Evaluating an Oncology Video Curriculum Designed to Promote Asynchronous Subspecialty Learning for Internal Medicine Residents

Iverson, Nicholas; Subbaraj, Lakshmi; Babik, Jennifer M.; Brondfield, Sam

doi:10.1007/s13187-021-01968-6

Cited by 7 publications

(9 citation statements)

References 18 publications

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“…With increasing use, familiarity, and dependence on video learning there has been a greater focus on optimal learning design that has led to a re-examination of how the video is used in education. A review of the radiation oncology educational landscape and published literature clearly shows a significant amount of online video learning material being made available in recent years [44] , [55] , [56] , [57] , [58] , [59] , [60] , although many of these are still utilising the recorded lecture format [55] , [56] , [57] . With wider usage, educators are increasingly seeking better understanding and application of best-practice design frameworks to maximize the natural strengths of the video medium, while mitigating its limitations [52] , [61] , [62] , [63] .…”

Section: Educational Videosmentioning

confidence: 99%

Screen-based digital learning methods in radiation oncology and medical education

Kok

Dushyanthen

Peters

et al. 2022

Technical Innovations & Patient Support in Radiation Oncolo

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Section: Educational Videosmentioning

confidence: 99%

Screen-based digital learning methods in radiation oncology and medical education

Kok

Dushyanthen

Peters

et al. 2022

Technical Innovations & Patient Support in Radiation Oncolo

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“…Virtual learning sessions, whether synchronous or asynchronous, can take advantage of these principles to optimize learning, retention, and knowledge transfer. 15,16 Returning to the practical example of a virtual learner attending a Zoom-based lecture, the teacher designing this lecture can use the cognitive theory of multimedia learning strategies described above to optimize learning in the following concrete ways:…”

Section: Cognitive Theory Of Multimedia Learningmentioning

confidence: 99%

Moving From Theory to Practice in Oncology Education When Virtual Is Your Reality

Rangachari

Brondfield

2022

American Society of Clinical Oncology Educational Book

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Evidence-based education is crucial for meeting the evolving needs of learners in the oncology workforce, given the growing demand for well-trained providers and the rapidly changing complexities of cancer care. With the onset of the severe acute respiratory syndrome coronavirus 2 pandemic, innovative means of delivering educational content in a virtual setting have become a necessary reality. Knowledge of learning science can be translated into concrete, pragmatic methods for using evidence-based education in a virtual world and affords important opportunities for innovation and inclusion across a broad network of educators and learners. We offer key insights and tools to promote attention to and agility with teaching in virtual settings to meet the needs of contemporary educators and learners.

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“…Asynchronous learning—self-paced, efficient learning—is a potential solution for busy medical trainees and can complement clinical experiences. 25-27 Asynchronous learning became more feasible during the COVID-19 pandemic when in-person lectures transitioned to interactive virtual platforms. 28-30…”

Section: Introductionmentioning

confidence: 99%

Evaluating a Video-Based Addiction Curriculum at a Safety Net Academic Medical Center

Peterkin,

Baldwin,

Demers

et al. 2023

Substance Abuse

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Background: Since 2019, the United States (US) has witnessed an unprecedented increase in drug overdose and alcohol-related deaths. Despite this rise in morbidity and mortality, treatment rates for substance use disorder remain inadequate. Insufficient training in addiction along with a dearth of addiction providers are key barriers to addressing the current addiction epidemic. Addiction-related clinical experiences can improve trainee knowledge, yet they remain dependent on practice sites and residency training environments. Asynchronous learning, in the form of video-based modules, may serve as a complement to formal, scheduled lectures and clinical experiences. Objectives To evaluate the educational impact of a video-based addiction curriculum in 2 residency programs at a large safety net academic medical center with a high volume of patients with substance use disorders. Methods Family Medicine (FM) and Internal Medicine (IM) residency interns (PGY1s) (n = 60) had access to 28 minutes of video content related to opioid use disorder (OUD) and alcohol use disorder (AUD) during the first 2 months of their residency training. Interns were asked to complete voluntary and anonymized pre- and post-surveys in Qualtrics that included knowledge and confidence-based questions about the management of OUD and AUD, in addition to questions about prior exposure to and future interests in addiction training and practice. Data were analyzed with non-parametric sign tests. Results Twenty-eight interns completed both OUD pre- and post-surveys, and 24 interns completed all AUD survey questions. There was a statistically significant increase in the number of interns who reported increased knowledge of and confidence around diagnosis, management, and ability to provide evidence-based treatment recommendations for both OUD and AUD. Conclusions Brief addiction focused video-modules can improve confidence and knowledge in managing OUD and AUD among medical trainees.

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Evaluating an Oncology Video Curriculum Designed to Promote Asynchronous Subspecialty Learning for Internal Medicine Residents

Cited by 7 publications

References 18 publications

Screen-based digital learning methods in radiation oncology and medical education

Screen-based digital learning methods in radiation oncology and medical education

Moving From Theory to Practice in Oncology Education When Virtual Is Your Reality

Evaluating a Video-Based Addiction Curriculum at a Safety Net Academic Medical Center

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