A Scoping Review of Radiation Oncology Educational and Career-Planning Interventions in Undergraduate Medical Education

Radiation oncology (RO) teaching in undergraduate medical education (UME) is lacking worldwide with potentially detrimental effects on medical student career choices and patient care. The objective of this scoping review is to examine the extent of published literature describing RO educational and career-planning interventions in UME. Online databases were searched from respective dates of inception to June 2020 for articles that reported outcomes from RO educational and career-planning interventions in UME. Two independent reviewers screened entries for inclusion. Following full-text reviews, 25 articles were analyzed. Most interventions were a single session, involved clinical medical students, and were based in North America. Didactic teaching was most commonly used, though a majority included interactive learning in addition to or in place of didactic teaching. As expected, there was a heterogeneity of outcomes reported, and most studies collected data using surveys alone. Recurring topics included the multidisciplinary nature of oncology and psychosocial oncology. There was a paucity of studies reporting on formal mentorship programs and research programs. The data collated in this study can help develop new initiatives based on what has succeeded in the past. Areas that may benefit from future studies include mentorship programs, research programs, and interventions from outside North America.

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Correction to: Leadership Training and Undergraduate Medical Education: a Scoping Review

Medical Science Educator ◽

10.1007/s40670-021-01324-9 ◽

2021 ◽

Author(s):

Eric James ◽

Mallory Evans ◽

Misa Mi

Keyword(s):

Medical Education ◽

Undergraduate Medical Education ◽

Scoping Review ◽

Leadership Training

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Teaching the Social Determinants of Health in Undergraduate Medical Education: a Scoping Review

Journal of General Internal Medicine ◽

10.1007/s11606-019-04876-0 ◽

2019 ◽

Vol 34 (5) ◽

pp. 720-730 ◽

Cited By ~ 17

Author(s):

Ashti Doobay-Persaud ◽

Mark D. Adler ◽

Tami R. Bartell ◽

Natalie E. Sheneman ◽

Mayra D. Martinez ◽

...

Keyword(s):

Medical Education ◽

Social Determinants Of Health ◽

Undergraduate Medical Education ◽

Social Determinants ◽

Scoping Review ◽

Determinants Of Health ◽

The Social

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Teaching scientific principles in undergraduate medical education – a scoping review on international examples

10.21203/rs.3.rs-19876/v1 ◽

2020 ◽

Author(s):

Nico Vonneilich ◽

Sven Kurth

Keyword(s):

Medical Education ◽

Undergraduate Medical Education ◽

Scoping Review ◽

Critical Appraisal ◽

Educational Interventions ◽

Student Knowledge ◽

Evaluation Data ◽

Medical Curricula ◽

Scientific Principles ◽

Scientific Questions

Abstract Background The constant growth of medical scientific knowledge, stronger calls for evidence based medicine and changing roles of physicians are examples for the relevance of teaching scientific principles in undergraduate medical education. The acquisition of scientific skills is comparably weak in undergraduate medical education. This scoping review addresses the following questions: Which examples on teaching scientific principles in undergraduate medical education can be identified in international literature? What is known regarding their educational success and how can they be integrated into undergraduate medical curricula? Methods A systematic scoping review search was conducted in PubMed. Criteria for eligibility were English or German language, publication in a peer-reviewed journal, publication date after 1 st of January 2000 and the publications had to report educational interventions in undergraduate medical education on one of the following basic scientific principles: searching literature, formulating scientific questions, reading and critical appraisal of literature, writing, presentation and understanding of the research process. After full-text screening, 29 studies were included in the analysis. Results Educational interventions focused on literature search (N=14), critical appraisal of scientific publications (N=13) and the formulation of scientific questions (N=13). Evaluation data were included in 16 publications. Outcomes included measures of student satisfaction, student knowledge and scientific competence based on tested instruments. Results were quite heterogeneous regarding the success of educational interventions. Conclusions Publications in this field of medical education vary considerably regarding reporting of results and inclusion of evaluation data, making a comprehensive analysis of the educational interventions a difficult task. Nevertheless, some ideas for the implementation of scientific principles in undergraduate medical education can be named. Student knowledge of and student attitude towards scientific principles in medical education can be fostered by integrating different didactic approaches, by including self-study time and by integrating these principles vertically in undergraduate medical curricula along with clinical aspects.

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Online Lectures in Undergraduate Medical Education: Scoping Review

JMIR Medical Education ◽

10.2196/mededu.9091 ◽

2018 ◽

Vol 4 (1) ◽

pp. e11 ◽

Cited By ~ 16

Author(s):

Brandon Tang ◽

Alon Coret ◽

Aatif Qureshi ◽

Henry Barron ◽

Ana Patricia Ayala ◽

...

Keyword(s):

Medical Education ◽

Undergraduate Medical Education ◽

Scoping Review ◽

Online Lectures

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Group mentorship for undergraduate medical students—a systematic review

Perspectives on Medical Education ◽

10.1007/s40037-020-00610-3 ◽

2020 ◽

Vol 9 (5) ◽

pp. 272-280

Author(s):

Elise Pauline Skjevik ◽

J. Donald Boudreau ◽

Unni Ringberg ◽

Edvin Schei ◽

Terese Stenfors ◽

...

Keyword(s):

Systematic Review ◽

Medical Education ◽

Medical Students ◽

Undergraduate Medical Education ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

Group Mentoring ◽

Ovid Medline ◽

Mentorship Programs ◽

Cross Sectional Design

Abstract Introduction Mentoring has become a prevalent educational strategy in medical education, with various aims. Published reviews of mentoring report very little on group-based mentorship programs. The aim of this systematic review was to identify group-based mentorship programs for undergraduate medical students and describe their aims, structures, contents and program evaluations. Based on the findings of this review, the authors provide recommendations for the organization and assessment of such programs. Methods A systematic review was conducted, according to PRISMA guidelines, and using the databases Ovid MEDLINE, EMBASE, PsycINFO and ERIC up to July 2019. Eight hundred abstracts were retrieved and 20 studies included. Quality assessment of the quantitative studies was done using the Medical Education Research Study Quality Instrument (MERSQI). Results The 20 included studies describe 17 different group mentorship programs for undergraduate medical students in seven countries. The programs were differently structured and used a variety of methods to achieve aims related to professional development and evaluation approaches. Most of the studies used a single-group cross-sectional design conducted at a single institution. Despite the modest quality, the evaluation data are remarkably supportive of mentoring medical students in groups. Discussion Group mentoring holds great potential for undergraduate medical education. However, the scientific literature on this genre is sparse. The findings indicate that group mentorship programs benefit from being longitudinal and mandatory. Ideally, they should provide opportunities throughout undergraduate medical education for regular meetings where discussions and personal reflection occur in a supportive environment.

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