Objective Evaluation of a Didactic Curriculum for the Radiation Oncology Medical Student Clerkship

Radiation Oncology Education Collaborative Study Group

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

Purpose: A structured didactic radiation oncology clerkship curriculum for medical students is in use at multiple academic medical centers. Objective evidence supporting this educational approach over the traditional clerkship model is lacking. This study evaluated the curriculum efficacy using an objective knowledge assessment. Methods and Materials: Medical students received the Radiation Oncology Education Collaborative Study Group (ROECSG) curriculum consisting of 3 lectures (Overview of Radiation Oncology, Radiation Biology/Physics, and Practical Aspects of Simulation/Radiation Emergencies) and a radiation oncology treatment-planning workshop. A standardized 20-item multiple choice question (MCQ) knowledge assessment was completed pre- and post-curriculum and approximately 6 months after receiving the curriculum. Results: One hundred forty-six students at 22 academic medical centers completed the ROECSG curriculum from July to November 2016. One hundred nine students completed pre- and post-clerkship MCQ knowledge assessments (response rate 74.7%). Twenty-four students reported a prior rotation at a ROECSG institution and were excluded from analysis. Mean assessment scores increased from pre- to post-curriculum (63.9% vs 80.2%, P < .01). Mean MCQ knowledge subdomain assessment scores all improved post-curriculum (t test, P values < .01). Post-scores for students rotating de novo at ROECSG institutions (n = 30) were higher compared with pre-scores for students with ≥1 prior rotations at non-ROECSG institutions (n = 55) (77.3% vs 68.8%, P = .01), with an effect size of 0.8. Students who completed rotations at ROECSG institutions continued to demonstrate a trend toward improved performance on the objective knowledge assessment at approximately 6 months after curriculum exposure (70.5% vs 65.6%, P = .11). Conclusions: Objective evaluation of a structured didactic curriculum for the radiation oncology clerkship at early and late time points demonstrated significant improvement in radiation oncology knowledge. Students who completed clerkships at ROECSG institutions performed objectively better than students who completed clerkships at non-ROECSG institutions. These results support including a structured didactic curriculum as a standard component of the radiation oncology clerkship.

Original languageEnglish (US)
Pages (from-to)1039-1045
Number of pages7
JournalInternational Journal of Radiation Oncology Biology Physics
Volume101
Issue number5
DOIs
StatePublished - Aug 1 2018

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Radiation Oncology
Medical Students
Curriculum
students
evaluation
radiation
Education
Students
education
Radiobiology
Physics
emergencies
lectures
biology
Emergencies
planning

ASJC Scopus subject areas

  • Radiation
  • Oncology
  • Radiology Nuclear Medicine and imaging
  • Cancer Research

Cite this

Objective Evaluation of a Didactic Curriculum for the Radiation Oncology Medical Student Clerkship. / Radiation Oncology Education Collaborative Study Group.

In: International Journal of Radiation Oncology Biology Physics, Vol. 101, No. 5, 01.08.2018, p. 1039-1045.

Research output: Contribution to journalArticle

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title = "Objective Evaluation of a Didactic Curriculum for the Radiation Oncology Medical Student Clerkship",
abstract = "Purpose: A structured didactic radiation oncology clerkship curriculum for medical students is in use at multiple academic medical centers. Objective evidence supporting this educational approach over the traditional clerkship model is lacking. This study evaluated the curriculum efficacy using an objective knowledge assessment. Methods and Materials: Medical students received the Radiation Oncology Education Collaborative Study Group (ROECSG) curriculum consisting of 3 lectures (Overview of Radiation Oncology, Radiation Biology/Physics, and Practical Aspects of Simulation/Radiation Emergencies) and a radiation oncology treatment-planning workshop. A standardized 20-item multiple choice question (MCQ) knowledge assessment was completed pre- and post-curriculum and approximately 6 months after receiving the curriculum. Results: One hundred forty-six students at 22 academic medical centers completed the ROECSG curriculum from July to November 2016. One hundred nine students completed pre- and post-clerkship MCQ knowledge assessments (response rate 74.7{\%}). Twenty-four students reported a prior rotation at a ROECSG institution and were excluded from analysis. Mean assessment scores increased from pre- to post-curriculum (63.9{\%} vs 80.2{\%}, P < .01). Mean MCQ knowledge subdomain assessment scores all improved post-curriculum (t test, P values < .01). Post-scores for students rotating de novo at ROECSG institutions (n = 30) were higher compared with pre-scores for students with ≥1 prior rotations at non-ROECSG institutions (n = 55) (77.3{\%} vs 68.8{\%}, P = .01), with an effect size of 0.8. Students who completed rotations at ROECSG institutions continued to demonstrate a trend toward improved performance on the objective knowledge assessment at approximately 6 months after curriculum exposure (70.5{\%} vs 65.6{\%}, P = .11). Conclusions: Objective evaluation of a structured didactic curriculum for the radiation oncology clerkship at early and late time points demonstrated significant improvement in radiation oncology knowledge. Students who completed clerkships at ROECSG institutions performed objectively better than students who completed clerkships at non-ROECSG institutions. These results support including a structured didactic curriculum as a standard component of the radiation oncology clerkship.",
author = "{Radiation Oncology Education Collaborative Study Group} and Golden, {Daniel W.} and Kauffmann, {Gregory E.} and McKillip, {Ryan P.} and Farnan, {Jeanne M.} and Park, {Yoon Soo} and Alan Schwartz and Hirsch, {Ariel E.} and Warren, {Laura E.} and Alexander Spektor and Sonali Rudra and Jimenez, {Rachel B.} and Colbert, {Lauren E.} and Gunther, {Jillian R.} and Prajnan Das and Wu, {Abraham J.} and Kevin Du and Kruser, {Tim J.} and Nima Nabavizadeh and Charles Thomas and Wendy Hara and Andrew McDonald and Chang, {Eric M.} and Steve Braunstein and Chmura, {Steven J.} and Amsbaugh, {Mark J.} and Raphael Yechieli and Cristiane Takita and Mary Dean and David Asher and Taunk, {Neil K.} and Vargo, {John Austin} and Sushil Beriwal and Ye, {Jason C.} and Leslie Ballas and Ballo, {Matthew T.} and Brower, {Jeffrey V.} and Bradley, {Kristin A.} and Rao, {Yuan J.} and Stahl, {John M.} and Higgins, {Susan A.}",
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T1 - Objective Evaluation of a Didactic Curriculum for the Radiation Oncology Medical Student Clerkship

AU - Radiation Oncology Education Collaborative Study Group

AU - Golden, Daniel W.

AU - Kauffmann, Gregory E.

AU - McKillip, Ryan P.

AU - Farnan, Jeanne M.

AU - Park, Yoon Soo

AU - Schwartz, Alan

AU - Hirsch, Ariel E.

AU - Warren, Laura E.

AU - Spektor, Alexander

AU - Rudra, Sonali

AU - Jimenez, Rachel B.

AU - Colbert, Lauren E.

AU - Gunther, Jillian R.

AU - Das, Prajnan

AU - Wu, Abraham J.

AU - Du, Kevin

AU - Kruser, Tim J.

AU - Nabavizadeh, Nima

AU - Thomas, Charles

AU - Hara, Wendy

AU - McDonald, Andrew

AU - Chang, Eric M.

AU - Braunstein, Steve

AU - Chmura, Steven J.

AU - Amsbaugh, Mark J.

AU - Yechieli, Raphael

AU - Takita, Cristiane

AU - Dean, Mary

AU - Asher, David

AU - Taunk, Neil K.

AU - Vargo, John Austin

AU - Beriwal, Sushil

AU - Ye, Jason C.

AU - Ballas, Leslie

AU - Ballo, Matthew T.

AU - Brower, Jeffrey V.

AU - Bradley, Kristin A.

AU - Rao, Yuan J.

AU - Stahl, John M.

AU - Higgins, Susan A.

PY - 2018/8/1

Y1 - 2018/8/1

N2 - Purpose: A structured didactic radiation oncology clerkship curriculum for medical students is in use at multiple academic medical centers. Objective evidence supporting this educational approach over the traditional clerkship model is lacking. This study evaluated the curriculum efficacy using an objective knowledge assessment. Methods and Materials: Medical students received the Radiation Oncology Education Collaborative Study Group (ROECSG) curriculum consisting of 3 lectures (Overview of Radiation Oncology, Radiation Biology/Physics, and Practical Aspects of Simulation/Radiation Emergencies) and a radiation oncology treatment-planning workshop. A standardized 20-item multiple choice question (MCQ) knowledge assessment was completed pre- and post-curriculum and approximately 6 months after receiving the curriculum. Results: One hundred forty-six students at 22 academic medical centers completed the ROECSG curriculum from July to November 2016. One hundred nine students completed pre- and post-clerkship MCQ knowledge assessments (response rate 74.7%). Twenty-four students reported a prior rotation at a ROECSG institution and were excluded from analysis. Mean assessment scores increased from pre- to post-curriculum (63.9% vs 80.2%, P < .01). Mean MCQ knowledge subdomain assessment scores all improved post-curriculum (t test, P values < .01). Post-scores for students rotating de novo at ROECSG institutions (n = 30) were higher compared with pre-scores for students with ≥1 prior rotations at non-ROECSG institutions (n = 55) (77.3% vs 68.8%, P = .01), with an effect size of 0.8. Students who completed rotations at ROECSG institutions continued to demonstrate a trend toward improved performance on the objective knowledge assessment at approximately 6 months after curriculum exposure (70.5% vs 65.6%, P = .11). Conclusions: Objective evaluation of a structured didactic curriculum for the radiation oncology clerkship at early and late time points demonstrated significant improvement in radiation oncology knowledge. Students who completed clerkships at ROECSG institutions performed objectively better than students who completed clerkships at non-ROECSG institutions. These results support including a structured didactic curriculum as a standard component of the radiation oncology clerkship.

AB - Purpose: A structured didactic radiation oncology clerkship curriculum for medical students is in use at multiple academic medical centers. Objective evidence supporting this educational approach over the traditional clerkship model is lacking. This study evaluated the curriculum efficacy using an objective knowledge assessment. Methods and Materials: Medical students received the Radiation Oncology Education Collaborative Study Group (ROECSG) curriculum consisting of 3 lectures (Overview of Radiation Oncology, Radiation Biology/Physics, and Practical Aspects of Simulation/Radiation Emergencies) and a radiation oncology treatment-planning workshop. A standardized 20-item multiple choice question (MCQ) knowledge assessment was completed pre- and post-curriculum and approximately 6 months after receiving the curriculum. Results: One hundred forty-six students at 22 academic medical centers completed the ROECSG curriculum from July to November 2016. One hundred nine students completed pre- and post-clerkship MCQ knowledge assessments (response rate 74.7%). Twenty-four students reported a prior rotation at a ROECSG institution and were excluded from analysis. Mean assessment scores increased from pre- to post-curriculum (63.9% vs 80.2%, P < .01). Mean MCQ knowledge subdomain assessment scores all improved post-curriculum (t test, P values < .01). Post-scores for students rotating de novo at ROECSG institutions (n = 30) were higher compared with pre-scores for students with ≥1 prior rotations at non-ROECSG institutions (n = 55) (77.3% vs 68.8%, P = .01), with an effect size of 0.8. Students who completed rotations at ROECSG institutions continued to demonstrate a trend toward improved performance on the objective knowledge assessment at approximately 6 months after curriculum exposure (70.5% vs 65.6%, P = .11). Conclusions: Objective evaluation of a structured didactic curriculum for the radiation oncology clerkship at early and late time points demonstrated significant improvement in radiation oncology knowledge. Students who completed clerkships at ROECSG institutions performed objectively better than students who completed clerkships at non-ROECSG institutions. These results support including a structured didactic curriculum as a standard component of the radiation oncology clerkship.

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