Oncology education for internal medicine residents: The value of participating in a medical oncology rotation.

2016 ◽  
Vol 34 (15_suppl) ◽  
pp. e18175-e18175
Author(s):  
Nancy Alice Nixon ◽  
Yoo-Joung Ko ◽  
Howard John Lim ◽  
Christine Elser ◽  
Vincent Channing Tam
Keyword(s):  
Internal Medicine ◽  
Medical Oncology ◽  
Oncology Education ◽  
Internal Medicine Residents

scholarly journals Oncology education for Canadian internal medicine residents: the value of participating in a medical oncology elective rotation

2018 ◽  
Vol 25 (3) ◽  
pp. 213
Author(s):  
N.A. Nixon ◽  
H. Lim ◽  
C. Elser ◽  
Y.J. Ko ◽  
R. Lee-Ying ◽  
...  
Keyword(s):  
Internal Medicine ◽  
End Of Life ◽  
Cancer Patients ◽  
Online Survey ◽  
Medical Oncology ◽  
Comfort Level ◽  
Cancer Knowledge ◽  
Self Directed Learning ◽  
Oncology Education ◽  
Before And After

Background Despite the high incidence and burden of cancer in Canadians, medical oncology (mo) rotations are not mandatory in most Canadian internal medicine (im) residency training programs.Methods All im residents scheduled for a mo rotation at 4 Canadian teaching cancer centres between 1 January 2013 and 31 December 2015 were invited to complete an online survey before and after their rotation. The survey was designed to evaluate perceptions of oncology, comfort in managing cancer patients, and basic oncology knowledge.Results The survey was completed by 68 im residents pre-rotation and by 48 (71%) post-rotation. Cancer-related learning was acquired mostly from mo physicians in clinic (35%). Self-directed learning, didactic teaching, and resident or fellow teaching accounted for 31%, 26%, and 10% respectively of learning acquisition. Comfort level in dealing with cancer patients and patients at end of life improved to 4.0/5 from 3.2/5 (p < 0.001) and to 4.0/5 from 3.6/5 (p = 0.003) respectively. Mean knowledge assessment score improved to 83% post-rotation from 76% pre-rotation (p = 0.003), with the greatest increase observed in general knowledge of common malignancies. The 3 topics ranked as most important to learn during a mo rotation were oncologic emergencies, common complications of treatment, and approach to diagnosis of cancer.Conclusions A rotation in mo improves the perceptions of im residents about oncology and their comfort level in dealing with cancer patients and patients at end of life. Overall cancer knowledge is also improved. Given those benefits, im residency programs should encourage most of their residents to complete a mo rotation.

Development of Required Postgraduate Palliative Care Training for Internal Medicine Residents and Medical Oncology Fellows

2004 ◽  
Vol 19 (2) ◽  
pp. 81-87 ◽  
Author(s):  
Douglas Ross ◽  
Deborah Shpritz ◽  
Carla Alexander ◽  
Kennita Carter ◽  
Martin Edelman ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Palliative Care ◽  
Medical Oncology ◽  
Internal Medicine Residents ◽  
Care Training

scholarly journals Oncology education in Canadian undergraduate and postgraduate medical programs: A survey of educators and learners.

2012 ◽  
Vol 30 (15_suppl) ◽  
pp. e16558-e16558 ◽  
Author(s):  
Vincent Channing Tam ◽  
Scott R. Berry ◽  
Tina Hsu ◽  
Scott A. North ◽  
Alan John Neville ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Family Medicine ◽  
Training Programs ◽  
Core Competencies ◽  
Medical Schools ◽  
Medical Illness ◽  
Breaking Bad ◽  
Oncology Education ◽  
Internal Medicine Residents ◽  
Standard Set

e16558 Background: Deficiencies in undergraduate (UG) oncology education have been documented and there is a lack of data on the quality and quantity of oncology education in postgraduate (PG) family medicine (FM) and internal medicine (IM) training programs. Methods: A self-administered web-survey was created to obtain information regarding the current oncology curriculum at medical schools and PG FM and IM training programs. Survey requests were sent to educators (undergraduate medical education curriculum committee members (UMECCM), family medicine (FMPD) and internal medicine program directors (IMPD), oncologists) and learners (final year medical students (MS), family medicine (FMR) and internal medicine residents (IMR)) at all 17 of Canada’s medical schools. Results: 159 of 961 educators (19 UMECCM, 7 FMPD, 10 IMPD, 54 medical oncologists, 67 radiation oncologists and 2 hematologic oncologists) and 518 of 1966 learners (342 MS, 95 FMR and 81 IMR) completed the survey. Overall response rate was 23% (educators 17%, learners 26%). Responses were received from at least one educator or learner from all 17 medical schools. The amount of oncology education was thought to be inadequate in their respective programs by 58% UMECCM, 57% FMPD and 50% IMPD. 82% of oncologists believed that oncology education was inadequate in their UG and PG FM and IM programs. For learners, oncology education was thought to be inadequate in their respective programs by 67% MS, 86% FMR and 63% IMR. Of 10 different categories of medical illness all groups agreed that their trainees were least adequately prepared to manage cancer. A standard set of oncology objectives was thought to be useful for UG learners by 59% of respondents and 61% for PG learners. The 3 topics considered most important as core competencies in oncology for both UG and PG learners are: cancer diagnosis, breaking bad news and cancer screening. Conclusions: Oncology education at the UG medical and PG FM and IM levels are currently thought to be inadequate by a majority of educators and learners. Developing a standard set of oncology objectives focusing on topics believed to be most important by educators may improve the quality of oncology education for learners.

Critical Care Communication Skills Training for Internal Medicine Residents

MedEdPORTAL ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Laura Rock ◽  
Nina Gadmer ◽  
Robert Arnold ◽  
David Roberts ◽  
Asha Anandaiah ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Critical Care ◽  
Communication Skills ◽  
Skills Training ◽  
Communication Skills Training ◽  
Internal Medicine Residents

Learning Electrocardiogram Interpretation: Insights from Residents and a Proposed Solution in an Observational Study (Preprint)

2020 ◽  
Author(s):  
Mohammad Alakchar ◽  
Abdisamad M. Ibrahim ◽  
Mohsin Salih ◽  
Mukul Bhattarai ◽  
Nitin Tandan ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Correlation Coefficient ◽  
Online Survey ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Resident Attitudes ◽  
Internal Medicine Residents ◽  
Life Threatening ◽  
Degree Of Participation ◽  
Electrocardiogram Interpretation

BACKGROUND Interpretation of electrocardiograms (EKG) is an essential tool for every physician. Despite this, the diagnosis of life-threatening pathology on EKG remains suboptimal in trainees. The purpose of this study is to study resident attitudes and behaviours towards EKGs, and describe an innovative way to teach EKGs. OBJECTIVE Study attitudes and behaviours towards EKGs. Describe an innovative way to teach EKGs. METHODS Design: An observational cross-sectional study through an anonymous online survey of resident attitudes and comfort with EKG interpretation. This was followed by creation of a WhatsApp group for discussion and interpretation of EKGs with peers. At the end of the day, the official EKG interpretation was posted. Setting: Internal medicine residency at Southern Illinois University. Participants: Internal medicine residents Interventions: Creation of WhatsApp group to aid with EKG interpretation Measurements: A 17 item questionnaire, followed by detection of degree of participation in a WhatsApp group. RESULTS Forty-one out of 63 residents (65%) completed the survey. 85% of respondents thought that an interactive way to teach EKGs is the best method of teaching, and 73% did not feel confident interpreting EKGs. 30% often rely on automated EKG interpretation. Further analysis indicated that PGY-1 residents reported ordering fewer EKGs (correlation coefficient -0.399, p = 0.012) and were uncomfortable diagnosing QT prolongation on an EKG (correlation coefficient -0.310, p = 0.049). Residents in the third or greater year of training ordered more EKGs (correlation coefficient 0.379, p = 0.015), less frequently relied on the computer for EKG diagnosis (correlation coefficient 0.399, p = 0.010), and were comfortable diagnosing an acute myocardial infarction and atrial arrhythmias. CONCLUSIONS In conclusion, most IM trainees do not feel comfortable interpreting EKG, however, this does improve with PGY year. WhatsApp is a possible platform for teaching EKGs.

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