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A Survey of Medical Oncology Training in Australian Medical Schools: Pilot Study

BACKGROUND: Oncology is a rapidly evolving field with continuous advancements in the diagnosis and treatment of cancer. Therefore, it is important that medical students are provided with the knowledge and experience required to care for oncology patients and enable them to diagnose and manage toxici...

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Autores principales: George, Mathew, Mandaliya, Hiren, Prawira, Amy
Formato: Online Artículo Texto
Lenguaje:English
Publicado: JMIR Publications 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5743919/
https://www.ncbi.nlm.nih.gov/pubmed/29233799
http://dx.doi.org/10.2196/mededu.7903
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author George, Mathew
Mandaliya, Hiren
Prawira, Amy
author_facet George, Mathew
Mandaliya, Hiren
Prawira, Amy
author_sort George, Mathew
collection PubMed
description BACKGROUND: Oncology is a rapidly evolving field with continuous advancements in the diagnosis and treatment of cancer. Therefore, it is important that medical students are provided with the knowledge and experience required to care for oncology patients and enable them to diagnose and manage toxicities of novel therapeutic agents. OBJECTIVE: This study was performed to understand the medical students’ perspective of the oncology education provided in universities across Australia and identify areas of education that could potentially be modified or improved to ultimately attract more students to a career in oncology. METHODS: This pilot cross-sectional study consisted of an 18-question survey that was submitted online to medical students in their final year and interns rotating to the Tamworth Hospital. RESULTS: The survey was completed by 94 fifth-year medical students and interns. Oncology was taught both theoretically and clinically for 68% (63/93) of participants, and 48% (44/92) had an exclusive oncology rotation. Both theoretical and clinical oncology assessments were conducted for only 21% (19/92) of participants. Overall, 42% (38/91) of participants were satisfied with their oncology education, and 78% (40/51) were dissatisfied with the number of oncology teaching hours. The importance of a career in oncology was rated as low by 46% (41/90) of participants. CONCLUSIONS: This pilot study indicates that there are potential areas to improve oncology teaching in Australian universities. The majority of surveyed students were dissatisfied with the number of teaching hours they receive in oncology. More global assessment of students and/or interns from other Australian institutes may yield further useful information.
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spelling pubmed-57439192018-01-04 A Survey of Medical Oncology Training in Australian Medical Schools: Pilot Study George, Mathew Mandaliya, Hiren Prawira, Amy JMIR Med Educ Original Paper BACKGROUND: Oncology is a rapidly evolving field with continuous advancements in the diagnosis and treatment of cancer. Therefore, it is important that medical students are provided with the knowledge and experience required to care for oncology patients and enable them to diagnose and manage toxicities of novel therapeutic agents. OBJECTIVE: This study was performed to understand the medical students’ perspective of the oncology education provided in universities across Australia and identify areas of education that could potentially be modified or improved to ultimately attract more students to a career in oncology. METHODS: This pilot cross-sectional study consisted of an 18-question survey that was submitted online to medical students in their final year and interns rotating to the Tamworth Hospital. RESULTS: The survey was completed by 94 fifth-year medical students and interns. Oncology was taught both theoretically and clinically for 68% (63/93) of participants, and 48% (44/92) had an exclusive oncology rotation. Both theoretical and clinical oncology assessments were conducted for only 21% (19/92) of participants. Overall, 42% (38/91) of participants were satisfied with their oncology education, and 78% (40/51) were dissatisfied with the number of oncology teaching hours. The importance of a career in oncology was rated as low by 46% (41/90) of participants. CONCLUSIONS: This pilot study indicates that there are potential areas to improve oncology teaching in Australian universities. The majority of surveyed students were dissatisfied with the number of teaching hours they receive in oncology. More global assessment of students and/or interns from other Australian institutes may yield further useful information. JMIR Publications 2017-12-12 /pmc/articles/PMC5743919/ /pubmed/29233799 http://dx.doi.org/10.2196/mededu.7903 Text en ©Mathew George, Hiren Mandaliya, Amy Prawira. Originally published in JMIR Medical Education (http://mededu.jmir.org), 12.12.2017. https://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in JMIR Medical Education, is properly cited. The complete bibliographic information, a link to the original publication on http://mededu.jmir.org/, as well as this copyright and license information must be included.
spellingShingle Original Paper
George, Mathew
Mandaliya, Hiren
Prawira, Amy
A Survey of Medical Oncology Training in Australian Medical Schools: Pilot Study
title A Survey of Medical Oncology Training in Australian Medical Schools: Pilot Study
title_full A Survey of Medical Oncology Training in Australian Medical Schools: Pilot Study
title_fullStr A Survey of Medical Oncology Training in Australian Medical Schools: Pilot Study
title_full_unstemmed A Survey of Medical Oncology Training in Australian Medical Schools: Pilot Study
title_short A Survey of Medical Oncology Training in Australian Medical Schools: Pilot Study
title_sort survey of medical oncology training in australian medical schools: pilot study
topic Original Paper
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5743919/
https://www.ncbi.nlm.nih.gov/pubmed/29233799
http://dx.doi.org/10.2196/mededu.7903
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