Medical Oncology Education Research Articles

Career Development and Oncology Education in Europe: Final results from a survey conducted by the Hellenic Group of Young Oncologists (HeGYO).

e18202Background: The importance of continuous medical education in oncology is obvious. The aim of this study was to shed light on the current status in Europe and to identify any obstacles in car...

Simone-simulation in medical oncology education: Part I—Pilot feasibility study.

TPS6638 Background: Advances in medical oncology therapeutics have led to increasingly challenging cancer scenarios (CCS), including an expanding spectrum of treatment side effects and chronic cancer complications. There is no defined curriculum addressing CCS management. Simulation based training with debriefing (SBTD) is an educational method utilizing a virtual medium to mimic clinical scenarios. We hypothesize that SBTD, as an educational tool, is better than traditional didactic teaching of CCS management. This unique study tests the feasibility of high-fidelity SBTD in medical oncology education. We eventually aim to develop a national standardized oncology SBTD curriculum to train oncologists in CCS management Methods: With ethics approval, a curriculum highlighting CCS topics was created. Three clinical scenarios were developed and programmed using the high-fidelity SimMan mannequin. Scenarios last 10 minutes, and participants’ decisions determine the course of the scenario. Participants are recruited from medical oncology and internal medicine. After receiving the curriculum, participant demographics are collected and they are randomized 1:1 to intervention Arm A or B. Both arms perform three simulation scenarios. After scenario #1, all participants take a quiz testing CCS-relevant knowledge. Then, Arm A receives an expert-facilitated debriefing; Arm B receives a didactic lecture covering CCS management. The next day all participants perform simulation and quiz #2, with simulation and quiz #3 planned for 8 weeks later. Each simulation is videotaped for two independent reviewers to grade performance using the validated Ottawa Crisis Resource Management Global Rating Scale. Beyond feasibility, outcomes include change in performance and quiz scores, and participants’ satisfaction with educational method as assessed by questionnaire after simulation #2-3. Differences between the three simulation scores in both arms will be calculated, and assessed using independent t-test. At this time, eleven participants have been enrolled and all participants have completed two simulations. Data will be analyzed after the third simulation.

Opportunities in online education: Lessons learned from 250 e-lectures.

e17545 Background: Continuous medical education (CME) is critical for physicians, particularly in oncology because of the rapid evolution in diagnosis and treatment of malignancies. Since the fast diffusion of the internet in highly developed as well as less developed nations, online education has become a media to reach potentially a significant number of physicians around the globe. Methods: The European School of Oncology is a non-profit organization dedicated to medical education in oncology. A structured e-learning program was launched in 2008. Interactive live lectures are held by recognized experts in the field and are actively moderated. A tailored webpage www.e-eso.net has been developed. Presenters and participants are connected from their own institutes, often in distant locations. Two formats have been developed: E-grandrounds are weekly sessions on hot-topics without commercial sponsorship. E-oncoreviews are monthly sessions designed to offer a balance and comprehensive overview on a specific topic. Participants can register for free and obtain CME accreditation. Users of the live sessions are encouraged to ask questions by email. Presentations are available online for 6 months. Applications for handheld devices have been developed. Results: Between 2008 and 2012, 4700 users from 117 nations have been registered, using the application at least once. 252 online lectures were held, generating 22.000 views (about 87 participants/presentation). The cost per session was about 4000 $US ( 45$/participant) for technical support. About 100 new users per months are currently registered. None of the presenters or participants had to travel. Conclusions: This is to our knowledge the largest online education program based on non-commercial sponsorship. Online education is feasible, potentially cost-effective and ecologically sustainable. Online education is a way to equal access to medical information for economically less favored nations.

PSY2-2 - Role of Medical Oncologist in Local Medical Service and Medical Oncology Education

ABSTRACT Overall cancer treatment should be coordinated among a radiation oncologist, surgeon, and medical oncologist, where appropriate. Unfortunately, there were few medical oncologists in Japan mainly because of lack of the academic society like JSMO and divisions in medical schools and hospitals for medical oncology. Therefore, the multidisciplinary approach in treating cancers was inappropriate. Since 2006, more than 700 cancer drug therapy specialists (diplomates, Subspecialty Board of Medical oncology, JSMO) were fostered in Japan, and the medical oncologists with the diplomate are gradually distributed in local cancer core hospitals. The current role of the medical oncologists in the hospitals is diverse and it includes treatment and management of cancer chemotherapy, such as treatment of both common and rare advanced cancers, management of outpatient chemotherapy center, organization of the regimen review committee and tumor board, education of their medical staffs and patients etc. The expanding role of the medical oncologists in the management of cancer patients may contribute to the spread of standard cancer chemotherapy. However, the number of medical oncologist is still limited. Many challenges still exist, both within the hospital and in translating oncological, technological and societal change into the context of local medical society. Because the number of cancer patient is increasing in Japan, wide spread advances in oncology by oncology specialists is urgent matter. In this symposium, current and future roles of the medical oncologists in local cancer core hospitals and their role in medical oncology education should be discussed.

The evolving landscape of medical education in oncology

The field of oncology is continuously evolving. The way in which cancer is diagnosed, staged, and managed has changed so much in the last decade, and awareness of the need for a ‘personalized medicine’ approach to patient management is growing. In the age of ‘information overload’ and tight time and budgetary restrictions, medical education plays a key role in ensuring that healthcare professionals involved in the care of patients with cancer are informed of the latest treatment advances and shifts in thinking around optimal patient management. The way in which medical education is targeted, designed, and delivered in the oncology setting has had to evolve in line with the changes in the oncology landscape. This article addresses some of the emerging trends in medical education, particularly those that are key drivers of the way in which medical education is executed in the oncology arena. It explores who is now being targeted through medical education, how medical education is being designed and delivered, whether medical education can be delivered strategically, and what impact tighter regulations and budgetary constraints have had on the way in which medical education can be executed.

Continuing medical education in oncology in Europe.

A European Conference on Continuing Medical Education (CME) in Oncology was designed and organised in Dublin (Ireland), on 12th and 13th October 1995 by the European School of Oncology in collaboration with University College Dublin and with the financial support of the European Commission (Europe Against Cancer Programme). Two experts were invited from each Member State and all attended the Conference with the sole exception of the representatives of Luxembourg, who did not attend due to unexpected important commitments. Observers were invited to contribute to the discussion as representatives of organisations that were involved either directly or indirectly in CME. The Conference took the format of a plenary session coupled with the identification of five discussion groups formed to debate key areas in CME at a European level in oncology (Table 1). As a result of these discussions and subsequent consultations, an agreement was reached on the following statements: (a) Continuing Medical Education (CME) is an ethical duty and an individual responsibility for each doctor. Although CME should remain voluntary at the present time, it is nevertheless a professional obligation since almost 50% of medical knowledge becomes obsolete after ten years. It should be organised with clear guidelines for medical personnel working in hospitals, in primary health care and in private practice. (b) The CME system within the European Union (EU) should remain self-directed without the necessity for interval examinations: it should be interdisciplinary and must be driven and controlled by the profession itself. (c) A common concept and system within a CME framework may have a considerable impact on EU integration. It should certainly be developed, maintained and monitored at national level but on the basis of a common European model to ensure scientific and cultural interchange among Member States. (d) It was agree that a credit system is needed to help doctors keep track of their CME activities: the system should be based on the accumulation of credit points (one credit equalling one hour of continuing medical education) and monitored at a national level. Credit transfer among Member States is vital to facilitate exchange between Member States. (e) Oncology provides a very useful model of CME within which guidelines can be proposed and tested. Harmonisation of CME systems among the different European cancer organisations and scientific societies within this model system may represent a useful basis that other specialities can follow.

Continuing medical education in oncology within the European Union

Continuing medical education in oncology within the European Union

Developing a postgraduate medical oncology training program in Taipei, Taiwan, Republic of China.

Because cancer is the number one cause of mortality in Taiwan, a governmental decision was made to develop an experiment in medical oncology education using a United States-style training program in medical oncology in three Taipei, Taiwan, university hospitals. In the past, trainees from developing countries came to the United States or other foreign countries to receive specialty training. In doing so, the training did not necessarily prepare the individuals with skills to treat the indigenous cancers, nor did they work with other related specialists or support staff such as nursing and pharmacy, so important to providing good cancer care. This program involved 13 fellows with significant laboratory experience working with American faculty on-site. The major benefits of this model for oncology training are that the trainees developed important interdisciplinary relationships with local staff at each of the hospitals; they were involved in the treatment of the major cancer diseases of Taiwan such as nasopharyngeal, hepatocellular, and cervical cancers as well as breast, lung, and colon cancers; and they completed a certification process involving written and oral tests by two senior American oncologist examiners. Oncology services have been established at each of the hospitals and most of the fellows have expressed an interest or made arrangements to come to the United States to get additional research experience.