Pushpa Neppala1, Michael V Sherer1, Grant Larson1, Alex K Bryant1, Neil Panjwani1, James D Murphy1, Erin F Gillespie2. 1. Department of Radiation Medicine and Applied Sciences, University of California San Diego, La Jolla, California. 2. Department of Radiation Medicine and Applied Sciences, University of California San Diego, La Jolla, California; Department of Radiation Oncology, Memorial Sloan Kettering Cancer Center, New York, New York. Electronic address: efgillespie@ucsd.edu.
Abstract
PURPOSE: Studies have shown significant gaps in knowledge of radiation therapy among medical students and primary care providers. The goal of this study was to evaluate the effect of an interactive contouring module on knowledge and interest in radiation oncology among preclinical medical students. METHODS AND MATERIALS: Second-year medical students at the University of California, San Diego were randomized to participate in an interactive contouring exercise or watch a traditional didactic lecture on radiation oncology. Participants completed knowledge tests and surveys at baseline, immediately following the exercise, and 3 months later. Statistical analysis included Wilcoxon signed-rank test for pre- and posttest comparisons and Wilcoxon rank sum test for comparison between groups. RESULTS:Forty-three medical students participated in the trial (21 in the didactic group; 22 in the contouring group). Students completing the contouring module demonstrated similar overall knowledge improvement compared with the traditional didactic group (+8.6% vs +6.6%, not significant) but endorsed greater engagement on a 5-point Likert-type scale (3.10 vs 3.76, P = .02). At 3-month follow-up, there was a nonsignificant trend toward improved overall knowledge in the contouring group (43% vs 51%, P = .10), with a significance difference in a subset of questions on knowledge of the process of radiation therapy as well as side effects (51% vs 75%, P = .002). Students in the contouring group demonstrated more interest in pursuing a clinical radiation oncology rotation (2.52 vs 3.27, P = .01). CONCLUSIONS: Use of an interactive contouring module was an effective method to teach preclinical medical students about radiation oncology, with no significant difference in knowledge gained compared with a traditional didactic lecture; however, higher engagement among students completing the contouring module led to improved retention of knowledge of radiation side effects and greater interest in radiation oncology. These data suggest a potential benefit of integrating an interactive radiation oncology module into the preclinical medical school curriculum.
RCT Entities:
PURPOSE: Studies have shown significant gaps in knowledge of radiation therapy among medical students and primary care providers. The goal of this study was to evaluate the effect of an interactive contouring module on knowledge and interest in radiation oncology among preclinical medical students. METHODS AND MATERIALS: Second-year medical students at the University of California, San Diego were randomized to participate in an interactive contouring exercise or watch a traditional didactic lecture on radiation oncology. Participants completed knowledge tests and surveys at baseline, immediately following the exercise, and 3 months later. Statistical analysis included Wilcoxon signed-rank test for pre- and posttest comparisons and Wilcoxon rank sum test for comparison between groups. RESULTS: Forty-three medical students participated in the trial (21 in the didactic group; 22 in the contouring group). Students completing the contouring module demonstrated similar overall knowledge improvement compared with the traditional didactic group (+8.6% vs +6.6%, not significant) but endorsed greater engagement on a 5-point Likert-type scale (3.10 vs 3.76, P = .02). At 3-month follow-up, there was a nonsignificant trend toward improved overall knowledge in the contouring group (43% vs 51%, P = .10), with a significance difference in a subset of questions on knowledge of the process of radiation therapy as well as side effects (51% vs 75%, P = .002). Students in the contouring group demonstrated more interest in pursuing a clinical radiation oncology rotation (2.52 vs 3.27, P = .01). CONCLUSIONS: Use of an interactive contouring module was an effective method to teach preclinical medical students about radiation oncology, with no significant difference in knowledge gained compared with a traditional didactic lecture; however, higher engagement among students completing the contouring module led to improved retention of knowledge of radiation side effects and greater interest in radiation oncology. These data suggest a potential benefit of integrating an interactive radiation oncology module into the preclinical medical school curriculum.
Authors: Z Miedzybrodzka; N M Hamilton; H Gregory; B Milner; I Frade; T Sinclair; J Mollison; N Haites Journal: Eur J Hum Genet Date: 2001-12 Impact factor: 4.246
Authors: Vikrant S Jagadeesan; David R Raleigh; Matthew Koshy; Andrew R Howard; Steven J Chmura; Daniel W Golden Journal: Int J Radiat Oncol Biol Phys Date: 2014-01-01 Impact factor: 7.038
Authors: Narek Shaverdian; Sun Mi Yoo; Ryan Cook; Eric M Chang; Naomi Jiang; Ye Yuan; Kiri Sandler; Michael Steinberg; Percy Lee Journal: Int J Radiat Oncol Biol Phys Date: 2017-03-29 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: Kimberly D Miller; Rebecca L Siegel; Chun Chieh Lin; Angela B Mariotto; Joan L Kramer; Julia H Rowland; Kevin D Stein; Rick Alteri; Ahmedin Jemal Journal: CA Cancer J Clin Date: 2016-06-02 Impact factor: 508.702
Authors: Robert A Olson; Sonca Lengoc; Scott Tyldesley; John French; Colleen McGahan; Jenny Soo Journal: Radiat Oncol Date: 2012-05-18 Impact factor: 3.481
Authors: T Sebastian Haupt; Todd Dow; Mike Smyth; J Thomas Toguri; Alysha Roberts; K L Raju; David Bowes Journal: J Cancer Educ Date: 2020-04 Impact factor: 2.037
Authors: Michael V Sherer; Diana Lin; Kartikeya Puri; Neil Panjwani; Zhigang Zhang; James D Murphy; Erin F Gillespie Journal: JCO Clin Cancer Inform Date: 2019-10
Authors: Camil Ciprian Mireștean; Roxana Irina Iancu; Dragoș Petru Teodor Iancu Journal: Int J Environ Res Public Health Date: 2022-03-22 Impact factor: 3.390