Daniel W Golden1, Alexander Spektor2, Sonali Rudra3, Mark C Ranck3, Monica S Krishnan2, Rachel B Jimenez2, Akila N Viswanathan2, Matthew Koshy3, Andrew R Howard3, Steven J Chmura3. 1. Department of Radiation and Cellular Oncology, University of Chicago Pritzker School of Medicine, Chicago, Illinois. Electronic address: dgolden@radonc.uchicago.edu. 2. Department of Radiation Oncology, Brigham and Women's Hospital and Dana-Farber Cancer Institute, Harvard Medical School, Boston, Massachusetts. 3. Department of Radiation and Cellular Oncology, University of Chicago Pritzker School of Medicine, Chicago, Illinois.
Abstract
PURPOSE: To develop and evaluate a structured didactic curriculum to complement clinical experiences during radiation oncology clerkships at 2 academic medical centers. METHODS AND MATERIALS: A structured didactic curriculum was developed to teach fundamentals of radiation oncology and improve confidence in clinical competence. Curriculum lectures included: (1) an overview of radiation oncology (history, types of treatments, and basic clinic flow); (2) fundamentals of radiation biology and physics; and (3) practical aspects of radiation treatment simulation and planning. In addition, a hands-on dosimetry session taught students fundamentals of treatment planning. The curriculum was implemented at 2 academic departments in 2012. Students completed anonymous evaluations using a Likert scale to rate the usefulness of curriculum components (1=not at all, 5=extremely). Likert scores are reported as (median [interquartile range]). RESULTS: Eighteen students completed the curriculum during their 4-week rotation (University of Chicago n=13, Harvard Longwood Campus n=5). All curriculum components were rated as extremely useful: introduction to radiation oncology (5 [4-5]); radiation biology and physics (5 [5-5]); practical aspects of radiation oncology (5 [4-5]); and the treatment planning session (5 [5-5]). Students rated the curriculum as "quite useful" to "extremely useful" (1) to help students understand radiation oncology as a specialty; (2) to increase student comfort with their specialty decision; and (3) to help students with their future transition to a radiation oncology residency. CONCLUSIONS: A standardized curriculum for medical students completing a 4-week radiation oncology clerkship was successfully implemented at 2 institutions. The curriculum was favorably reviewed. As a result of completing the curriculum, medical students felt more comfortable with their specialty decision and better prepared to begin radiation oncology residency.
PURPOSE: To develop and evaluate a structured didactic curriculum to complement clinical experiences during radiation oncology clerkships at 2 academic medical centers. METHODS AND MATERIALS: A structured didactic curriculum was developed to teach fundamentals of radiation oncology and improve confidence in clinical competence. Curriculum lectures included: (1) an overview of radiation oncology (history, types of treatments, and basic clinic flow); (2) fundamentals of radiation biology and physics; and (3) practical aspects of radiation treatment simulation and planning. In addition, a hands-on dosimetry session taught students fundamentals of treatment planning. The curriculum was implemented at 2 academic departments in 2012. Students completed anonymous evaluations using a Likert scale to rate the usefulness of curriculum components (1=not at all, 5=extremely). Likert scores are reported as (median [interquartile range]). RESULTS: Eighteen students completed the curriculum during their 4-week rotation (University of Chicago n=13, Harvard Longwood Campus n=5). All curriculum components were rated as extremely useful: introduction to radiation oncology (5 [4-5]); radiation biology and physics (5 [5-5]); practical aspects of radiation oncology (5 [4-5]); and the treatment planning session (5 [5-5]). Students rated the curriculum as "quite useful" to "extremely useful" (1) to help students understand radiation oncology as a specialty; (2) to increase student comfort with their specialty decision; and (3) to help students with their future transition to a radiation oncology residency. CONCLUSIONS: A standardized curriculum for medical students completing a 4-week radiation oncology clerkship was successfully implemented at 2 institutions. The curriculum was favorably reviewed. As a result of completing the curriculum, medical students felt more comfortable with their specialty decision and better prepared to begin radiation oncology residency.
Authors: Jillian R Gunther; Rachel B Jimenez; Raphael L Yechieli; Akash Parekh; Abigail T Berman; Steve E Braunstein; Ariel E Hirsch; Erin F Gillespie; Neha Vapiwala; Charles R Thomas; Emma C Fields; Daniel W Golden Journal: Int J Radiat Oncol Biol Phys Date: 2018-04-18 Impact factor: 7.038
Authors: Jason C Ye; Pranshu Mohindra; Alexander Spektor; Monica S Krishnan; Steven J Chmura; Andrew R Howard; Akila N Viswanathan; Shannon M MacDonald; Nikhil G Thaker; Prajnan Das; Brandon R Mancini; Susan A Higgins; Steve Braunstein; Daphne Haas-Kogan; Kristin A Bradley; Arthur Y Hung; Charles R Thomas; Jordan Kharofa; Matt Wheatley; Adam Currey; Bhupesh Parashar; Kevin Du; Rachel B Jimenez; Daniel W Golden Journal: Int J Radiat Oncol Biol Phys Date: 2015-06-01 Impact factor: 7.038
Authors: Daniel W Golden; Gregory E Kauffmann; Ryan P McKillip; Jeanne M Farnan; Yoon Soo Park; Alan Schwartz Journal: Int J Radiat Oncol Biol Phys Date: 2018-04-26 Impact factor: 7.038
Authors: Michael K Rooney; Fan Zhu; Erin F Gillespie; Jillian R Gunther; Ryan P McKillip; Matthew Lineberry; Ara Tekian; Daniel W Golden Journal: Int J Radiat Oncol Biol Phys Date: 2018-06-06 Impact factor: 7.038
Authors: Daniel W Golden; Steve Braunstein; Rachel B Jimenez; Pranshu Mohindra; Alexander Spektor; Jason C Ye Journal: J Am Coll Radiol Date: 2015-09-26 Impact factor: 5.532
Authors: Jonathan J Oskvarek; Jeffrey V Brower; Pranshu Mohindra; David R Raleigh; Steven J Chmura; Daniel W Golden Journal: J Am Coll Radiol Date: 2016-09-18 Impact factor: 5.532