Developing a cancer prevention elective course

Mason, J L; Walker-Bartnick, Leslie; Hess, H; Muncie, Herbert L.; Hebel, J. Richard; Kappelman, Murray M.

doi:10.1097/00001888-198310000-00007

Cited by 4 publications

(2 citation statements)

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“…Although different ways have evolved to teach cancer prevention (Mason et al 1983), oncology (Munson 1973; Elkort & Mozden 1975; Lawrence 1975) and palliative care (Ervin 1974; Haley et al 1977; Anderson 1979, 1982), the need has persisted for improved teaching of undergraduates (Lowry 1992), particularly in oncology (Ravaud et al 1991; Smith et al 1991).…”

Section: Introductionmentioning

confidence: 99%

A randomized controlled study of portfolio learning in undergraduate cancer education

1998

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Portfolio learning has not previously been reported for clinical undergraduate teaching. This open randomized study aimed to assess the effect of portfolio learning in the teaching of oncology to medical students. The project aimed to provide the student with a holistic understanding of the impact of the disease and its treatment on the patient and family, and the natural history of malignant disease, through long-term personal experience of a cancer patient. All undergraduate medical students entering Clinical Studies in October 1992 at the University of Wales College of Medicine were randomized to a study or control group. Both groups continued with the standard curriculum. Each study-group student followed a patient with cancer for 9 months, supported by bi-monthly small-group tutorials. Tutors were either general practitioners or hospital consultants, not necessarily oncologists; each was supplied with a tutor's resource pack of key oncology review papers. Students recorded triggers to learning and key items in a personal learning portfolio. Students' performances in clinical examinations and the contents of their portfolio was assessed. Final assessment was by hidden questions in the objective structured clinical examination (OSCE) in the final degree examination, when students in the study group showed higher marks in factual knowledge of oncology, particularly amongst the weaker students (P = 0.01). Those submitting portfolios for formative assessment had higher overall marks than those in the study group who did not (P = 0.04), representing the more motivated students. The whole study group showed a beneficial trend in their knowledge of oncology.

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Section: Introductionmentioning

confidence: 99%

A randomized controlled study of portfolio learning in undergraduate cancer education

1998

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“…Their students reported a better education from their surgery rotations and from patient models than from their faculty. Mason et al (3) demonstrated that after a 4‐week course, first‐ and second‐year medical students increased their scores (although their scores still fell below the passing level). Luedke et al (4) described an improvement in knowledge after a 15‐hour course for second‐year medical students.…”

Section: Discussionmentioning

confidence: 99%

Effect of a Short Structured Session on Medical Student Breast Cancer Screening Knowledge

et al. 2003

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Formalized instruction in breast cancer screening during medical school may help improve early breast cancer detection and survival. Physicians-in-training must be proficient in skills relating to breast cancer screening. This study investigates the baseline breast cancer screening knowledge of medical students, the benefit of a structured lecture session, and its effect on improving medical students' knowledge of cancer screening. A self-administrated questionnaire relating to breast cancer screening was given to third-year medical students. A 60-minute structured lecture session was given to the medical students regarding breast cancer screening. A postintervention survey was administered immediately following the session. A total of 27 medical students were evaluated. There was a statistically significant improvement following the formalized teaching session (84% to 93%; p < 0.0016). While few students (15%) reported having previous instruction in cancer screening, most students (96%) felt that a formal session should be offered during medical school. While medical student knowledge of breast cancer screening may be adequate, formalized instruction in breast cancer health practices can improve medical student knowledge. Most students had limited previous instruction in breast cancer prevention and welcomed the opportunity for structured training in breast cancer prevention, education, and detection. Until a formal course becomes a fundamental aspect of medical education, a short structured session should be instituted.

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Effects of an oncology elective on first-year medical students' knowledge and attitudes about cancer

Krackov

Preston

Rubin

1990

HJCE

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This study examined cognitive knowledge and attitudes about cancer for three consecutive classes of first-year medical students who were enrolled in an elective oncology course. Analyses of the data indicated that knowledge about oncologic anatomy and cancer spread patterns increased and attitudes about various aspects of cancer tended to be positive; however, the two parameters were not correlated. Our observations and findings led us to believe that although we did not attempt to "teach" attitudes, factors in addition to cognitive skills could be associated with students' attitudes about cancer. Exposure to cancer patients in an appropriate setting may be as important as instruction. These findings are discussed and placed within the context of the literature. Further research is suggested to compare this group to students who may have similar exposure to cancer patients, but no didactic presentations.

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Developing a cancer prevention elective course

Cited by 4 publications

References 0 publications

A randomized controlled study of portfolio learning in undergraduate cancer education

A randomized controlled study of portfolio learning in undergraduate cancer education

Effect of a Short Structured Session on Medical Student Breast Cancer Screening Knowledge

Effects of an oncology elective on first-year medical students' knowledge and attitudes about cancer

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