Development, implementation, and results of a simulation-based hands-on brachytherapy workshop for medical students

Mäurer, Matthias; Drozdz, Sonia; Ehrenpfordt, Juliet; Schwedas, Michael; Friedlein, Melissa; Hille, Nadine; Riede, Cora; Schrott, Steffen; Graf, Maximilian; Wurschi, Georg; Kamp, Marcel A.; Wittig, Andrea; Knippen, Stefan

doi:10.1007/s00066-023-02058-w

Cited by 8 publications

(6 citation statements)

References 36 publications

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“…Before and immediately after the course, participants were asked to complete a questionnaire to assess their knowledge level and evaluate the quality of the course. The results of this assessment can be found in a separate publication [ 19 ]. Participants used a six-point Likert scale consisting of nine items to self-assess their knowledge of breast brachytherapy.…”

Section: Resultsmentioning

confidence: 99%

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Cost–benefit ratio of modern medical education using micro-costing: a model calculation using the example of an innovative breast brachytherapy workshop

Knippen,

Duma,

Schwedas

et al. 2024

Strahlenther Onkol

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Background and purpose Radiation oncology is an essential component of therapeutic oncology and necessitates well-trained personnel. Multicatheter brachytherapy (MCBT) is one radiotherapeutic option for early-stage breast cancer treatment. However, specialized hands-on training for MCBT is not currently included in the curriculum for residents. A recently developed hands-on brachytherapy workshop has demonstrated promising results in enhancing knowledge and practical skills. Nevertheless, these simulation-based teaching formats necessitate more time and financial resources. Our analyses include computational models for the implementation and delivery of this workshop and can serve as a basis for similar educational initiatives. Methods This study aimed to assess the cost-effectiveness of a previously developed and evaluated breast brachytherapy simulation workshop. Using a micro-costing approach, we estimated costs at a detailed level by considering supplies, soft- and hardware, and personnel time for each task. This method also allows for a comprehensive evaluation of the costs associated with implementing new medical techniques. The workshop costs were divided into two categories: development and workshop execution. The cost analysis was conducted on a per-participant basis, and the impact on knowledge improvement was measured using a questionnaire. Results The total workshop costs were determined by considering the initial workshop setup expenses including the development and conceptualization of the course with all involved collaborators, as well as the costs incurred for each individual course. The workshop was found to be financially efficient, with a per-participant cost of € 39, considering the industrial sponsorship provided for brachytherapy equipment. In addition, we assessed the workshop’s efficacy by analyzing participant feedback using Likert scale evaluations. The findings indicated a notable enhancement in both theoretical and practical skills among the participants. Moreover, the cost-to-benefit ratio (CBFR) analysis demonstrated a CBFR of € 13.53 for each Likert point increment. Conclusion The hands-on brachytherapy workshop proved to be a valuable and approximately cost-effective educational program, leading to a significant enhancement in the knowledge and skills of the participants. Without the support of industrial sponsorship, the costs would have been unattainable.

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Section: Resultsmentioning

confidence: 99%

“…The results of an evaluation questionnaire that tracked participants’ knowledge progression have been published elsewhere. Participants showed significant improvements in their knowledge-based and practical skills in all areas, as assessed by a standardized questionnaire [ 19 ]. However, teaching does come with costs.…”

Section: Introductionmentioning

confidence: 99%

Cost–benefit ratio of modern medical education using micro-costing: a model calculation using the example of an innovative breast brachytherapy workshop

Knippen,

Duma,

Schwedas

et al. 2024

Strahlenther Onkol

Self Cite

View full text Add to dashboard Cite

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“…In Regarding the knowledge that the studies most address, risk factors, general knowledge and breast self-examination stand out; The techniques mainly focus on breast self-examination and one stands out for beisssng aimed at timely detection through clinical intervention totally aimed at doctors [11][12][13][14][15][16][17][18][19][20].…”

Section: Resultsmentioning

confidence: 99%

Health Educational Interventions on BrCa Prevention in University Students: Literature Review

Mayra del Carmen

2024

JCRR

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Breast Cancer (BrCa) is an uncontrolled and persistent cellular proliferation that arises in the lining cells of the ducts or lobes of the breast glandular tissue, and occurs mostly in women. The early prevention of BrCa in young populations, of both sexes, through educational health interventions, should be a priority, as it is a low-cost method that allows broad access. The university environment is an ideal place to provide this type of training. The present work shows the educational interventions in BrCa with a preventive nature carried out with university students. To this end, an integrative review of the articles published in the period 2018 to 2023 was carried out, in English, Spanish and Portuguese, and including both the female and male gender, in the following databases: PubMed, JENE, Scielo, EBSCO and in the Google academic search engine. The key words were used: breast cancer, educational interventions and universities; selecting a total of 10 items. Health education is shown as an important tool that is increasingly strengthened, as a method to transmit and solidify knowledge of promotion and prevention; however, it is necessary to strengthen interventions, clarifying their theoretical-methodological foundations and promoting development. of practical skills, through active methods. The findings confirm the importance of these interventions and outline the gaps in them, as paths to follow in order to prevent this pathology that is among the main causes of death, especially in women.

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“…Furthermore, Mäurer et al. [ 35 ] have introduced an interactive brachytherapy workshop as an example of a successful approach to addressing hands-on training in postgraduate medical education.…”

Section: Discussionmentioning

confidence: 99%

Impact of the COVID-19 pandemic on training conditions and education in oncologic disciplines: a survey-based analysis

et al. 2023

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Purpose The COVID-19 pandemic has led to changes in global health care. Medical societies had to update guidelines and enhance new services such as video consultations. Cancer treatment had to be modified. The aim of this study is to ensure optimal care for cancer patients with the help of high-quality training even in times of crisis. We therefore conducted a nationwide survey of physicians in training in oncological disciplines during the pandemic to assess the impact on their education. Methods The survey was sent to tumour centres, hospitals, specialist societies, and working and junior research groups and distributed via newsletters and homepages. Interim results and a call for participation were published as a poster (DEGRO) [26] and in the German Cancer Society (DKG) journal FORUM [42]. The survey contained 53 questions on conditions of education and training and on clinical and scientific work. Statistics were carried out with LimeSurvey and SPSS (IBM Corp., Armonk, NY, USA). Results Between February and November 2022, 450 participants answered the survey, with radio-oncologists being the largest group (28%). Most colleagues (63%) had access to digital training methods. Virtual sessions were rated as a good alternative, especially as multidisciplinary meetings (54%) as well as in-house and external training programs (48%, 47%). The time spent by training supervisors on education was rated as less than before the pandemic by 57%. Half of all participants perceived communication (54%), motivation (44%) and atmosphere (50%) in the team as bad. The participants felt strongly burdened by extra work (55%) and by a changed team atmosphere (49%). One third felt a change in the quality of training during the pandemic and rated it as negative (35%). According to 37% of the participants, this had little influence on their own quality of work. Additional subgroup analyses revealed significant differences in gender, specialty and education level. Conclusion In order to improve oncology training in times of crisis, access to digital training options and meetings should be ensured. Participants wish for regular team meetings in person to enable good team spirit, compensation for overtime work and sufficient time for training supervisors for discussion and feedback.

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Development, implementation, and results of a simulation-based hands-on brachytherapy workshop for medical students

Cited by 8 publications

References 36 publications

Cost–benefit ratio of modern medical education using micro-costing: a model calculation using the example of an innovative breast brachytherapy workshop

Cost–benefit ratio of modern medical education using micro-costing: a model calculation using the example of an innovative breast brachytherapy workshop

Health Educational Interventions on BrCa Prevention in University Students: Literature Review

Impact of the COVID-19 pandemic on training conditions and education in oncologic disciplines: a survey-based analysis

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