Formal Teaching Research Articles

Increasing Internal Medicine Trainees' Satisfaction With Their Formal Teaching Program: A Quality Improvement Project During the NHS Workforce Crisis.

The goal of this quality improvement project was to improve internal medicine trainees' satisfaction with their formal teaching program. Initially, qualitative and quantitative data were collected from trainees, which demonstrated an overall negative attitude towards their teaching. Based on the feedback collected, changes were made to the teaching program, including switching to face-to-face teaching, using study leave in trainees' rosters to allow for higher attendance rates and planning subject-specific "teaching afternoons". After these interventions, trainees' satisfaction with their teaching improved substantially in areas of teaching quality, relevance and reliability. This quality improvement project demonstrates that low-cost interventions based on trainee feedback can improve satisfaction with teaching, which has the potential to alleviate workforce challenges in the UK healthcare system.

Online Parent-mediated Home-based Intervention for Children with Autism During COVID-19 Pandemic, Caregiver’s Experience

Background and Aims: During the COVID-19 pandemic, many caregivers of children with autism faced significant challenges when it came to providing interventions. Studies done so far have proven the efficacy of parent-mediated interventions in children with ASD. COVID pandemic forced to use online platforms for training parents in various parent-mediated interventions. Therefore, we conducted a study on the utility of online parent-mediated home-based intervention for children with autism. Methodology: This is a descriptive qualitative study design. Ten parents of children with autism were included in a series of online interactive meetings addressed by the disability experts. Sensory processing measures (SPM) and sensory profile questionnaires (SP) were used to prepare individualised home programmes. Ongoing support for implementing programme was provided via teleconsultation. Feedback was obtained 6 months after implementing parent-mediated interventions. The perceived utility of was analysed using qualitative data analysis. Results: Nearly all parents reported improvement in skills in language and play areas. 88% parents could administer the programme confidently. The overall teaching format was well-perceived by all parents. The home programme could be easily administered at home as reported by 85% of the parents. In the open-ended question, parents requested a need for more follow-up teleconsultation appointments. Conclusions: The COVID-19 pandemic necessitated significant adjustments for caregivers in providing interventions for children with autism. While it posed challenges, it also spurred innovation in parent-mediated interventions and highlighted the resilience and adaptability of caregivers in supporting their children during uncertain times.

Prospective randomized evaluation of the sustained impact of assistive artificial intelligence on anesthetists’ ultrasound scanning for regional anesthesia

ObjectivesUltrasound-guided regional anesthesia (UGRA) relies on acquiring and interpreting an appropriate view of sonoanatomy. Artificial intelligence (AI) has the potential to aid this by applying a color overlay to key...

Professional identity formation of medical students and teachers: A sociocultural perspective

Professional identity formation of medical students and teachers: A sociocultural perspective

Exploring the experience of participants in a pilot scheme to recognise teaching excellence in healthcare: A mixed methods approach.

BackgroundWithin healthcare settings, practice-based healthcare professionals are expected to teach, supervise, assess and/or support learners in their respective disciplines. Ongoing development opportunities focusing specifically on teaching skills and support of students are varied and there are no mandatory requirements for practice-based healthcare professionals to develop formal teaching qualifications, despite their direct involvement with learners. ObjectiveTo explore the experience of participants in a pilot scheme to recognise teaching excellence in healthcare. DesignA mixed methods approach was used. Setting(s)One inner-city integrated health care system in the UK. ParticipantsThis study involved eleven participants in total: seven applicants who successfully completed the award and four mentors who supported them throughout the application process. Mentors were all Advance HE Fellowship holders employed within one National Health Service (NHS) organisation and one Higher Education Institution situated within the Northwest of England. MethodsData collection methods included an online anonymised survey followed by individual semi- structured interviews. Quantitative data were analysed descriptively, and qualitative data were analysed using framework analysis principles. ResultsThe findings indicated that participants (applicants and mentors) found the overall experience positive and rewarding. The main positive aspects of taking part were:I. Increased confidence and sharing of teaching experienceII. Increased reflection and use of pedagogyIII. Formation of a teaching community of practiceIV. Perceived teaching career progression opportunitiesThe application process appeared to act as a catalyst towards re-engagement with underpinning pedagogy when considering the suitability and utility of effective teaching approaches for learners in practice. It also helped to promote a teaching community of practice where mentors were able to ‘pay forward’ and support practice colleagues to be recognised for their teaching roles.The main challenges were the competing demands on applicants’ time and the self-directed approach required to complete the award application. ConclusionGaining recognition of teaching excellence through an award scheme such as Advance HE Fellowship can foster a sense of empowerment, recognition and reward for educators who work with learners undertaking Higher Education Programmes, irrespective of the setting where teaching and learning takes place. However, without wider organisation support and resources, the benefits of such schemes can be diminished. RegistrationN/A Tweetable abstractWith institutional support, Advance HE Fellowships offer accessible recognition for healthcare educator's commitment to teaching excellence @AdvanceHE @NHSE_WTE

Professionelle Improvisation. Doing (Summer School) Museologie

Lioba Keller-Drescher (Munster) and Birgit Johler (Graz) have been organising the Summer School Museology at the LWL-Freilichtmuseum Detmold since 2021. In the spirit of research-based learning, the museum becomes a place and object of research for a week. The participants work on theoretical and practical issues concerning the collection, develop curatorial and educational concepts and present the results to the public at the end of the week in the form of an exhibition. In this way, the programme is geared equally towards the need for practical training and young talent in the museum profession, as well as bringing university and museum closer together. The professional improvisation that such a format requires is intended as an impulse for the development of teaching formats in times of AI. Using three posters and six photographs, Jan C. Watzlawik (Dortmund) conducts an interview with the two organisers on the genesis, programme and practice of the Doing Summer School Museology.

PEDAGOGICAL CONDITIONS FOR THE FORMATION OF GEOGRAPHY TEACHERSGEOECOLOGICAL COMPETENCE IN THE EDUCATIONAL PROCESS

Today, the formation of competence of geography teachers is an actual task of higher education. To prepare a competitive personality capable of perceiving global problems, to functioning in new socio-economic, socio-cultural conditions, taking into account the modern concept of the joint existence of man and nature. Competence is the ability and knowledge in the field of interaction between geosystems and ecosystems, the influence of human activity on the surrounding nature, as well as the ability to adapt to changing environmental conditions and effectively respond to environmental threats and challenges.The article has an analysis of theoretical and methodological literature, the following concepts are specified and given to the following concepts: “competence”, “competency-based approach”. The pedagogical conditions for the effective formation of the competence of geography teachers in the educational process have been identified and substantiated, and the pedagogical technology for the formation of geography teachers’ competence in the educational process of the university (through the disciplines of the professional cycle, educational and scientific research activity) has been identified.

Evaluation Of Medical Registrar Confidence In Approach To Acute Stroke And Experience Of Stroke Teaching

Abstract Background The American Heart Association scientific statement (2022) addressing inpatient stroke recommends the delivery of stroke-response training to all hospital staff. While performing a service evaluation on in-patient stroke metrics, we explored the self-perceived confidence levels of medical registrars at this hospital, and whether formal on-site teaching was received. We explored various components including awareness of local stroke protocol and teaching pedagogy. Methods Using Google Forms, a survey was sent to all medical registrars in our hospital. A 5-point Likert scale was used to assess the confidence levels of various topics. Results The response-rate was 63% (N=12). Fifty percent (N=6) of participants were on Higher Training Schemes while the remaining 50% (N=6) occupied standalone appointments. Most respondents (83%, N=10) reported experience managing an acute stroke as a registrar. Forty-two percent (N=5) of registrars ‘strongly agreed’ they were confident in assessment of acute stroke, with 50% (N=6) ‘agreeing’, and one respondent remaining ‘neutral’ (N=1). Some registrars were unfamiliar with local stroke protocol (23%, N=3). Half of respondents (50%, N=6) reported no formal teaching on acute stroke. Fifty percent (N=6) of registrars reported that most teaching occurred primarily on ward rounds, with 42% (N=5) reported teaching through lectures. The vast majority (83%, N=10) selected simulation as their preferred teaching method. Conclusion While our medical registrars were confident in their ability to assess and manage acute stroke, significant improvements can be made to ensure formal teaching is prioritized. As stroke protocol can change from site-to-site, it is crucial to define expectations and standards for registrars to ensure timely care for patients. There is a clear preference for simulation as a teaching pedagogy, hence we plan on introducing a formal stroke simulation curriculum. Stroke response is a multidisciplinary effort, hence future research directions include exploring stroke training in nurses, junior doctors, and other healthcare professionals.

Opinions of Polish postgraduate nursing students on medical humanization courses in relation to age, years of service, and nursing specialty

BackgroundThe Polish educational system for nurses has undergone a substantial transformation over the past two decades, with the introduction of a mandatory university education that encompasses humanization in medicine. Consequently, nurses who had been licensed to practice before the implementation of the reform returned to universities to pursue master’s degrees alongside their younger colleagues who had only recently obtained bachelor’s degrees. This distinctive learning environment, in which nurses of varying ages and years of practice study together, offers an opportunity to gain insight into their perspectives on the educational process. Accordingly, the present study aims to examine the opinions of Polish postgraduate nursing students at one university regarding medical humanization courses, focusing on the extent to which these opinions are shaped by age, years of service, and specialty of nursing care.MethodsFrom February to June 2023, an anonymous survey was conducted on the university’s online platform, involving 89 out of 169 participants in the master’s degree nursing program. The newly designed questionnaire comprised 15 primary questions and 11 metric questions.ResultsThe study population consisted of registered nurses with a mean age of 35 years (ranging from 22 to 54 years). The majority of participants were women (97.8%). The analysis revealed that older students (Spearman’s rho 0.480, p < 0.001) and those with more years of professional experience (Spearman’s rho 0.377, p < 0.001) perceived humanizing classes as a vital component of nurse training and work. Younger and less experienced students did not share this perspective. Specialization status was also identified as a differentiating factor (Chi² = 10.830, p < 0.05). However, other characteristics, including the number of positions held during the survey, the type of position, the primary employer, and the nature of work (shift or non-shift), did not exhibit statistically significant differentiation among participants.ConclusionsThis study found age- and work-experience-related differences in nursing students’ opinions toward courses teaching humanization in health care. The results suggest that changing the teaching format and involving older and more experienced students in sharing experiences with younger and less experienced students could potentially improve the implementation of learned skills in clinical practice.

Becoming a homeroom teacher: spatial and temporal dimensions of identity formation

ABSTRACT Despite sustained focus in recent years on teachers’ identity construction, alongside researchers’ increasing acknowledgement of the roles of time and space in identity formation, a paucity of work explores the role of spatial – temporal dimensions in the formation of teachers’ identities. In this study we examine how teachers’ professional identities are constructed and practiced in relation to space and time. Our analysis is grounded in theories that conceptualise space and time as entangled with social relations, and it draws on semi-structured interviews with 142 homeroom teachers, who work in primary, middle and high schools in Israel. We argue that teachers’ identity construction is a spatially and temporally embedded process. We show how participants’ identity is constructed through temporal structures of formal, longer-term ‘cycles’ (e.g. the school year) and through mostly informal, shorter-term ‘moments’ (e.g. critical incidents), as well as through significant spatial structures such as the classroom and the staffroom. We also show how school trips – a space-time outside the boundaries of school grounds and timetables – facilitate formative experiences. Our findings show how teachers’ professional identity is part of the production and reproduction of these space-time constructs, which are constructed around interactions and relationships with others.

Local Belief and the Negotiation of EFL Teachers’ Identity in an Asian Country

Aim. This study investigates the local belief and the negotiation of English as a Foreign Language (EFL) teachers' identity within the Asian context. Methods. Framed within the Martha Pennington (2014) model, this qualitative research examines the complex interplay between local beliefs and the participants’ identity formation through in-depth interviews. The data was collected from three (3) EFL teachers operating at local Asian schools. Results. The findings reveal the significance of local beliefs in shaping teachers' instructional practices, classroom interactions, and professional identities. This research sheds light on the dynamic nature of EFL pedagogy in culturally diverse settings as it underscores the dialectical process through which EFL teachers negotiate their identities within the local cultural and educational milieu. Conclusions. It can be concluded that this research contributes to the field of EFL education by highlighting the need for teacher training programmes that address the diverse cultural and contextual factors that influence the formation of EFL teachers' identities.

The English Teaching Style in the Merdeka Curriculum Realized through Professional Development

The purpose of this research was to investigate English teaching styles in the Merdeka Curriculum realized through professional development. The method used was a qualitative research method with a case study design. The instrument in this study is an observation of learning videos when in-service PPG students conduct PPL. The researcher found several teaching styles used by English teachers in their learning in class such as facilitator, delegator, formal, and expert teaching styles. However, whatever teaching style the teacher uses must be by the students' learning style. This research concluded that English teachers who took part in the in-service teacher professional education (PPG) program got significant improvements and teacher skills in applying teaching styles and teaching methods were more interactive and in accordance with the principles of the Merdeka Curriculum.

Enhancing Digital Health Awareness and mHealth Competencies in Medical Education: Proof-of-Concept Study and Summative Process Evaluation of a Quality Improvement Project.

Currently, there is a need to optimize knowledge on digital transformation in mental health care, including digital therapeutics (eg, prescription apps), in medical education. However, in Germany, digital health has not yet been systematically integrated into medical curricula and is taught in a relatively small number of electives. Challenges for lecturers include the dynamic field as well as lacking guidance on how to efficiently apply innovative teaching formats for these new digital competencies. Quality improvement projects provide options to pilot-test novel educational offerings, as little is known about the acceptability of participatory approaches in conventional medical education. This quality improvement project addressed the gap in medical school electives on digital health literacy by introducing and evaluating an elective scoping study on the systematic development of different health app concepts designed by students to cultivate essential skills for future health care professionals (ie, mobile health [mHealth] competencies). This proof-of-concept study describes the development, optimization, implementation, and evaluation of a web-based elective on digital (mental) health competencies in medical education. Implemented as part of a quality improvement project, the elective aimed to guide medical students in developing app concepts applying a design thinking approach at a German medical school from January 2021 to January 2024. Topics included defining digital (mental) health, quality criteria for health apps, user perspective, persuasive design, and critical reflection on digitization in medical practice. The elective was offered 6 times within 36 months, with continuous evaluation and iterative optimization using both process and outcome measures, such as web-based questionnaires. We present examples of app concepts designed by students and summarize the quantitative and qualitative evaluation results. In total, 60 students completed the elective and developed 25 health app concepts, most commonly targeting stress management and depression. In addition, disease management and prevention apps were designed for various somatic conditions such as diabetes and chronic pain. The results indicated high overall satisfaction across the 6 courses according to the evaluation questionnaire, with lower scores indicating higher satisfaction on a scale ranging from 1 to 6 (mean 1.70, SD 0.68). Students particularly valued the content, flexibility, support, and structure. While improvements in group work, submissions, and information transfer were suggested, the results underscore the usefulness of the web-based elective. This quality improvement project provides insights into relevant features for the successful user-centered and creative integration of mHealth competencies into medical education. Key factors for the satisfaction of students involved the participatory mindset, focus on competencies, discussions with app providers, and flexibility. Future efforts should define important learning objectives for digital health literacy and provide recommendations for integration rather than debating the need for digital health integration.

Reliability and Norm Formation of Teacher’s Engagement Scale for Early Childhood Teachers in Indonesia

This study aims to validate the newly developed Teacher’s Engagement Scale, an instrument designed to measure teacher’s engagement in the classroom based on student engagement theory. The scale was constructed to address a gap in the existing tools, which mainly focus on teacher’s work engagement or job-related aspect. Therefore, this scale emphasizes behavioural, emotional, and cognitive dimensions of teacher’s engagement with their students. This study sample involved 499 early childhood educators in Indonesia. Reliability analysis of 23-item Teacher’s Engagement Scale initially indicates satisfactory overall and each dimension internal consistency with Cronbach Alpha’s (α = .90), and .85 for behavioural engagement, .70 for emotional engagement, and .80 for cognitive engagement. After removing one item each from emotional and cognitive engagement based on item rest correlation to analyse each items discriminative power, the reliability of overall, behavioural, emotional, and cognitive engagement became .91, .85, .75, and .85, respectively. Normative data were established by calculating z-scores, which revealed that the score distribution of Teacher’s Engagement Scale was normal with skewness value of −0.427 and kurtosis value of 2.88. These findings were used to create interpretative criteria for different engagement levels. This study highlights the need for improvements to the removed items and further validation of the scale through correlation with related constructs such as emotional intelligence and knowledge of good teaching practices.tudi ini bertujuan untuk mevalidasi Teacher’s Engagement Scale yang baru dikembangkan, yaitu suatu instrumen yang didesain untuk mengukur keterlibatan guru di dalam kelas berdasarkan teori keterlibatan murid. Skala ini dibuat untuk mengatasi kesenjangan dari alat ukur yang ada, dimana fokus utamanya lebih kepada keterlibatan kerja guru atau aspek yang berkaitan dengan pekerjaan. Maka, skala ini menekankan keterlibatan guru dengan murid mereka pada dimensi perilaku, emosional, dan kognitif. Sebanyak 499 guru anak usia dini di Indonesia terlibat sebagai sampel dalam studi ini. Analisis reliabilitas dari 23 aitem Teacher’s Engagement Scale awalnya menunjukkan konsistensi internal yang memuaskan secara keseluruhan dan pada setiap dimensi dengan Alpha Cronbach (α = .90), dan .85 pada keterlibatan perilaku, .70 pada keterlibatan emosional, dan .80 pada keterlibatan kognitif. Setelah menghapus satu aitem dari masing-masing keterlibatan emosional dan kognitif berdasarkan item rest correlation untuk menganalisis daya diskriminasi setiap aitem, reliabilitas keseluruhan, perilaku, emosional, dan kognitif secara berurutan menjadi .91, .85, .75, dan .85. Norma diperoleh dengan menghitung z-scores, yang menunjukkan bahwa distribusi skor dari Teacher’s Engagement Scale ialah normal dengan nilai skewness −0.427 dan nilai kurtosis 2.88. Hasil ini digunakan untuk membuat kriteria interpretatif untuk tingkat keterlibatan yang berbeda-beda. Studi ini menyarankan perlu adanya perbaikan pada aitem-aitem yang dihapus dan validasi skala ini lebih lanjut dengan konstruk yang berkaitan seperti kecerdasan emosional dan pengetahuan mengenai praktik mengajar yang baik.

A combination of case-based learning with flipped classroom improved performance of medical students in nephrology bedside teaching

BackgroundBedside teaching remains a challenging endeavor for clinical doctors and medical students, as the students often encounter difficulties in applying their knowledge to clinical situations. This study aims to evaluate the efficacy of combining case-based learning (CBL) with a flipped classroom (FC) approach in nephrology bedside teaching.MethodsA total of 92 medical students were enrolled in this study, including clerks and interns. The students were assigned into two groups. The CBL/FC group students received the combined teaching approach of CBL and FC (CBL/FC). Students who received the traditional lecture-based teaching (LBT) approach were treated as the control group. General knowledge tests, clinical case scenarios, and questionnaires were used to evaluate the teaching efficacy.ResultsNinety-two students were included in this study. Overall, 46 students were assigned to the CBL/FC group, while the other 46 students were assigned to the LBT group. The students in both groups showed comparable performance in the knowledge test. However, in clinical case scenarios, students in the CBL/FC group demonstrated superior performance compared to those in the LBT group. Additionally, the analysis of questionnaires revealed that the CBL/FC group students expressed more positive attitudes toward their proficiency in medical history taking, physical examination, medical record documentation, clinical reasoning, and consideration for patients’ welfare. Moreover, the students from the CBL/FC group regarded the CBL/FC teaching approach as an effective and satisfying method without increasing the learning burden.ConclusionThis study reveals that the CBL/FC combined teaching approach shows promise in nephrology education and provides an effective and alternative format for medical teaching.

WP8.10 - Ultrasound Cannulation Training Programme: Quality Improvement Project

Abstract Aim Familiarisation with ultrasound skills can be very useful. This reduces stress for patients from multiple access attempts and preserves venous access. In our District General Hospital (DGH), no teaching on ultrasound-guided venous access was available. Our aim was to create a formal training programme on ultrasound-guided venous access for junior doctors. Methods Discussions were held with the medical education team at our DGH to understand how to organise a formal teaching programme. The interest of junior doctors was gathered through informal discussion. Those interested were then asked to complete course evaluation forms. Data was gathered on experience using ultrasound, confidence (out of 5) in performing ultrasound cannulation, and usefulness of the session (out of 5). Results Of the 49 participants, only 65% (n=32) filled in the course forms. Data was only analysed from these individuals. 47% (n=15) had previous experience using an ultrasound machine. Of the 32 participants analysed, 87.5% (n=28) felt the session was very useful and the other 12.5% (n=4) found the session to be useful. 100% (n=32) felt more confident performing ultrasound-guided access after the session. The average confidence score pre vs post-session was 1.59/5 vs 3.88/5, respectively. Conclusions This programme can improve confidence in procedural skills amongst junior doctors, whilst also minimising stress for patients of multiple access attempts. Though the sample obtained was small, it is clear to see increased confidence in participants, regardless of prior experience. The results obtained will be critical in continuing this programme in our hospital and hopefully roll out to a wider audience.

FP6.1 - Core Surgical Training in Northern Ireland: Regional Compliance with Quality Indicators

Abstract Aims Standards for training programmes are set by the GMC, with the Joint Committee for Surgical Training developing a curriculum and quality indicators (QIs) specific to Core Surgical Training. To ensure local training fits within these guidelines, placement quality is evaluated by NIMDTA, using specialty specific surveys sent to all Core Trainees in the region. Methods A survey, related to their current post, was sent to all Core Trainees in Northern Ireland. The responses were collated and cross-referenced against the 14 generic QIs for Core Surgery in order to assess compliance with published standards. Results Response rate from trainees was 70%. Compliance with the quality indicators was generally poor; 24% of trainees reported receiving the recommended 2 hours per week of formal teaching, 59% were able to complete a quality improvement project, 83% of trainees completed a learning agreement within the recommended 6 weeks from post commencement, 21% reported adequate exposure to simulation training and only 11% reported attending the expected one or more MDT meetings per week. Conclusions The level of adherence to the QIs for core surgery in Northern Ireland could be significantly improved. Despite some themes achieving a majority response in line with the QIs, overall alignment is poor. Subsequently we have developed key recommendations for focused improvement in the local Core Training programme in NI in an effort to better align our training with the JCST QI framework. A further survey will be conducted to assess the effect of these recommendations on compliance with JCST QIs.

Introducing a short-medium format, paediatric surgical podcast into the formal teaching resources of a medical school

BackgroundPodcasts are a popular form of extracurricular education. They provide a range of benefits for listeners including an opportunity for learning whilst mobile. We aimed to assess the interest of medical students in a podcast series as a part of their formal paediatric surgery teaching resources; to determine the optimal format for such a podcast and, following their introduction, if they were considered to have a beneficial effect on student learning. MethodWe conducted focus groups with medical students to explore interest in a podcast series and to determine the optimal format. Our findings guided production and introduction of 5 short-format podcast episodes as an adjunct to available formal learning resources. We ran student focus groups to evaluate the podcasts until data saturation was reached. Transcripts were analysed through thematic analysis by two researchers, who used the constant comparison process to produce a coding framework, through which they identified relevant themes. ResultsMedical students utilised outsourced medical podcasts as an adjunct to formal medical school curricula. All students supported the introduction of a podcast series into formal teaching resources to extend paediatric surgical teaching. The preferred medical podcast format was a short, conversational style podcast that begins with a clinical case and ends with a summary. The introduction of podcasts increased student engagement in, and understanding of, podcast topics. ConclusionMedical students enthusiastically embraced paediatric surgical podcasts in their curriculum. The addition of short-medium format podcasts enhances learning and engagement. Medical schools should utilize the teaching benefits that podcasts offer.

The perceptions of Iranian deaf and hard-of-hearing university students towards Persian as a spoken majority language: A narrative inquiry

ABSTRACT This narrative inquiry study provides insight into one component of Deaf bilingualism, that is, a spoken majority language, through shedding light on the perceptions of Iranian Deaf and hard-of-hearing (DHH) university students regarding Persian, the predominant spoken language in Iran. Through thematic analysis of the collected narrative interviews with ten DHH university students, key related themes such as home literacy practices, speech therapy, economic factors, extensive reading, and the challenging nature of learning Persian emerged, revealing a nuanced understanding of a wide range of language-related issues among DHH individuals. The findings highlight the complex interplay of familial support, professional interventions, socioeconomic factors, literacy promotion, and linguistic proficiency within the DHH community. Implications of the study extend to parents, educators, experts in Deaf studies, and policymakers in Deaf education. Specifically, apart from tackling the financial barriers, the importance of prioritising literacy development at home for Deaf children is emphasised, along with the role of speech therapy in long-term linguistic development. Additionally, the study emphasises the significance of formal and systematic teaching of the spoken majority language, along with special instructional materials, in facilitating effective communication and social integration.

The Fletcher-Cox Pathway: A Unique View on Clinical Trial Education

PurposeThere currently are no established formal mentorship and training program for radiation oncology (RO) trainees to learn trial design, creation, writing, or implementation. There only exists informal training on analyzing clinical trials in RO residency programs. The integration of a longitudinal formal training and mentorship program for clinical trialists - consisting of clinical trial education, design, mentorship, and implementation during the RO residency education will give residents not only formal teaching in the subject, but strong tools and requisite mentorship in hopes to help them succeed as future academic physicians and leaders in the field of radiation oncology. Methods and MaterialsWe developed a clinical trial training pathway in 2018 at XXX, proposing it as a pilot program. The “Fletcher-Cox Pathway” was accepted with a highly positive response by trainees. and is is now offered as a standard option to RO trainees at our institution. ResultsWith the guidance of their principal investigator (PI), residents participating in this pathway design and submit a clinical trial for institutional review board (IRB) review. In 2019, after implementation of the pilot program, 4 of the incoming 7 residents joined the pathway. The program continues, and the current cohort of trainees have received training in clinical trials design andworked with dedicated mentor(s) regarding clinical trial ideas; their studies are currently accruing patients. ConclusionsThis pilot program has been viewed by trainees and mentors as successful; it highlights how a structured approach meets a clear need within RO training. We envision the creation of a national platform to increase access, whereby programs adopt this clinical trialist educational pathway, which ultimately leads to the development of a robust clinical trial community with communal resources. We hope that this not only improves and provides educational initiatives to all trainees but also initiates further collaboration.