S Turner1, P Sundaresan2, K Mann3, D Pryor4, V Gebski3, T Shaw5. 1. Crown Princess Mary Cancer Centre, Westmead Hospital, Sydney, Australia. Electronic address: sandra.turner1@optusnet.com.au. 2. Sydney Medical School, The University of Sydney, Sydney, Australia. 3. NHMRC Clinical Trials Centre (CTC), The University of Sydney, Sydney, Australia. 4. Department of Radiation Oncology, Princess Alexandra Hospital, Brisbane, Australia. 5. Faculty of Health Sciences, The University of Sydney, Sydney, Australia.
Abstract
AIMS: To evaluate the learner's perspectives on a novel workshop programme designed to improve skills in biostatistics, research methodology and critical appraisal in oncology. MATERIALS AND METHODS: Trainees were surveyed anonymously at the completion of each annual workshop from 2012 to 2015. In total, 103 trainees in years 2-4 of training in radiation oncology responded, giving a 94% survey response rate. A 1 day workshop, designed by biostatisticians and radiation oncologist facilitators, is the central component of a programme teaching skills in biostatistics, research methods and critical appraisal. This links short didactic lectures about statistical concepts to interactive trainee discussions around discipline-related publications. RESULTS: The workshop was run in conjunction with the major radiation oncology clinical trials group meeting with alternating programmes (A and B). Most of the participants (44-47/47 for A and 48-55/56 for B), reported that their understanding of one or more individual topics improved as a result of teaching. Refinement of the workshop over time led to a more favourable perception of the 'optimal' balance between didactic/interactive teaching: nine of 27 (33%) 'optimal' responses seen in 2013 compared with 23 of 29 (79%) in 2015 (P < 0.001). Commonly reported themes were: clinician facilitators and access to biostatisticians helped contextualise learning and small group, structured discussions provided an environment conducive to learning. CONCLUSIONS: Overall, radiation oncology trainees reported positive perceptions of the educational value of this programme, with feedback identifying areas where this resource might be improved. This model could readily be adapted to suit other medical disciplines and/or other training environments, using specialty-specific research to illuminate key statistical concepts.
AIMS: To evaluate the learner's perspectives on a novel workshop programme designed to improve skills in biostatistics, research methodology and critical appraisal in oncology. MATERIALS AND METHODS: Trainees were surveyed anonymously at the completion of each annual workshop from 2012 to 2015. In total, 103 trainees in years 2-4 of training in radiation oncology responded, giving a 94% survey response rate. A 1 day workshop, designed by biostatisticians and radiation oncologist facilitators, is the central component of a programme teaching skills in biostatistics, research methods and critical appraisal. This links short didactic lectures about statistical concepts to interactive trainee discussions around discipline-related publications. RESULTS: The workshop was run in conjunction with the major radiation oncology clinical trials group meeting with alternating programmes (A and B). Most of the participants (44-47/47 for A and 48-55/56 for B), reported that their understanding of one or more individual topics improved as a result of teaching. Refinement of the workshop over time led to a more favourable perception of the 'optimal' balance between didactic/interactive teaching: nine of 27 (33%) 'optimal' responses seen in 2013 compared with 23 of 29 (79%) in 2015 (P < 0.001). Commonly reported themes were: clinician facilitators and access to biostatisticians helped contextualise learning and small group, structured discussions provided an environment conducive to learning. CONCLUSIONS: Overall, radiation oncology trainees reported positive perceptions of the educational value of this programme, with feedback identifying areas where this resource might be improved. This model could readily be adapted to suit other medical disciplines and/or other training environments, using specialty-specific research to illuminate key statistical concepts.
Authors: Tobias F Chirwa; Zvifadzo Matsena Zingoni; Pascalia Munyewende; Samuel O Manda; Henry Mwambi; Ngianga-Bakwin Kandala; Samson Kinyanjui; Taryn Young; Eustasius Musenge; Jupiter Simbeye; Patrick Musonda; Michael Johnson Mahande; Patrick Weke; Nelson Owuor Onyango; Lawrence Kazembe; Nazarius Mbona Tumwesigye; Khangelani Zuma; Nonhlanhla Yende-Zuma; Marie-Claire Omanyondo Ohambe; Emmanuel Nakua Kweku; Innocent Maposa; Birhanu Ayele; Thomas Achia; Rhoderick Machekano; Lehana Thabane; Jonathan Levin; Marinus J C Eijkemans; James Carpenter; Charles Chasela; Kerstin Klipstein-Grobusch; Jim Todd Journal: AAS Open Res Date: 2020-12-22