Multi-Institutional Implementation and Evaluation of a Curriculum for the Medical Student Clerkship in Radiation Oncology

Daniel W. Golden, Steve Braunstein, Rachel B. Jimenez, Pranshu Mohindra, Alexander Spektor, Jason C. Ye, Kristin A. Bradley, Steven J. Chmura, Adam Currey, Prajnan Das, Kevin Du, Daphne Haas-Kogan, Andrew R. Howard, Susan A. Higgins, Arthur Hung, Jordan Kharofa, Monica S. Krishnan, Shannon M. MacDonald, Brandon R. Mancini, Bhupesh Parashar & 4 others Nikhil G. Thaker, Charles Thomas, Akila N. Viswanathan, Matt Wheatley

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

Purpose: Radiation oncology curriculum development is challenging because of limited numbers of trainees at any single institution. The goal of this project is to implement and evaluate a standardized medical student clerkship curriculum following the multi-institutional cooperative group research model. Methods: During the 2013 academic year, a standardized curriculum was implemented at 11 academic medical centers consisting of three 1-hour lectures and a hands-on radiation treatment planning workshop. After the curriculum, students completed anonymous evaluations using Likert-type scales (1 = "not at all" to 5 = "extremely") and free responses. Evaluations asked students to rate their comfort, before and after the curriculum, with radiation oncology as a specialty, knowledge of radiotherapy planning methods, and ability to function as a radiation oncology resident. Nonparametric statistical tests were used in the analysis. Results: Eighty-eight students at 11 academic medical centers completed the curriculum de novo, with a 72.7% (64 of 88) survey response rate. Fifty-seven students (89.1%) reported intent to pursue radiation oncology as their specialty. Median (interquartile range) student ratings of the importance of curricular content were as follows: overview, 4 (4-5); radiation biology/physics, 5 (4-5); practical aspects/emergencies, 5 (4-5); and planning workshop, 4 (4-5). Students reported that the curriculum helped them better understand radiation oncology as a specialty (5 [4-5]), increased specialty decision comfort (4 [3-5]), and would help the transition to radiation oncology residency (4 [4-5]). Students rated their specialty decision comfort significantly higher after completing the curriculum (4 [4-5] versus 5 [5-5]; P <.001). Conclusions: A national standardized curriculum was successfully implemented at 11 academic medical centers, providing proof of principle that curriculum development can follow the multi-institutional cooperative group research model.

Original languageEnglish (US)
JournalJournal of the American College of Radiology
DOIs
StateAccepted/In press - 2015
Externally publishedYes

Fingerprint

Radiation Oncology
Medical Students
Curriculum
Students
Radiobiology
Education
Physics
Internship and Residency
Research
Emergencies
Radiotherapy
Radiation

Keywords

  • Curriculum
  • Medical students
  • Radiation oncology
  • Undergraduate medical education

ASJC Scopus subject areas

  • Radiology Nuclear Medicine and imaging

Cite this

Multi-Institutional Implementation and Evaluation of a Curriculum for the Medical Student Clerkship in Radiation Oncology. / Golden, Daniel W.; Braunstein, Steve; Jimenez, Rachel B.; Mohindra, Pranshu; Spektor, Alexander; Ye, Jason C.; Bradley, Kristin A.; Chmura, Steven J.; Currey, Adam; Das, Prajnan; Du, Kevin; Haas-Kogan, Daphne; Howard, Andrew R.; Higgins, Susan A.; Hung, Arthur; Kharofa, Jordan; Krishnan, Monica S.; MacDonald, Shannon M.; Mancini, Brandon R.; Parashar, Bhupesh; Thaker, Nikhil G.; Thomas, Charles; Viswanathan, Akila N.; Wheatley, Matt.

In: Journal of the American College of Radiology, 2015.

Research output: Contribution to journalArticle

Golden, DW, Braunstein, S, Jimenez, RB, Mohindra, P, Spektor, A, Ye, JC, Bradley, KA, Chmura, SJ, Currey, A, Das, P, Du, K, Haas-Kogan, D, Howard, AR, Higgins, SA, Hung, A, Kharofa, J, Krishnan, MS, MacDonald, SM, Mancini, BR, Parashar, B, Thaker, NG, Thomas, C, Viswanathan, AN & Wheatley, M 2015, 'Multi-Institutional Implementation and Evaluation of a Curriculum for the Medical Student Clerkship in Radiation Oncology', Journal of the American College of Radiology. https://doi.org/10.1016/j.jacr.2015.06.036
Golden, Daniel W. ; Braunstein, Steve ; Jimenez, Rachel B. ; Mohindra, Pranshu ; Spektor, Alexander ; Ye, Jason C. ; Bradley, Kristin A. ; Chmura, Steven J. ; Currey, Adam ; Das, Prajnan ; Du, Kevin ; Haas-Kogan, Daphne ; Howard, Andrew R. ; Higgins, Susan A. ; Hung, Arthur ; Kharofa, Jordan ; Krishnan, Monica S. ; MacDonald, Shannon M. ; Mancini, Brandon R. ; Parashar, Bhupesh ; Thaker, Nikhil G. ; Thomas, Charles ; Viswanathan, Akila N. ; Wheatley, Matt. / Multi-Institutional Implementation and Evaluation of a Curriculum for the Medical Student Clerkship in Radiation Oncology. In: Journal of the American College of Radiology. 2015.
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abstract = "Purpose: Radiation oncology curriculum development is challenging because of limited numbers of trainees at any single institution. The goal of this project is to implement and evaluate a standardized medical student clerkship curriculum following the multi-institutional cooperative group research model. Methods: During the 2013 academic year, a standardized curriculum was implemented at 11 academic medical centers consisting of three 1-hour lectures and a hands-on radiation treatment planning workshop. After the curriculum, students completed anonymous evaluations using Likert-type scales (1 = {"}not at all{"} to 5 = {"}extremely{"}) and free responses. Evaluations asked students to rate their comfort, before and after the curriculum, with radiation oncology as a specialty, knowledge of radiotherapy planning methods, and ability to function as a radiation oncology resident. Nonparametric statistical tests were used in the analysis. Results: Eighty-eight students at 11 academic medical centers completed the curriculum de novo, with a 72.7{\%} (64 of 88) survey response rate. Fifty-seven students (89.1{\%}) reported intent to pursue radiation oncology as their specialty. Median (interquartile range) student ratings of the importance of curricular content were as follows: overview, 4 (4-5); radiation biology/physics, 5 (4-5); practical aspects/emergencies, 5 (4-5); and planning workshop, 4 (4-5). Students reported that the curriculum helped them better understand radiation oncology as a specialty (5 [4-5]), increased specialty decision comfort (4 [3-5]), and would help the transition to radiation oncology residency (4 [4-5]). Students rated their specialty decision comfort significantly higher after completing the curriculum (4 [4-5] versus 5 [5-5]; P <.001). Conclusions: A national standardized curriculum was successfully implemented at 11 academic medical centers, providing proof of principle that curriculum development can follow the multi-institutional cooperative group research model.",
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AU - Golden, Daniel W.

AU - Braunstein, Steve

AU - Jimenez, Rachel B.

AU - Mohindra, Pranshu

AU - Spektor, Alexander

AU - Ye, Jason C.

AU - Bradley, Kristin A.

AU - Chmura, Steven J.

AU - Currey, Adam

AU - Das, Prajnan

AU - Du, Kevin

AU - Haas-Kogan, Daphne

AU - Howard, Andrew R.

AU - Higgins, Susan A.

AU - Hung, Arthur

AU - Kharofa, Jordan

AU - Krishnan, Monica S.

AU - MacDonald, Shannon M.

AU - Mancini, Brandon R.

AU - Parashar, Bhupesh

AU - Thaker, Nikhil G.

AU - Thomas, Charles

AU - Viswanathan, Akila N.

AU - Wheatley, Matt

PY - 2015

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N2 - Purpose: Radiation oncology curriculum development is challenging because of limited numbers of trainees at any single institution. The goal of this project is to implement and evaluate a standardized medical student clerkship curriculum following the multi-institutional cooperative group research model. Methods: During the 2013 academic year, a standardized curriculum was implemented at 11 academic medical centers consisting of three 1-hour lectures and a hands-on radiation treatment planning workshop. After the curriculum, students completed anonymous evaluations using Likert-type scales (1 = "not at all" to 5 = "extremely") and free responses. Evaluations asked students to rate their comfort, before and after the curriculum, with radiation oncology as a specialty, knowledge of radiotherapy planning methods, and ability to function as a radiation oncology resident. Nonparametric statistical tests were used in the analysis. Results: Eighty-eight students at 11 academic medical centers completed the curriculum de novo, with a 72.7% (64 of 88) survey response rate. Fifty-seven students (89.1%) reported intent to pursue radiation oncology as their specialty. Median (interquartile range) student ratings of the importance of curricular content were as follows: overview, 4 (4-5); radiation biology/physics, 5 (4-5); practical aspects/emergencies, 5 (4-5); and planning workshop, 4 (4-5). Students reported that the curriculum helped them better understand radiation oncology as a specialty (5 [4-5]), increased specialty decision comfort (4 [3-5]), and would help the transition to radiation oncology residency (4 [4-5]). Students rated their specialty decision comfort significantly higher after completing the curriculum (4 [4-5] versus 5 [5-5]; P <.001). Conclusions: A national standardized curriculum was successfully implemented at 11 academic medical centers, providing proof of principle that curriculum development can follow the multi-institutional cooperative group research model.

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