A Cancer Education Framework for Australian Medical Schools: an Announcement of a New Educational Program.

This framework draws upon national and international cancer curricula to identify the essential cancer-related learning outcomes for Australian medical students. The framework incorporates feedback from medical, radiation and surgical oncologists, haematologists, and palliative care physicians on what medical graduates need to know about cancer. The consensus view was that medical students require a basic understanding of the principles of cancer management and the opportunity to see cancer patients in a cancer service unit. The framework assumes that certain knowledge, skills, and attitudes are already embedded in current Australian medical school curricula, presenting instead only the core cancer content in order to provide a clear and concise framework designed to maximise integration within existing curricula.

Student Exposure to Cancer Patients: an Analysis of Clinical Logbooks and Focus Groups in Clinical Year Medical Students.

Despite cancer being the leading cause of mortality, cancer education and patient exposure are lacking in many medical schools. The aim of this study was to evaluate the nature of cancer patient exposure, relative to the clinical setting for medical students on placement and to explore their experiences. Participants were asked to maintain a logbook of cancer patient encounters and were invited to attend a structured focus group upon completion of the academic year. Eleven students submitted logbooks (rr = 6.15%) and eight participated in the focus groups (4.47%). A total of 247 cancer patient encounters were recorded. Third-year students primarily saw cancer patients in surgery (18.62%) and general practice (8.50%), whilst final year students saw cancer patients most frequently in palliative care (35.22%) and ENT surgery (13.77%). Students highlighted that the quality of their interactions with cancer patients varied significantly between clinical settings. Outpatient clinics and surgical in-patients had the lowest level of interaction, with students having a predominantly observatory role. Repeated themes of uncertainty and awkwardness regarding history, examination and discussing death and dying were outcomes of the thematic analysis. Exposure to cancer patients remains highly variable and opportunistic. Students voiced concerns for preparedness to practice and many found it worrisome that they will likely examine a primary cancer when they have graduated, without having done so during their training. Our study suggests that a more structured approach to teaching and clinical exposure to cancer patients is required.

Medical Student Exposure to Cancer Patients Whilst on Clinical Placement: a Retrospective Analyses of Clinical Log Books.

In Australia, one in two men and one in three women will be diagnosed with cancer by the age of 85. Several studies have demonstrated a decline in the number of medical graduates having examined cancer patients during their training. The aim of this study was to evaluate the exposure of medical students to cancer patients during clinical placements. Eighty-eight logbooks (response rate = 24.75%) containing 9430 patients were analysed. A total of 829 patients (8.79%) had a diagnosis of cancer. Most cancer patients were seen on surgical placements, whilst general practice placements returned the lowest numbers. None were seen in paediatrics or ophthalmology. Given the role surgery plays in the staging and treatment of cancer, it is unsurprising that most cancer patients were seen during surgery.  Most concerning was the number of patients with common cancers seen by our students. Only 46% of students saw a patient with breast cancer. Even fewer saw patients with colorectal (41%), lung (32%) and prostate cancer (30%). Only 14% saw a melanoma patient. Variability in the quality of the logbooks is the main limitation of this study, and therefore, it is not a complete picture of cancer patient exposure. However, it builds upon previous studies by providing insight to the number and types of cancer patients to which students were exposed. Overall, the exposure to common cancers remains concerning and further research is needed to explore the type and quality of these interactions over the course of an entire year.

Using expert panels to determine the level of cancer knowledge required of junior doctors in Australia. Part 1: methodology and results.

A number of curricula have been developed to address shortfalls in cancer education. However, no standardised means of assessing medical graduates against such curricula currently exist. This paper describes the use of expert panels to determine the level of cancer-related knowledge required by junior doctors. Participants individually reviewed knowledge items from the Ideal Oncology Curriculum for Medical Students and rated the level of understanding and specificity of each. On completion, panel sessions were convened to reach consensus. Fifty-two (17 %) items were considered irrelevant for junior doctors, whilst 164 items (54 %) and 85 items (28 %) were deemed appropriate at a moderate and high level of understanding, respectively. As a result, 249 (83 %) of the 301 items were deemed appropriate for junior doctors. Expert panels provide an important insight into the requirements of junior doctors, reduce ambiguity and facilitate discussion, resulting in higher quality data than that produced solely through individual reviews.

Using expert panels to determine the level of cancer knowledge required of junior doctors in australia. Part 2: sources of variability.

This paper describes the sources of variability encountered in the use of an expert panel to review cancer-related knowledge items, necessary for medical students. Variability was observed in the interpretation of written material relating to the definition and rationale for the task to be completed by individual panel members, including the definition of a junior doctor, and levels of understanding and specificity. Panel sessions undertaken in phase II provided facilitated discussion and the ability to clearly define the aims and tasks required of participants, resulting in data of a higher quality. Consensus was achieved in a single session that would have likely taken several iterations of individual data collection to achieve. Eliminating phase I has the potential to remove the majority of variability encountered in this study. Subsequently, the resultant decrease in time demanded of participants would likely result in higher recruitment and participation rates.

Applying global frameworks to assessment in medical education: an example of a nationally produced curriculum for cancer education.

The past decade has seen an increased effort to standardized medical curricula internationally. Despite these efforts, a lack of standardization remains evident, most likely owing to the lack of specificity with which such frameworks are often (out of necessity) constructed. As such, inconsistencies may arise owing to differences in adopted definitions and approaches to assessment. The authors highlight six key points to aid the individual educator in translating overarching frameworks into specific learning objectives that are measurable, written at a level of generality, complexity and difficulty that is clear, appropriate and explicit in what is required of the student.

Advances in cancer management: at what cost to medical student education?

BACKGROUND: Several studies have demonstrated concern over medical student exposure to cancer patients. Aim. To examine this concern and explore possible explanations. METHODS: Surveys of Australian and New Zealand interns in 1990 and 2001 were compared to surveys of University of Western Australia graduates from 2002-2006. RESULTS: Significant decreases in the number of interns who had examined cancer patients from 1990 to 2006 were evident, despite spending more time in oncology clinics. DISCUSSION: Advances in patient management has resulted in a shift to ambulatory care reducing patient accessibility. Medical schools must identify means to provide students with adequate patent exposure.

Using Structured Clinical Instruction Modules (SCIM) in teaching palliative care to undergraduate medical students.

BACKGROUND: Student evaluation of the palliative care attachment at The University of Western Australia highlighted certain shortcomings. Methods. A 2-hour Structured Clinical Instruction Module (SCIM) workshop was designed and implemented to address these issues. RESULTS: Preworkshop and postworkshop questionnaires showed a marked increase in self-rated competence and suggested this improvement was directly attributable to the workshop. A follow-up survey of a small number of students demonstrated this increase was sustained over time. CONCLUSIONS: SCIMs appear to be an effective instructional format in the small group setting. We covered a broad range of topics in a cost-effective manner and with minimal tutors and resources.

Achieving equal standards in medical student education: is a national exit examination the answer?

Although it is commonly assumed that the quality of medical school education in Australia is uniformly high, there is no national process for assessing its outcomes. There is substantial variability in the content of medical school curricula, and the process of curriculum change is becoming more challenging because of intense competition for time and space in the course. A national exit examination could provide a uniform standard of assessment for all medical school graduates in Australia, as well as foreign graduates applying to work in Australia. Such an examination could assess medical school outcomes, monitor the effects of curriculum change, and provide a benchmark for new medical schools that would help medical curricula evolve to better meet society's needs.