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Titulo Artículo:
Multi-institutional implementation and evaluation of a curriculum for the medical student clerkship in radiation oncology
Resumen:
urpose/Objective(s) Radiation oncology curriculum development is challenging due to limited numbers of trainees at any single institution. The goal of this project is to implement and evaluate a standardized medical student clerkship curriculum following the multi-institutional cooperative group research model. Methods and Materials During the 2013 academic year, a standardized curriculum was implemented at 11 academic medical centers consisting of three one-hour lectures and a hands-on radiation treatment planning workshop. Post-curriculum, students completed anonymous evaluations using Likert scales (1 = "not at all" to 5 = "extremely"; reported as median [interquartile range]) and free responses. Evaluations asked students to rate their pre/post-comfort with radiation oncology as a specialty, knowledge of radiotherapy planning methods, and ability to function as a radiation oncology resident. Non-parametric statistical tests were used in analysis. Results 88 students at 11 academic medical centers completed the curriculum de-novo with 72.7% (64/88) survey response rate. 57/64 (89.1%) reported intent to pursue radiation oncology as their specialty. Median student ratings of the importance of curricular content were: Overview 4[4-5]; Radiation Biology/Physics 5[4-5]; Practical Aspects/Emergencies 5[4-5]; Planning Workshop 4[4-5]. Students reported the curriculum helped them to better understand radiation oncology as a specialty (5[4-5]), increased specialty decision comfort (4[3-5]), and would help the transition to radiation oncology residency (4[4-5]). Students rated their specialty decision comfort significantly higher after completing the curriculum (4[4-5] vs. 5[5-5], p<0.001).
Fecha de publicación:
2016.
Autores :
Steve Braunstein;
Rachel B. Jimenez;
Pranshu Mohindra;
Alexander Spektor;
Jason C. Ye;
Kristin A. Bradley;
Steven J. Chmura;
Adam Currey;
Prajnan Das;
Daniel W. Golden;
Autor corporativo:
Journal of the American College of Radiology : JACR,
Editores:
Medline-PubMed ;
Signatura Topográfica:
2
Idioma:
Inglés
Páginas:
203
ISBN:
1558-349X
Existencias:
209
Palabras claves:
Evaluate a standardized
Curriculum development
Medical student
Público objetivo:
Docentes
Medicos
Evaluadores
Titulo Artículo:
Multi-institutional implementation and evaluation of a curriculum for the medical student clerkship in radiation oncology
Resumen:
urpose/Objective(s) Radiation oncology curriculum development is challenging due to limited numbers of trainees at any single institution. The goal of this project is to implement and evaluate a standardized medical student clerkship curriculum following the multi-institutional cooperative group research model. Methods and Materials During the 2013 academic year, a standardized curriculum was implemented at 11 academic medical centers consisting of three one-hour lectures and a hands-on radiation treatment planning workshop. Post-curriculum, students completed anonymous evaluations using Likert scales (1 = "not at all" to 5 = "extremely"; reported as median [interquartile range]) and free responses. Evaluations asked students to rate their pre/post-comfort with radiation oncology as a specialty, knowledge of radiotherapy planning methods, and ability to function as a radiation oncology resident. Non-parametric statistical tests were used in analysis. Results 88 students at 11 academic medical centers completed the curriculum de-novo with 72.7% (64/88) survey response rate. 57/64 (89.1%) reported intent to pursue radiation oncology as their specialty. Median student ratings of the importance of curricular content were: Overview 4[4-5]; Radiation Biology/Physics 5[4-5]; Practical Aspects/Emergencies 5[4-5]; Planning Workshop 4[4-5]. Students reported the curriculum helped them to better understand radiation oncology as a specialty (5[4-5]), increased specialty decision comfort (4[3-5]), and would help the transition to radiation oncology residency (4[4-5]). Students rated their specialty decision comfort significantly higher after completing the curriculum (4[4-5] vs. 5[5-5], p<0.001).
Fecha de publicación:
2016.
Autores :
Steve Braunstein;
Rachel B. Jimenez;
Pranshu Mohindra;
Alexander Spektor;
Jason C. Ye;
Kristin A. Bradley;
Steven J. Chmura;
Adam Currey;
Prajnan Das;
Daniel W. Golden;
Autor corporativo:
Journal of the American College of Radiology : JACR,
Editores:
Medline-PubMed ;
Signatura Topográfica:
2
Idioma:
Inglés
Páginas:
203
Existencias:
209
Palabras claves:
Evaluate a standardized
Curriculum development
Medical student
Público objetivo:
Docentes
Medicos
Evaluadores
Titulo Artículo:
Multi-institutional implementation and evaluation of a curriculum for the medical student clerkship in radiation oncology
Resumen:
urpose/Objective(s) Radiation oncology curriculum development is challenging due to limited numbers of trainees at any single institution. The goal of this project is to implement and evaluate a standardized medical student clerkship curriculum following the multi-institutional cooperative group research model. Methods and Materials During the 2013 academic year, a standardized curriculum was implemented at 11 academic medical centers consisting of three one-hour lectures and a hands-on radiation treatment planning workshop. Post-curriculum, students completed anonymous evaluations using Likert scales (1 = "not at all" to 5 = "extremely"; reported as median [interquartile range]) and free responses. Evaluations asked students to rate their pre/post-comfort with radiation oncology as a specialty, knowledge of radiotherapy planning methods, and ability to function as a radiation oncology resident. Non-parametric statistical tests were used in analysis. Results 88 students at 11 academic medical centers completed the curriculum de-novo with 72.7% (64/88) survey response rate. 57/64 (89.1%) reported intent to pursue radiation oncology as their specialty. Median student ratings of the importance of curricular content were: Overview 4[4-5]; Radiation Biology/Physics 5[4-5]; Practical Aspects/Emergencies 5[4-5]; Planning Workshop 4[4-5]. Students reported the curriculum helped them to better understand radiation oncology as a specialty (5[4-5]), increased specialty decision comfort (4[3-5]), and would help the transition to radiation oncology residency (4[4-5]). Students rated their specialty decision comfort significantly higher after completing the curriculum (4[4-5] vs. 5[5-5], p<0.001).
Autores:
Steve Braunstein
,
Rachel B. Jimenez
,
Pranshu Mohindra
,
Alexander Spektor
,
Jason C. Ye
,
Kristin A. Bradley
,
Steven J. Chmura
,
Adam Currey
,
Prajnan Das
,
Daniel W. Golden
,
.
Titulo Revista:
Journal of the American College of Radiology : JACR,
.
Numero:
2
Volumen:
13
Fecha de publicación:
2016.
Base de Datos Bibliográfica:
Medline-PubMed ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
203
Página Final:
209
ISBN:
1558-349X
Palabras claves:
Evaluate a standardized
Curriculum development
Medical student
Público objetivo:
Docentes
Medicos
Evaluadores
Título Medline-PubMed :
Multi-institutional implementation and evaluation of a curriculum for the medical student clerkship in radiation oncology
Resumen:
urpose/Objective(s) Radiation oncology curriculum development is challenging due to limited numbers of trainees at any single institution. The goal of this project is to implement and evaluate a standardized medical student clerkship curriculum following the multi-institutional cooperative group research model. Methods and Materials During the 2013 academic year, a standardized curriculum was implemented at 11 academic medical centers consisting of three one-hour lectures and a hands-on radiation treatment planning workshop. Post-curriculum, students completed anonymous evaluations using Likert scales (1 = "not at all" to 5 = "extremely"; reported as median [interquartile range]) and free responses. Evaluations asked students to rate their pre/post-comfort with radiation oncology as a specialty, knowledge of radiotherapy planning methods, and ability to function as a radiation oncology resident. Non-parametric statistical tests were used in analysis. Results 88 students at 11 academic medical centers completed the curriculum de-novo with 72.7% (64/88) survey response rate. 57/64 (89.1%) reported intent to pursue radiation oncology as their specialty. Median student ratings of the importance of curricular content were: Overview 4[4-5]; Radiation Biology/Physics 5[4-5]; Practical Aspects/Emergencies 5[4-5]; Planning Workshop 4[4-5]. Students reported the curriculum helped them to better understand radiation oncology as a specialty (5[4-5]), increased specialty decision comfort (4[3-5]), and would help the transition to radiation oncology residency (4[4-5]). Students rated their specialty decision comfort significantly higher after completing the curriculum (4[4-5] vs. 5[5-5], p<0.001).
Autores :
Steve Braunstein;
Rachel B. Jimenez;
Pranshu Mohindra;
Alexander Spektor;
Jason C. Ye;
Kristin A. Bradley;
Steven J. Chmura;
Adam Currey;
Prajnan Das;
Daniel W. Golden;
Autor corporativo:
Journal of the American College of Radiology : JACR,
Fecha de publicación:
2016.
Tipo :
Medline-PubMed .
Idioma:
Inglés
Palabras claves:
Evaluate a standardized
Curriculum development
Medical student
Público objetivo:
Docentes
Medicos
Evaluadores
Título Medline-PubMed :
Multi-institutional implementation and evaluation of a curriculum for the medical student clerkship in radiation oncology
Resumen:
urpose/Objective(s) Radiation oncology curriculum development is challenging due to limited numbers of trainees at any single institution. The goal of this project is to implement and evaluate a standardized medical student clerkship curriculum following the multi-institutional cooperative group research model. Methods and Materials During the 2013 academic year, a standardized curriculum was implemented at 11 academic medical centers consisting of three one-hour lectures and a hands-on radiation treatment planning workshop. Post-curriculum, students completed anonymous evaluations using Likert scales (1 = "not at all" to 5 = "extremely"; reported as median [interquartile range]) and free responses. Evaluations asked students to rate their pre/post-comfort with radiation oncology as a specialty, knowledge of radiotherapy planning methods, and ability to function as a radiation oncology resident. Non-parametric statistical tests were used in analysis. Results 88 students at 11 academic medical centers completed the curriculum de-novo with 72.7% (64/88) survey response rate. 57/64 (89.1%) reported intent to pursue radiation oncology as their specialty. Median student ratings of the importance of curricular content were: Overview 4[4-5]; Radiation Biology/Physics 5[4-5]; Practical Aspects/Emergencies 5[4-5]; Planning Workshop 4[4-5]. Students reported the curriculum helped them to better understand radiation oncology as a specialty (5[4-5]), increased specialty decision comfort (4[3-5]), and would help the transition to radiation oncology residency (4[4-5]). Students rated their specialty decision comfort significantly higher after completing the curriculum (4[4-5] vs. 5[5-5], p<0.001).
Autores :
Steve Braunstein;
Rachel B. Jimenez;
Pranshu Mohindra;
Alexander Spektor;
Jason C. Ye;
Kristin A. Bradley;
Steven J. Chmura;
Adam Currey;
Prajnan Das;
Daniel W. Golden;
Autor corporativo:
Journal of the American College of Radiology : JACR,
Fecha de publicación:
2016.
Paginas:
203.
ISBN:
1558-349X.
Idioma:
Inglés
Palabras claves:
Evaluate a standardized
Curriculum development
Medical student
Público objetivo:
Docentes
Medicos
Evaluadores
Titulo Artículo:
Multi-institutional implementation and evaluation of a curriculum for the medical student clerkship in radiation oncology
Resumen:
urpose/Objective(s) Radiation oncology curriculum development is challenging due to limited numbers of trainees at any single institution. The goal of this project is to implement and evaluate a standardized medical student clerkship curriculum following the multi-institutional cooperative group research model. Methods and Materials During the 2013 academic year, a standardized curriculum was implemented at 11 academic medical centers consisting of three one-hour lectures and a hands-on radiation treatment planning workshop. Post-curriculum, students completed anonymous evaluations using Likert scales (1 = "not at all" to 5 = "extremely"; reported as median [interquartile range]) and free responses. Evaluations asked students to rate their pre/post-comfort with radiation oncology as a specialty, knowledge of radiotherapy planning methods, and ability to function as a radiation oncology resident. Non-parametric statistical tests were used in analysis. Results 88 students at 11 academic medical centers completed the curriculum de-novo with 72.7% (64/88) survey response rate. 57/64 (89.1%) reported intent to pursue radiation oncology as their specialty. Median student ratings of the importance of curricular content were: Overview 4[4-5]; Radiation Biology/Physics 5[4-5]; Practical Aspects/Emergencies 5[4-5]; Planning Workshop 4[4-5]. Students reported the curriculum helped them to better understand radiation oncology as a specialty (5[4-5]), increased specialty decision comfort (4[3-5]), and would help the transition to radiation oncology residency (4[4-5]). Students rated their specialty decision comfort significantly higher after completing the curriculum (4[4-5] vs. 5[5-5], p<0.001).
Fecha de publicación:
2016.
Autor corporativo:
Journal of the American College of Radiology : JACR,
.
Idioma:
Inglés
Palabras claves:
Evaluate a standardized
Curriculum development
Medical student
Público objetivo:
Docentes
Medicos
Evaluadores
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Steve Braunstein Rachel B. Jimenez Pranshu Mohindra Alexander Spektor Jason C. Ye Kristin A. Bradley Steven J. Chmura Adam Currey Prajnan Das Daniel W. Golden Steve Braunstein Rachel B. Jimenez Pranshu Mohindra Alexander Spektor Jason C. Ye Kristin A. Bradley Steven J. Chmura Adam Currey Prajnan Das Daniel W. Golden Multi-institutional implementation and evaluation of a curriculum for the medical student clerkship in radiation oncology. 2016; 13Ed. 203.
