 participants (2 PGY 3 residents, and 13 hematology/oncology fellows PGY 4-6). Three themes were identified (Table): 1. Discomfort caring for patients with SCD. Trainees experienced feelings of fear, frustration, and powerlessness when caring for patients with SCD. 2. Challenges managing SCD. Trainees described the complexity of SCD management, limited treatment options and evidence-based practice, and navigating bias in healthcare as contributing to the challenge of treating patients with SCD. 3. Desire for SCD specific education during fellowship.Trainees noted ideal components of education should include exposure to patients longitudinally and in multiple settings, access to SCD expertise in the form of experts and expert guidelines, and SCD specific didactic content. Conclusions This study examined the experience of trainees with regards to SCD education and clinical care. Participants described how a lack of SCD specific education reinforced a cycle of discomfort and difficulty caring for patients with SCD (Figure). Lack of exposure to patients and access to experts impedes developing a sense of mastery in treating SCD. SCD education was underemphasized even at institutions with a high prevalence of SCD and a SCD program. Evidenced-based guidelines based on low evidence hinders self-directed learning. Overall, SCD specific education is under-emphasized in fellowship. Trainees who felt the most comfortable had a SCD specific curriculum integrated throughout the fellowship experience. A SCD specific curriculum in the form of case-based didactics and a SCD rotation, where feasible, should be built into hematology/oncology fellowship training to increase trainees' knowledge, comfort and therefore desire in caring for patients with SCD. This qualitative research study is the first of its kind and serves to set the stage for survey development to capture a larger needs assessment of the SCD specific educational demands of hematology/oncology fellows. Optimizing the care of persons with SCD requires a competent and confident workforce. This study provides key insights into the development of infrastructure to support such training.

Perceptions of Readiness for Practice After Complex General Surgical Oncology Fellowship: A Survey Study

BackgroundSurgical subspecialty training aims to meet the needs of practicing surgeons and their communities. This study investigates career preparedness of Complex General Surgical Oncology (CGSO) fellowship graduates, identifies factors associated with practice readiness, and explores potential opportunities to improve the current training model.MethodsThe Society of Surgical Oncology partnered with the National Cancer Institute to conduct a 36-question survey of CGSO fellowship graduates from 2012 to 2022.ResultsThe overall survey response rate was 38% (221/582) with a slight male predominance (63%). Forty-six percent of respondents completed their fellowship after 2019. Factors influencing fellowship program selection include breadth of cancer case exposure (82%), mentor influence (66%), and research opportunities (38%). Overall, graduates reported preparedness for practice; however, some reported unpreparedness in research (18%) and in specific clinical areas: thoracic (43%), hyperthermic intraperitoneal chemotherapy (HIPEC) (15%), and hepato-pancreato-biliary (15%) surgery. Regarding technical preparedness, 70% reported being “very prepared”. Respondents indicated lack of preparedness in robotic (63%) and laparoscopic (33%) surgery approaches. Suggestions for training improvement included increased autonomy and case volumes, program development, and research infrastructure. Current practice patterns by graduates demonstrated discrepancies between ideal contracts and actual practice breakdowns, particularly related to the practice of general surgery.ConclusionsThis study of CGSO fellowship graduates demonstrates potential gaps between trainee expectations and the realities of surgical oncology practice. Although CGSO fellowship appears to prepare surgeons for careers in surgical oncology, there may be opportunities to refine the training model to better align with the needs of practicing surgical oncologists.

Online Oncology Careers Events to Attract the Future Oncology Medical Workforce: An Exemplar Event and Review of the Literature

AimsThere are too few oncologists to meet the increasing burden imposed by the rising incidence of cancer. This results from issues with the retention of established oncologists and longstanding challenges to the recruitment of adequate numbers of trainees. To counter this, the British Oncology Network for Undergraduate Societies (BONUS) devised an online oncology careers event for medical students and junior doctors who are yet to select a specialty. Materials and methodsAn online careers event was devised with a focus on oncology practice and related subspecialties, as well as research. Event attendees were asked to respond to piloted pre- and post-event surveys. Knowledge and attitudes towards a career in oncology were evaluated using Likert scale and multiple-choice questions. A systematic literature search was carried out to contextualise these data. ResultsOf the 73 attendees, 44 (60%) participants completed both the pre- and post-event surveys; 79.5% of attendees believed that information on a career in oncology is lacking in medical training. This viewpoint was supported by the systematic review, which highlighted a need for relevant focussed interventions targeted at medical students and fledgling doctors. The education event led to an increase in the median reported understanding of the oncology career pathway from 6.0 to 8.0 (P < 0.05 and P < 0.001), as well as the likelihood of pursuing a career in oncology (8.0–9.0; P < 0.05). It was also associated with a proportional increase in medical and surgical oncology interest, albeit with a fall in interest in clinical and interventional oncology as well as academia. ConclusionA targeted online careers event increases knowledge of and interest in a career in oncology, albeit predominantly for medical and surgical subspecialties. Broader initiatives based on our model should be developed and careers in academia as well as clinical and interventional oncology emphasised.

Preparing Hematology/Oncology Fellows for Success: Implementing an Annual Career Development and Research Retreat.

Multiple factors, including job satisfaction, personality traits, and training experiences, influence the career trajectory of hematology/oncology fellows. In an effort to expose hematology/oncology fellows to (1) the various careers in oncology, (2) a diverse group of speakers for future mentorship, and (3) research opportunities, and grant writing experience, we established an annual career development and research retreat. During the retreat, we engaged speakers who covered a range of career trajectories, including academic, private practice, industry, government, and administrative paths. We introduced clinicians and researchers with a track record of providing top-notch mentorship to fellows with aligning interests and detailed research opportunities and grant writing. The sessions were led by senior fellows, and we adopted an in-person and virtual hybrid model to allow speakers from various institutions to participate. Feedback from participants, as gathered through surveys, indicated positive responses: all respondents reported that this retreat was "extremely" or "very helpful," and a majority expressed their intent to pursue academic careers. The curriculum and structure of this retreat may help to inform the development of fellowship career development and research retreats at other institutions.

Evaluation of Culture Conducive to Academic Success by Gender at a Comprehensive Cancer Center.

The primary objective of this study was to determine whether workplace culture in academic oncology differed by gender, during the COVID-19 pandemic. We used the Culture Conducive to Women's Academic Success (CCWAS), a validated survey tool, to investigate the academic climate at an NCI-designated Cancer Center. We adapted the CCWAS to be applicable to people of all genders. The full membership of the Cancer Center was surveyed (total faculty = 429). The questions in each of 4 CCWAS domains (equal access to opportunities, work-life balance, freedom from gender bias, and leadership support) were scored using a 5-point Likert scale. Median score and interquartile ranges for each domain were calculated. A total of 168 respondents (men = 58, women = 106, n = 4 not disclosed) submitted survey responses. The response rate was 39% overall and 70% among women faculty. We found significant differences in perceptions of workplace culture by gender, both in responses to individual questions and in the overall score in the following domains: equal access to opportunities, work-life balance, and leader support, and in the total score for the CCWAS. Our survey is the first of its kind completed during the COVID-19 pandemic at an NCI-designated Cancer Center, in which myriad factors contributed to burnout and workplace challenges. These results point to specific issues that detract from the success of women pursuing careers in academic oncology. Identifying these issues can be used to design and implement solutions to improve workforce culture, mitigate gender bias, and retain faculty.

Assessment of Research Mentorship During Medical School for Future Radiation Oncology Trainees

Assessment of Research Mentorship During Medical School for Future Radiation Oncology Trainees

Multimodality, online oncology learning resources: Meeting residents where they are—A pilot to create a new oncology curriculum.

11035 Background: The Accreditation Council for Graduate Medical Education (ACGME) requires internal medicine residents to have access to different medical subspecialties, including hematology/oncology. While inpatient rotations in hematology/oncology have been associated with a decreased interest in a career in oncology, dedicated educational sessions have been shown to improve residents’ interest in the field. In recognition of different learning styles and modalities and the need for asynchronous delivery, we aimed to build an effective curriculum for oncology learners using interactive, multimodality, online learning tools and resources. Methods: Using the Canvas online learning management system, individual learning modules covering major cancer types were created. Each learning module consisted of a pre-survey assessing the learners’ evaluation of their own knowledge and comfort with the topic, a brief audio or video file covering high-yield information about the cancer type, interactive case-based questions reviewing and reinforcing the information, and a post-survey assessing the change in the learners’ evaluation of their knowledge and comfort in clinical application of the information. The pre- and post-surveys were rated on a 5-point Likert scale. Median values and interquartile ranges are reported. A one-sided t-test was used to compare responses. Results: Two fully completed learning modules have been created. The lung cancer module included a high-yield, 10-minute voice-over PowerPoint presentation followed by interactive, case-based questions. The breast cancer module used a high-yield, 10-minute podcast with an accompanying handout for notes followed by case-based interactive questions. Seven learners have completed both pre- and post-survey responses for comparison. Two were completed by PGY1, 4 by PGY2, and 1 by a PGY3 resident. Median rating of the learners’ knowledge of the specific cancer type increased from 2- Fair (1.5) on the pre-survey to 3- Neutral (1) after completing the learning module (p = 0.001). 100% of learners agreed or strongly agreed that their knowledge increased after completing the module. All 7 residents felt more comfortable with their clinical application of the cancer topic material after completing the module, median 2(1) on pre-survey vs. 3(0.5) on post-survey; p = 0.0004. Conclusions: The creation of online, multimodality learning resources has resulted in improvements in learners’ perceived knowledge and comfort with clinical application of oncology topics. Using learning science principles, this pilot project serves as the foundation for further innovative and interactive educational resources and modules created for oncology learners.

Challenges in oncology career: are we closing the gender gap? Results of the new ESMO Women for Oncology Committee survey

Following a European Society for Medical Oncology Women for Oncology (ESMO W4O) survey in 2016 showing severe under-representation of female oncologists in leadership roles, ESMO launched a series of initiatives to address obstacles to gender equity. A follow-up survey in October 2021 investigated progress achieved. The W4O questionnaire 2021 expanded on the 2016 survey, with additional questions on the impact of ethnicity, sexual orientation and religion on career development. Results were analysed according to respondent gender and age. The survey sample was larger than in 2016 (n= 1473 versus 482), especially among men. Significantly fewer respondents had managerial or leadership roles than in 2016 (31.8% versus 51.7%). Lack of leadership development for women and unconscious bias were considered more important in 2021 than in 2016. In 2021, more people reported harassment in the workplace than in 2016 (50.3% versus 41.0%). In 2021, ethnicity, sexual orientation and religion were considered to have little or no impact on professional career opportunities, salary setting or related potential pay gap. However, gender had a significant or major impact on career development (25.5% of respondents), especially in respondents ≤40 years of age and women. As in 2016, highest ranked initiatives to foster workplace equity were promotion of work-life balance, development and leadership training and flexible working. Significantly more 2021 respondents (mainly women) supported the need for culture and gender equity education at work than in2016. Gender remains a major barrier to career progression in oncology and, although some obstacles may have been reduced since 2016, we are a long way from closing the gender gap. Increased reporting of discrimination and inappropriate behaviour in the workplace is a major, priority concern. The W4O 2021 survey findings provide new evidence and highlight the areas for future ESMO interventions to support equity and diversity in oncology career development.

Combating Racial Disparity in Children’s Public Health Education and Literature

Racial disparities in public health persist due to unequal representation of race in lectures, textbooks, case studies, and even clinical training in both health related and biomedical education. This racial disparity is also apparent in children’s literature. Children’s literature predominantly features white main characters, which is particularly true when looking at science books. To address these issues, the authors created an oncology book that featured not only illustrated characters of color but also highlighted a scientist of color in the oncology field. The book uses a kid-friendly approach to address topics such as cancer symptoms, uncontrolled cell division, metastasis, cancer prevention, cancer treatments and how to provide support for someone who has cancer. One of the book’s goals was to debunk myths related to cancer and provide a resource to initiate conversations about cancer for children and their families. The Oncology Book was framed from a Science, Technology, Engineering, Arts, and Mathematics career with an emphasis on health equity and social justice; therefore, it features illustrated characters of color and a real-life scientist who identifies himself as both Latino and Black who documents his work as a cancer researcher and discusses pathways into various careers in oncology. He also encourages preventative and promotional health behaviors. This article discusses the need for the creation of this free online resource (available in English and Spanish) for healthcare professionals, researchers, and educators along with a paired lesson plan that is aligned with the Next Generation Science Standards.

Postgraduate oncological training: Developing an adaptive oncology-focused teaching programme for central doctors rotating to the Christie NHS Foundation Trust

Background: Junior doctors (FY2 and internal medicine doctors) will be involved in the care of patients with cancer in whichever specialty they choose and yet less than half receive dedicated oncology training. Improving exposure to oncology patient management can develop confidence and engagement and encourage a career in oncology. We aimed to identify stimulating ways to encourage doctors to enjoy and pursue an interest in oncology during their rotation at a tertiary cancer centre.

Pilot Study Exploring the Feasibility and Value of Introducing Diverse Students in Premedical Programs to Multidisciplinary Oncology

<h3>Purpose/Objective(s)</h3> The radiation oncology (RO) workforce has less racial and ethnic diversity than most medical specialties. Some important components of cultivating students' interest in RO include early access to the specialty, development of sustained mentor and sponsor relationships, and publication of oncology research. However, because RO is uncommonly incorporated into curricula at US medical schools, there is potentially value in efforts to expose premedical students to RO. Many US medical schools have affiliated pipeline, preparatory, and/or prematriculation programs that enroll a high percentage of students historically underrepresented in medicine (UIM), but only approximately one-fourth of academic RO departments report interacting with these programs. We hypothesize that it will be feasible for radiation oncologists to proactively engage students in these programs, and students' perceived interest in oncology will increase because of it. <h3>Materials/Methods</h3> Leaders of 6 premedical programs designed primarily for UIM students affiliated with 4 US medical schools (each of which had an affiliated RO department) were emailed to assess their interest in a 45-minute virtual presentation introducing multidisciplinary cancer care. All programs lacked any similar didactic, and agreed. A presentation titled "Translating Scientific Principles into Practice in the Care of Patients with Cancer" was given to each program individually. An electronic survey of multiple choice and Likert-type questions was used to capture data from participating students. Descriptive statistics are reported. <h3>Results</h3> 96 students completed the survey, out of 284 attendees (response rate 34%). 66 students were female (69%). 34 students self-identified as Black (55%), 26 Asian (27%), 13 white (14%), 10 multi-racial (10%), and 18 other race (19%). 27 students identified as Hispanic ethnicity (28%). 46 students (48%) were post-baccalaureate medical school pre-matriculants, 18 (19%) were in college, 32 (31%) were in high school or younger. 88 (92%) plan to attend medical school. 61 participants (64%) were previously aware of the field of RO, whereas 9 (9%) had previously heard a presentation from a radiation oncologist. After the presentation, 74 students (77%) expressed increased interest in a career in oncology (including 64% more interested in RO, 68% in medical oncology, and 55% in surgical oncology). 77 students (80%) desired further clinical shadowing, 60 (63%) an oncology research project, 30 (31%) attending a tumor board, and 35 (36%) more virtual oncology educational content. <h3>Conclusion</h3> RO participation in premedical programs with predominantly UIM students was feasible in all programs contacted, and inspired interest in oncology among the majority of students. Future work will expand this outreach at similar programs affiliated with more US medical schools.