R Jyothirmayi1. 1. Kent Oncology Centre, Maidstone & Tunbridge Wells NHS Trust, Maidstone, UK. rema.jyo@nhs.net
Abstract
AIMS: Workplace-based assessments were recently introduced into oncology training and include case-based discussions (CBDs). These are primarily designed as assessments and involve the formal discussion of a patient's case followed by feedback and scoring using a structured assessment form. The purpose of this study was to evaluate the role of CBDs in teaching and learning in oncology and to assess perceptions of teachers and learners. MATERIALS AND METHODS: The study used qualitative research methods and involved recording, transcribing and analysing a total of six CBDs, conducted by the researcher and two other consultants, to assess evidence of teaching and learning. The data collection also included semi-structured interviews conducted with five consultants and five trainees in oncology, to evaluate the perceptions of teachers and learners about CBDs. RESULTS AND CONCLUSIONS: The analysis of the CBD transcripts revealed many interesting aspects of language within the interaction, indicating that reasoning and learning were taking place. Several themes emerged from the interviews, suggesting that CBDs were perceived as useful in teaching and learning, including aspects of oncology difficult to teach in other contexts. It was felt that participants require protected time within their job plans to conduct CBDs. Although the online form was considered useful, the scoring system was not thought to add value. CBDs could be used as highly effective teaching sessions, if sufficient time is spent on a face-to-face session. Further research is required into the format, including modification of the scoring form.
AIMS: Workplace-based assessments were recently introduced into oncology training and include case-based discussions (CBDs). These are primarily designed as assessments and involve the formal discussion of a patient's case followed by feedback and scoring using a structured assessment form. The purpose of this study was to evaluate the role of CBDs in teaching and learning in oncology and to assess perceptions of teachers and learners. MATERIALS AND METHODS: The study used qualitative research methods and involved recording, transcribing and analysing a total of six CBDs, conducted by the researcher and two other consultants, to assess evidence of teaching and learning. The data collection also included semi-structured interviews conducted with five consultants and five trainees in oncology, to evaluate the perceptions of teachers and learners about CBDs. RESULTS AND CONCLUSIONS: The analysis of the CBD transcripts revealed many interesting aspects of language within the interaction, indicating that reasoning and learning were taking place. Several themes emerged from the interviews, suggesting that CBDs were perceived as useful in teaching and learning, including aspects of oncology difficult to teach in other contexts. It was felt that participants require protected time within their job plans to conduct CBDs. Although the online form was considered useful, the scoring system was not thought to add value. CBDs could be used as highly effective teaching sessions, if sufficient time is spent on a face-to-face session. Further research is required into the format, including modification of the scoring form.